MODULE

IN

PURPOSIVE COMMUNICATION
(GE 04)
Week 4-8

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COMMUNICATION PRINCIPLES (continuation)

Overview

Certain principles are inherent in the communication process; these principles serve as the
fundamental truth or proposition that serves as the foundation for effective
communication. When people are aware of these principles, they know what to apply in their
everyday communication with others. They significantly decrease the likelihood of
misunderstanding and conflict and increase the chances of successful business transaction,
classroom discussion, family affairs, etc. this kind of communication develops productivity,
boosts competence, and lessens errors among people. Indeed, strong communication skills
help one to excel in any operation such as sending emails, winning a client, or conducting
research. Here are some essential tips to achieve good communication skills
(www.constantcontent.com): have a goal; listen; adjust to one‘s medium; stay organized; be
persuasive; be clear; use visuals and stories; focus on the communication goal; and be
curious.

Principles of Communication

The principles of communication describe the characteristics of communication which

people need to understand and learn. The notion of the basic principles of general
communication builds relationships with people. Understanding the seven key principles
(Duck and McMahan, 2012) may help avoid communication breakdown among people.

1. Communication involves symbols. A symbol is an arbitrary representation of

something else-an object, an idea, place, a person, a relationship, a word, a
movement, a sound, a picture, a logo, a gesture, or a mark. Verbal communication
involves language, while nonverbal communication involves all other symbols.
2. Communication requires meaning. Communication requires that symbol convey
meaning: What a symbol represents is said to be its meaning. Particular meanings,
however, are not tied to only one symbol but can be conveyed in multiple ways using
different symbols. Because they are completely arbitrary, symbols have the
potential for multiple meanings subject to change such as the following:
a. Social construction of meaning involves the way in which symbols take on meaning
in a social context or society as they are used over time.

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 b. Meaning and context may vary.
c. Verbal and nonverbal influence on meaning.
d. Meaning and the medium are interconnected.
3. Communication is culture related. The diversity of cultures establishes various
assumptions and takes different knowledge for granted.
4. Communication is relational. All communication contains both a content (message)
level and a relational level, which means that, as well as conveying information, every
message indicates how the sender of a message and the receiver of that message
are socially and personally related.
5. Communication involves frames.
6. Communication is both presentational and representational.
7. Communication is a transaction.

COMMUNICATION AND GLOBALIZATION

At the end of the lesson, the students should be able to:

1. Explain the effects of cultural and global issues on communication; and
2. Appreciate the impact of communication on society and the world

What is Globalization?

Globalization is the communication and assimilation among individuals, ethnicities, races,

institutions, governments of various nations supported by technology e and compelled by
international trade. Due to globalization, the more you become exposed to diversity---
the valuing of the uniqueness or differences in gender preference, color, age, religious
affiliation, ethnicity, education, social and economic status and political beliefs.
Globalization is not a new process or concept. Years before the advent of technology,
people had been purchasing and selling each other properties, goods and other objects
of certain value.

The following are possible cultural barriers to effective communication in a global

environment:

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 1. Cultural relativism
2. Lack of knowledge of other‘s culture
3. Discrimination and harassment
4. Language differences

Strategies to become an effective global communicator by Krizan (2014):

1. Review communication principles.

2. Analyse the message receiver.
3. Accept other‘s cultures.
4. Learn about cultures and apply what is learned.
5. Consider language needs.

Communication and Globalization

In communication, globalization would mean the increase in the social connectedness of

the expansion of one‘s social community and the mutual reliance or dependence of
peoples and nations; the evolution of a language that could be understood by most
countries; and the development of the global communication skills or the ability to send
message across cultures through four macro skills (e.g. speaking, listening, reading, and
writing) and the use of non- verbal communication. Developing one‘s global
communication can lead to cultural diversity. Cultural diversity refers to people from
different cultures or nations respecting each other‘s differences.

As more people cross borders because of globalization, more language contact happens,
making communication more challenging.

Communication has since been increasingly global, blurring national boundaries. The
ability to communicate effectively in a global setting can be a challenge. Hence, to
effectively communicate in a global context, a general understanding of the differences
in conducting communication from one country to another or from one culture to
another helps avoid miscommunication.

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HOW TO COMMUNICATE IN A MULTICULTURAL SETTING

It is important to know and adapt the different communication style with the people that
you will meet in a given situation.

High Context Communication Low Context Communication

It is used predominantly in collectivist It is used predominantly in
cultures and reflects a holistic thinking individualistic cultures and reflects an
style, where the larger context is analytical thinking style, where most of
taken into consideration when the attention is given to specific focal
evaluating an action or event. objects independent of the surrounding
environment.
Most of the information is either in the Most of the meaning is conveyed in the
physical context or internalized in the explicit verbal code.
person, with very little information
given in the coded, explicit,
transmitted part of the message.
High context cultures (Mediterranean, Low context cultures (most Germanic
Slav, Central European, Latin American, and English-speaking countries)expect
African, Arab, Asian, American-Indian) messages to be explicit and specific.
leave much message unspecified, to be
understood through context, nonverbal
cues, and between-the-lines
interpretation of what is actually said.

Communication styles can also be direct or indirect, self-enhancing or self –effacing.

1. Direct or Indirect. It is a direct communication style if message reveal the speaker‘s

true intention and indirect if the message camouflage the intention.

2. Self-enhancing or self-effacing. It is a self-enhancing communication style if the

message promotes positive aspects of self and self- effacing if the message deemphasizes
aspects of self.

3. Elaborated or Understated. It is elaborated communication styles if there is a use of

rich expressions and understated if there is an extensive use of silence, pauses, and
understatements.

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The diversity of people and culture impacts communication. Communicating with people
coming from unfamiliar cultures poses challenges.

Interaction with people from other cultures introduces a number of terms with specific
meanings. These terms are differentiated in springinstitute.org with examples for
clearer understanding and appropriate use.

Multicultural- refers to a society that contains several cultural or ethnic groups.

People live alongside one another, but each cultural group does not necessarily have
engaging interactions with each other.

Cross-cultural-deals with the comparison of different cultures. In cross-cultural

communication, differences are understood and acknowledged, and can bring about
individual change, but not collective transformations.

Intercultural – describes communities in which there is a deep understanding and

respect for all cultures. It focuses in the mutual exchange of ideas and cultural
norms and the development of deep relationships.

Intercultural communication is the sharing of meanings with and receiving and

interpreting ideas from people whose cultural background is different from yours.

Samovar and Porter (2001) enumerated some of the variations of intercultural

communication as follows.

1. Interracial Communication is the interaction among people of different races.

2. Inter-ethnic Communication is the interaction among people who have different

ethnic groups.

3. International Communication is the interaction between persons representing

different political structures.

4. Intra-cultural Communication is the interaction that includes all forms of

communication among members of the same racial, ethnic, and sub-culture groups.

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SOCIO-CULTURAL ASPECTS OF COMMUNICATION

Culture and communication are inseparable. Anyone involved in communication has

his/her own identity and culture which influence the elements of his/her communication.

Communication becomes successful when people involved are sensitive to the socio-
cultural aspects of communication. The socio-cultural aspects (Dapat,et.al, 2016) are
considered among participants of intercultural events.

1. Cultural identify refers to the membership and acceptance into a larger cultural
group that share a system of tradition, norms and values. It involves the people‘s
standards of appropriate and appropriate behaviour. The level of one‘s cultural
identity influences his/her emotional significance in the cultural group that
influences his/her behaviour as well. Communication should also be multicultural; be
open to the insights of other communicators with different cultures.
2. Gender role is not necessarily limited o male and female. In some culture, dresses
and skirts are proudly worn by men. While women, in another culture, are not only
seen nursing children at home but they also run a country or lead a nation. The
society and media representations of gender inform and influence the people‘s
understanding and expectations of the gender roles in the real world. Like culture,
communicators must respect and accept the gender preference of each human being.
People do not have the authority to judge or condemn other‘s sexual orientation.
3. Age identity-refers to how people feel and think about themselves as they age. Not
all children are innocent and childish, even adults are not matured and responsible.
Age identity can influence one‘s self-image, personality, language use, attitudes and
communication with others. Hence, communicators must be oriented with the age
identity of the person they are interacting so they can give a meaningful feedback.
4. Social class-is the rank assigned by the society to its members according to their
income, titles, possessions, etc. people‘s perception of another‘s social class affects
the way they communicate. The social class one of one culture may not apply to
another culture. Generally speaking, the higher classes enjoy more privileged roles,
and the lower classes are assigned manual labor. Regardless of one‘s social class,
people should communicate with him/her in a manner that he/she finds acceptable.
5. Religious identity- refers to the active or inactive membership of a person to a
certain religious organization. Some see themselves as members of various religious
groups. Either way, their religious beliefs, values and worldviews are associated with
their way of life. Religion is very sacred and important to anyone or perhaps to
everyone. Hence, religious issues and prejudices should be handled properly and
respectfully.
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Cultural factors in Multicultural Settings

Uniqueness of people is rooted in their backgrounds. These are usually their reference in
expressing their insights, decisions, actions, etc. especially when they are communicating
verbally or non-verbally.

Here are the major cultural factors (Cotton, 2013) which may influence one‘s
communication in multicultural settings:

1. Mother tongue and secondary languages. The first language is the basis of how one
initially thinks, behaves, and communicates with others. Second language has a lesser
effect unless it becomes the predominant language.
2. Race. One‘s characteristics as well as how others perceive him/her. As cultures
blend and understanding increases, racial equality is becoming less of an issue around
the world.
3. Ethnicity. People can be of a particular race and have different ethnic preferences
due to their life experiences and environment.
4. Gender. Being male or female certainly has an impact on how different countries and
cultures view different individuals; as gender equality still varies widely around the
world.
5. Local culture. It is the combined influence of one‘s home life, surrounding
environment, neighbourhood, city or village. This is where one experiences the
support system that develops the foundation of his/her cultural beliefs and values.
These values influence that standards by which he/she measures the quality of
his/her life against those of others.
6. Religion. It is often one of the dominant cultural factors in a person‘s development
and it is always connected to an entire culture‘s history. It is frequently the
judgment factor between different cultures.
7. Regional attire. It can vary greatly from one culture to the next, as a result of the
industry, climate differences, and cultural preferences.
8. Ancestry, parents, and families. These are the foundations of a person‘s roots and
development. Their involvement or lack of involvement in one‘s upbringing and life
make a crucial contribution to his/her communication with others.
9. Teachers. One-third (or more) of a student‘s life is spent in school, both good and
bad teacher‘s influence helps establish many beliefs and values of a person,
particularly in career and personal decisions.
10. Friends. These include colleagues and peers who have a strong influence on how one
behaves and makes decision in some cases.

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 11. Neighborhood. It influences and defines a person within the context of his/her city,
village or town. It can imply status, wealth, class, ethnicity, or simply a unique section
in town. It can create perceptions about the people who live with them.
12. Education. The level of one‘s education and vocations of choice supersede old cultural
factors that he/she has outgrown or that have changed as a result of his/her
experience.
13. Profession. This is where more than half of a person‘s life learning and growth
happens which makes a huge contribution to the development of other cultural
factors.
14. Experience. Life experiences alter and expand the way people view people, cultures,
and countries and what they consider comfortable (and uncomfortable).
15. Politics. It has a strong impact on the global perspective of different countries.
Leaders and the decisions they make can sometimes be beloved and hated
simultaneously depending on where you are and whom a person is talking to.
16. Physical features. People are very observant in the physical features of others. Self-
confidence is attributed to one‘s physical feature (i.e beauty, skin, height, etc.)
which greatly influence their communication and relationship with others.
17. Media. In this digital age. All forms of media are very significant and more than a
necessity to most people. People are now involved to what they read, watch or post
on media which alter their values and culture one way or another.

STRATEGIES IN COMMUNICATING ACROSS CULTURES

The following are suggestive ways (Dapat, et al, 2016) to communicate with in multicultural
settings:

1. People should be mindful of the other communicators who have different culture.
2. People should mindfully choose the suitable words and actions that are culturally
acceptable to others. Polite expression (e.g please, thank you) and gestures (e.g.
smile, bow) should be considered at all times.
3. People should be skillful and tactful in communicating in multicultural settings. Many
intercultural encounters involve well-meaning clashes, so language adeptness and
diplomatic actions should always be present.

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 4. People should be observant on the connection among communication patterns. These
are structures of communication that link a person in the work team and his/her
evaluation in terms of efficiency of communication and satisfaction of his/her group
members. In particular, communication patterns among employees and their
administrators.
5. People should open their minds to dissimilar culture because it can give them fresh
options to try a new approach in life.

Improving Intercultural Communication Competence

The following guidelines may help you enhance your ability to communicate effectively
across cultures (Gamble & Gamble, 2008):

1. Recognize the validity and differences of communication styles among people.

2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.

LOCAL AND GLOBAL COMMUNICATION IN MULTI-CULTURAL SETTINGS

Readings: Communicating Across Cultures (by Carol Kinsey Goman, 2011)

 Varieties and Registers of Spoken and Written Language

There are two varieties of language—the spoken and the written language. this
differentiation is predetermined by two distinct factors: the actual situation where the
language is being used (setting) and the aim of communication why the language is
needed (purpose)/ these two varieties have equal importance.

The written language has to seek means to compensate for what it lacks. It is more
carefully organized, more explanatory; the word choice is more deliberate. The written
language is able to live forever with the idea it expresses. It can be detached from the
user and objectively looked at in a different angle. The writer has an opportunity to
correct and improve what has been put to paper. It bears a greater volume of
responsibility than its spoken counterpart.

On the other hand, the spoken language is spontaneous and momentary; it is mostly
maintained in the form of a dialogue. It vanishes after having fulfilled its purpose,
which is to communicate the thought, whether trivial or important. The spoken language
cannot be detached from its user that‘s why they say of spoken language, the idea
remains but the language disappears.

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Varieties of English

World Englishes (WE) or varieties of English stands for the localized varieties of
English as they are used or spoken in certain areas. In the Asian context, the concept
was introduced by Braj Kachru. The famous ―Three Concentric Circles of Asian
Englishes‖ attributed to Kachru presents the three circles: Inner Circle with ENL
(English as a native language)member countries; the Outer Circle with ESL (English as a
Second Language) member countries and Expanding Circle with EFL (English as a Foreign
Language) member countries. It is then to be understood that people have different
linguistic and cultural backgrounds making intercultural communication a significant
variable in communication.

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Propositions of the Concentric
Circles
1. It has an awareness of
varieties of English and
endangered a large number of
critical debates about the
traditional view of English
language as the language of
particular countries
2. It has also significantly helped
shift negative perceptions of
varieties of English which are
other than the Inner Circle
Varieties.
3. It has critically represented
the realities of English
language communication
situations; advocating the
recognition that differing
varieties of English would not
lead to a lack of intelligibly
and, therefore, should not be
treated as deficient.
4. The notion of worldliness of
English argues that English
enables its users from many
cultures to express and
negotiate their voices and
disperse their knowledge in far
broader communities as well as
gaining the possibility of
achieving international reach.
Limitations of the Concentric Circles
1. The way English is used and the roles
of Englishes in these countries are
vastly different from each other.
2. Due to the rapidly changing nature of
English-speaking contexts in the
globalized world, the boundaries
separating these circles have become
less distinct, making it more difficult
to find countries that can be
accurately classified as Expanding,
Outer or Inner Circle.
3. The idea that each country‘s people
speak the same varieties of English is
found to be too simplistic.
4. The sense of segregation, which is at
the at the heart of the circle metaphor is
counterproductive (having the opposite of
the desired effect); this segregation is also
a determining factor in influencing people‘s
attitudes to these Englishes.
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Philippine English

Over the decades, Philippine English began develop as a variety of English in its own right,
associated with a distinct accent, a localized vocabulary, and even a body of creative
writing by Philippine writers in English. It is legitimate nativized variety of English it is the
language used by Filipinos in controlling domains such as science and technology, the
judiciary, the legislature, bureaucracy, higher education, scholarly discourse, and the like.
It has unique features that are unique to it (Dayag, 2012).

Linguistic Features of Philippine English

1. Phonological features include devoicing of sibilant consonants in words like beige,

pleasure, seize, bees, and cities, which are articulated as [s], and the rendering of
―th‖ sounds as [t], [d], in words such as this [dis], thin[tin]. With vowels, other
features may occur including a loss of distinction between long and short vowels in
such pairs as sheep/ship, full/fool, boat/bought, etc. many speakers deploy a
reduced vowel inventory compared with American English.
2. Lexical features borrowed extensively from Spanish (despedida ‗farewell‘, estafa
‘fraud‘, scandal‘, querida ‗mistress‘) and Tagalog. Loan translations are also widely
used including open/close the light/radio for ―turn off the light/radio‖, joke only for
―I‘m teasing you‖, and you don‘t only know for ―you just don‘t realize‖. Local coinages
include such items as to carnap, highblood, hold-upper, and topnotcher, while archaic
items derived from late nineteenth century American English include comfort room
(CR), solon, and viand.

Varieties of Philippine English

1. Acrolectal Philippine English is associated with academics, bilinguals from English-

speaking homes and English majors at university level.
2. Mesolectal Philippine English is spoken by professionals who are non-English majors
and who mostly use English in the workplace, and who display a noticeably Philippine
accent.
3. Basilectal Philippine English typically differs from the standard language in
pronunciation, vocabulary, and grammar, and can often develop into ifferent
languages. Its more significant differences such as copula deletion and do-deletion in
direct questions. It is also characterized by the use of words that are typically
considered slang or colloquialisms which are usually spoken by factory workers,
janitors, drivers, etc.

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World Englishes for Intercultural Competence

Intercultural competence is the ability to develop targeted knowledge, skills and attitudes
that lead to visible behaviour and communication that are both effective and appropriate in
intercultural interactions (Deardorff, 2006 as cited in www.gcu.ac.uk)

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Language Varieties

Language is a tool for people to communicate verbally or non-verbally through spoken and
written forms. It is constructed through the use of words in a structured or conventional
way. This language is usually shared by the members of community or citizens of a country.

Language variety is a specific set of linguistic items or human speech patterns (sounds,
words, grammatical features), which can be associated with some external factor
(geographical area or a social group)(Wardhaugh, 1986, as cited in Mu‘in 2008). There are
five varieties of language (Hawaii.edu), which all started in oral form or spoken language:

1. Pidgin- a new language which develops in situations where speakers of different

languages need to communicate but do not share a common language. once a stable
pidgin has emerged, it is generally learned as a second language and used for
communication among people who speak different languages.

Example: Spanish-based pidgin evolved in the Philippines, particularly spoken by

Chinese residents, was also used by non-fluent Filipinos when addressing Spaniards.
Some Philippine pidgin Spanish used by the native Filipinos that still represent an
imperfectly acquired second language such as bueno, señor,etc (Lipski, 2002)

2. Creole- when children start learning a pidgin as their first language and it becomes
the mother tongue of a community, it called a creole. Like a pidgin, a creole is a
distinct language which has taken most of its vocabulary from another language, the
lexifier, but has its own unique grammatical rules. Unlike a pidgin, however, a creole
is not restricted in use, and is like any other language in its full range of functions.

Example: Mindanao Chabacano(MC)- a cluster of varieties of Philippines census- is

rather unusual among creole languages because it has been constant contact both with
its chief lexifier Spanish and with the languages which most strongly shaped
typologically, the Central Philippine languages, for most of 300 or so years it is generally
assumed to have existed (Grant, 2011).

3. Regional dialect- is not a distinct language but a variety of a language spoken in a

particular area of a country. Some regional dialects have been given traditional
names which mark them out as being significantly different from standard varieties
spoken in the same place.

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 Photo courtesy: csun.edu

4. Minority dialect

Sometimes member of a particular minority ethnic group have their own variety which
they use as a marker of identity, usually alongside a standard variety. This is called a
minority dialect. Apparently, some minority dialects are getting endangered.
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5. Indigenized Variety

Indigenized varieties are spoken mainly as second language in ex-colonies with

multilingual populations. The differences from the standard variety may be linked to
English proficiency, or may be part of a range of varieties used to express identity.

Written Language

Written language is the written form of communication which includes both reading and
writing. It serves as a point of reference for the spoken language. specifically, written
language, whether reading or writing, requires basic language abilities. In fact , writing
is the language unsupported by all the vocal and visual signs that involves the process of
giving feedback from the receiver. Written language has phonological processing
(understanding of words with discrete sounds and associating these letters with sounds,
i.e. decoding), vocabulary, and syntax (grammar).

Functions of Written Language:

1. To keep records
2. To trade with property and owning, taxation
3. To study mathematical, scientific, and astronomical knowledge
4. To perform ceremonial and religious activities
5. To appreciate literature

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EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF TEXTS
REFLECTING DIFFERENT CULTURES

At the end of the lesson, the students should be able to:

1. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)

skills;
2. Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers;
and
3. Adopt of awareness of audience and context in presenting ideas

 • What is a Message?

- it is the final concept of the idea by the sender.

- it may be encoded in various forms like spoken words, written words, non-
verbals, pictures, films, advertisements, memes, visual and performing
arts, etc.

- messages sent by different sources have their specific purpose.

 Three (3) PURPOSES OF MESSAGE

1. to inform/educate – When your purpose is to inform or educate, your message should be

neutral and unbiased. At present, it is unfortunately very common that informative write-
ups in social media, specifically Facebook, are not neutral or unbiased. You should learn how
to be vigilant in identifying or filtering fake news on social by using critical thinking.

The usual platforms for this purpose of message are newspaper articles, magazine
features, news blogs, travel blogs, radio broadcasts, television newscasts, documentaries,
online video tutorials, seminars or conventions, and classroom lectures.

2. to entertain – When your purpose is to entertain, your message should give your audience
an enjoyable and relaxing feeling. In oral communication, your message should be light and
short. In movies, it could be a romantic comedy. Whatever medium it is that you use, always
remember that you are pleasing your audience and holding their attention while making a
point.
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 The message may be humorous but you do not need to be funny all the time just to
entertain. In oral communication, you can share interesting stories or an anecdote that is
relevant to the occasion. The usual platforms for this purpose of message are music,
movies, television sitcoms, sports broadcasts, social networks and entertainment media.

3. to persuade - When your purpose is to persuade, your message should be able to

influence your audience towards your point. This may be the most challenging purpose of
message because you have to change the mindset of your audience and let them believe the
idea you are offering.

A post on Facebook may influence you to think one way by narrating only their side
of the story. As a media literate individual, you should be able to detect biases and read
critically.

The usual platforms for this message are advertisements, political speeches,
political blogs, and social media posts.

 Who Controls the Transmission of these Messages?

- In the mass, interactive and emerging media, the ones transmitting and
controlling most of the messages you receive are corporations,
government and individuals.

- CORPORATIONS are also called MEDIA CONGLOMERATES because

most of them own different media forms that we consume like television,
radio, film, music, websites. These corporate-owned media‘s main goal is
to prosper their respective business, that is why their messages are
motivated by commercial interests, which are gained through advertising.
As a consumer of media, you must remember to listen, read, and view
critically to be able to weigh if the message you are receiving is serving
your best interests, or the interests of these conglomerates.

- GOVERNMENT, also known as STATE-OWNED MEDIA, are media

produced or funded by the government. When watching messages from
state sponsored media, you must carefully evaluate them for propaganda.
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 - INDIVIDUALS refer to the INDEPENDENT MEDIA. These forms of
media are free from the influence of the corporate government. Citizen
journalism for instance, has gained following because of the social media.
This platform enabled everyday people to report current events to a wide
audience.

 How to Convey the Message?

- Every day, you connect or communicate with different people of various

personalities and culture for different purposes. The way you
communicate with them would depend on your purposes. Listed below
are the basic components to consider in order for you to communicate
with purpose.

1. Have an Objective – identify the purpose why you will communicate

with the person. Is it to inform, to entertain, or persuade? What
are your expectations from the person/audience?

2. Consider your Audience – Message will be given properly depending on

the audience in a situation.

3. Be Clear – Make your message short and direct. Make sure that
there are no irrelevant information, no unfamiliar jargons, and no
ambiguous terminologies.

4. Check for Understanding – Make sure that conversations are given in

a two-way process. Listen to an interaction, ask questions, give or
answer clarifications if there is.

Note: Knowing the purpose of your communication is the key to a successful

communication process. Keep on practicing your skills in identifying purpose and
planning how to communicate messages.

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Three (3) Receptive Skills (Critical Reading, Listening and Viewing)

1. Critical Reading – is a more active way of unveiling information and ideas presented
by the text. In the process of unveiling, you ,must be aware of your biases and
prejudices so that you can honestly evaluate the text. The steps involve in critical
reading are : analysis, interpretation, and evaluation.

Note: To become a purposeful, active, critical reader, you may take into consideration the
following strategies:

1. Monitor Comprehension

- It cannot be denied that you do know your limits when it comes to vocabulary,
understanding the important idea/s presented, connecting ideas to form a logical
conclusion, etc. Monitoring comprehension does not mean merely knowing what your
limitations are. You must be open to enhance your skills by applying strategies to fix your
limitations.

2. Metacognition

- Besides knowing your limitations, you should also be aware of how you process thinking.
Be clear about the purpose of your reading before starting to read. While reading, be
aware of how fast or slow you read and understand the text. After reading, you try to
assess how much of the text were you able to understand. Try to assess what part made it
hard for you to understand and then find a way to fix this.

You may use the listed steps below. It may be hard at first but by regular practice,
you could be better.

a. Identify where the difficulty occurs.

b. Identify what the difficulty is.

c. Restate the difficult sentence in your own words.

d. Look back through the text.

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e. Look forward in the text for tge information that might help you resolve the difficulty.

3. Graphic Organizers

- If you are a visual learner, you may use graphic organizers to make it easy for you to
understand the text. Maps, graphs, frames, clusters, webs, storyboards, and Venn
diagrams are some examples of graphic organizers. Use them to understand and link
concepts.

4. Answering Questions

- If you are the student who would speed read a text given by the teacher because you
wanted to get the answers to the questions posted on the board as soon as you can, then
this strategy will work for you. Asking questions will give you a purpose for reading
critically. You can start by asking explicit questions first and then move to implicit
questions.

Four (4) types of questions you may use:

a. Questions found right in the text.

b. Questions based on the recall of facts that are directly found in the text.

c. Questions where you can make use of what you already know against what you have
learned from the text.

d. Questions based on your experiences.

5. Recognizing Story Structure

- This strategy can be used when you are reading fiction. You can draft the story
structure by identifying the characters, setting, significant events, conflict, climax,
denouement, and resolution. You may combine this strategy with graphic organizer.

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6. Summarizing

- This strategy can be used when writing research. You determine what is important or
what the main idea is in the text and write it using your own words. After identifying main
ideas, you can start connecting them to complete your study. Do not forget to eliminate
unnecessary information to avoid confusion.

2. Critical Listening – is a logical process of scrutinizing what you listened to. It

involves analyzing, interpreting and evaluating, just like in critical reading. It
sometimes involves problem solving or decision-making.

COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY

Learning Objectives:

1. Convey ideas through oral, audio-visual, and/or web-based presentations for

different target audiences in local and global settings using appropriate registers
2. Adopt awareness of audience and context in presenting ideas

In today‘s digital society, communication is mediated using technology. For communication

to be more effective, it is imperative to know how technology works, what purposes it can
serve and how it can be used efficiently and effectively used to achieve specific goals in
the communication process.

It is important to consider the following when preparing multimedia presentations for

various communication:

A. Characteristics of Multimedia Presentations

1. Multiple media : Multimedia presentation comprises of text, graphics and
images, animation, sound, and video.
2. Non-linearity : Non-linearity is the capability of jumping or navigating from
one point within a presentation to another point without appreciable delay.
3. Scope of interactivity : To make non-linearity a possibility, a user needs to
interact with a presentation. For non-linear presentation, a user can directly
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 navigate to an area of interest. Such interaction is made possible through a
set of interactivity elements embedded within the presentation like buttons,
menu items or hyperlinks.
4. Integrity : Although there may be several media types present and playback
simultaneously, they need to be integrated or be part of a single entity which
is the presentation.
5. Digital representation : Multimedia requires instant access to different
portions of the presentation. This is best done inside a digital computer which
store data on random access devices like hard disk, and compact disc.
Multimedia presentations are produced and played back on the digital
platform.

Multimedia presentations are visually oriented (displayed on a monitor or projected onto

screen). Users are allowed to use different modalities such as text, graphics, photographs,
audio, animation and video.

Special features of computer-based presentations

1. Custom navigation (linking) between slides, to other media and to the Internet
2. Can be made into hard copy printouts or transparencies
3. Can be uploaded to the Web
B. Steps in Making Effective Multimedia Presentations

Planning Your Presentation

1. Step 1: Analyze your audience

2. Step 2: Select a topic
3. Step 3: Define the objective of the presentation

Preparing the Content of Your Presentation

4. Step 4: Prepare the body of the presentation

5. Step 5: Prepare the introduction and conclusion
6. Practicing and Delivering
7. Step 6: Practice delivering the presentation
 Speaking from Memory
 Speaking from Notes
 Speaking from Text
 Using a Combination of Methods

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Steps in Making Effective Multimedia Presentations

1. Know the purpose of the presentation.

2. Know the audience.
3. Gather information.
4. Use a variety of resources such as :
a. Textbooks
b. Digital resources
 Photographs
 Scanned images, student work
5. Do not forget to cite sources.
6. Organize the information.
7. Check technical issues.
8. Be creative.

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 Exercises:
1. Understand the importance of communication principles on television. Watch a talk
show, commercial and variety show on local television and accomplish the following
worksheet.

What is the importance of the following principles of communication to:

Comm Talk show Commercial Variety show
Principle
1
2
3
4
5
6
7

2. Through a slogan/poster, state how the knowledge of communication process aids people
in communicating effectively. Place your slogan/poster on a bond paper.
3. Create a vlog where you will answer the following rhetorical questions:
1. How do you say yes when you always say no?
2. How confident are you in speaking English?
3. When writing social media status or posting picture captions, which do you
prefer to use, Tagalog, Taglish or English? Why?
4. Do you find an English proficient person intimidating? Why or why not?

4. Read:―What is Globalization Anyway?‖ by Alex Gray (World Economic Forum, 2017) and
answer the following questions:

1. What does the experience of Starbucks tell the readers about globalization?
2. What are the driving forces behind globalization?
3. What are the benefits of globalization?
4. What are the negative effects of globalization?

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5. Read the following statements carefully. Tell whether each statement is true or false,
if the statement id false, re-write or revise it to make it true.

Point system: (5 items x 3 points each =15 points )

1. Globalization began after the Internet was invented.

2. All globalization processes are economic in nature.
3. Because of globalization, modes and forms of communication have changed.
4. One effect of globalization is deepening poverty.
5. One effect of globalization is the rising cost of information technologies.

6. ―Human beings draw close to one another by their common nature, but habits and
customs keep them apart.‖ Do you agree or disagree? Give concrete situations to
support your stand.

7. Promote the importance of cultural understanding in multicultural settings. Visualize its

importance by coming up with media advocacy. Then, send the final digital copy on my
Gmail account: fetalamayandugay@gmail.com

8. List down at least 10 examples of Philippine English and give the definition of each.

9. Watch BBC and CNN International. Compare the two varieties of English you listened
to. Make a list of vocabulary items that each variety uses and provide their
counterparts.

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10. React on the advertisement below:

11. Evaluate the image below. Be guided by the following questions:

What is the message?

What is the purpose of the message?

How is the message conveyed by the text and/or image?

Who is the target audience of message?

What other ways of presenting the message are there?

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12. Watch the video presentation at https://www.youtube.com/watch?v=eP3Znm3LNLA then
answer the following questions:
1. How many minutes did the presentation last?
2. With the number of minutes, was the presenter able to show comprehensively his
trip?
3. How was the trip presented?

“It is hard to fail, but it is worse never to have tried to succeed.” -

Theodore Roosevelt

Hwa-it-ting!

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References:

https://www.coursehero.com/file/16691496/multimedia-tip/

https://business.tutsplus.com/tutorials/microsoft-powerpoint-features--cms-29880

http://tutorials.istudy.psu.edu/oralpresentations/oralpresentations3.html

https://www.slideshare.net/cavansirg/international-communication-55333051

https://www.google.com/url?sa=i&url=https%3A%2F%2Fjalt-
publications.org%2Fold_tlt%2Ffiles%2F96%2Foct%2Fenglishes.html&psig=AOvVaw3ipR9Z
R3TlcGb7yhc8BOWG&ust=1600912722621000&source=images&cd=vfe&ved=0CAIQjRxqFw
oTCIiMrfCW_usCFQAAAAAdAAAAABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Fthriveglobal.com%2Fstories%2Fth
e-effect-of-globalization-on-the-tourism-industry%2F&psig=AOvVaw36xf0gGDpLo4v0-
814JdBh&ust=1600930779447000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMiAupf
a_usCFQAAAAAdAAAAABAD

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