St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the Saint Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

The learning Material is a property of the College of Education- Saint Louis College of Bulanao,
Tabuk City. It aims to improve students’ performance specifically in their GENERAL EDUCATION.

Date of Development: March 2021

Resource Location: Bulanao, Tabuk City
Learning Area: Purposive Communication
Resource Type: Module
Instructors: Jennifer B. Abellanida (BSED, BEED, AB, IT)
Jess M. Arceo (BSCRIM – CLUSTER A)
Clayde D. Addun (BSCRIM – CLUSTER B, C, D)

GENERAL INTRUCTION/S:
The module will start with an introduction which will give a general background on the Purposive
Communication. Series of activities and discussions will encourage you to explore and learn about the
topic. Through this module, the following instruction/s should be followed.

I. This module is exclusively for SLCB students only.

II. Reproduction of this module for commercial purposes is strictly prohibited.
III. You may use this module for any acceptable purposes.

NOTE:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New Roman,
Margin 1”, Line Spacing 1.5.
 You can write your answer on the provided activity sheet or long bond paper. Make sure that your
penmanship in understandable and organize. Do not forget to put or write the module number and
your name on the top of your activity sheet. Strictly, no using of yellow paper.
 If you have difficulty in accessing into the internet, you can submit the hard at the Faculty Office,
3rd floor and look for my box. My name was labelled on it.
 No to pictured activities.
 Submit your activities on or before March 31, 2021.
 Copied answer in the internet will not be recorded.

BLOGGING
I. INTRODUCTION
PURPOSIVE COMMUNICATION 1
 In today’s digital world, blogging has become one of the effective ways of
communicating and networking among students, professionals, businessmen, public officials,
etc.
According to Richardson (2006), the use of blogs has been an engaging and effective way
to promote writing skills or primary students, particularly when student peers provide feedback
to the blog.

II. LEARNING OUTCOME/S

Let’s Achieve This!

 Create a blog promoting one’s unique culture and tradition

III. COURSE CONTENT

BLOGGING

IV. LEARNING EXPERIENCES

What is a blog?
A shortened form of weblog, blogs are personal journal websites on which a user can type and
entry and add images, videos and links to other websites.
Similar with essay writing, there are effective ways of introducing a blog. Read Michael
Pollock’s blog at https://www.michaeldpollock.com/open-your-blog-post/
Remember to:
 Be short and direct.
 Ask a thought-provoking question.
 Ask a multiple-choice question.
 Share a shocking fact or statistic.
 Share something personal.
 Withhold a compelling piece of information.
 Refute conventional wisdom.
 Lead with a success story.
 Start with reader’s question.
 Share a quote.

V. ASSESSMENT
 Feature a tradition that is unique in your own community through a blog post.

VI. REFERENCE
Wakat, G., et. Al; Purposive Communication. Pg. 2-6

INFORMATIVE, PERSUASIVE AND ARGUMENTATIVE

COMMUNICATION
PURPOSIVE COMMUNICATION 2
 I. INTRODUCTION

Communication is made for numerous purposes. The way messages are crafted depends
highly on the intention of the sender.
In a supermarket, a sales agent makes sure that the way a product is promoted gets
consumers buying. A news anchor delivers information in such a way that all the facts are clearly
stated doing away with words that may cause confusion. On the other hand, criminal lawyer
must design his arguments supported by facts to convince the judge and the jury.

II. LEARNING OUTCOMES

• Create a public service announcement regarding on the pandemic “corona virus

preparedness” employing the concepts of informative, persuasive and argumentative
communication.

III. COURSE CONTENT

INFORMATIVE, PERSUASIVE AND ARGUMENTATIVE
COMMUNICATION
IV. LEARNING EXPERIENCES

INFORMATIVE COMMUNICATION
 involves giving than asking.
 as an informative communicator, you want your receivers to pay attention and
understand, but not to change their behavior.
By sharing information, ignorance is reduced, or better yet, eliminated. The informative value of
a message is measured by how novel and relevant the information is or the kind of understanding
it provides the receivers.
Osborn (2009) purports that informative communication arises out of three deep impulses:
a. We seek to expand our awareness of the world around us.
b. We seek to become more competent.
c. We have an abiding curiosity about how things work and how they are made.
When preparing for an informative exchange, ask yourself the following questions:
1. Is my topic noteworthy to be considered informative?
2. What do my recipients already know about my topic?
3. What more do they have to know?
4. Am I knowledgeable enough of my topic to help my receivers understand it?

PERSUASIVE COMMUNICATION
 Is an art of gaining fair and favorable considerations for our point of view.
It
 Provides a choice among options
 Advocates something through a speaker
 Uses supporting material to justify advice
 Turns the audience into agents of change
 Asks for strong audience commitment
 Fives importance to the speaker’s credibility
 Appeals to feelings
 Has higher ethical obligation

ARGUMENTATIVE COMMUNICATION
 Relies heavily on sound proof and reasoning.
PURPOSIVE COMMUNICATION 3
 The nature of proof has been studied since the golden age of Greece and has been improved
through time. According to Aristotle, logos, ethos and pathos are the three primary forms of
proof. In our time, whoever, many scholars have confirmed the presence of a fourth
dimension of proof, mythos, which suggests that we respond to appeals to the traditions and
values of our culture and to the legends and folktales that embody them.
Lucas (2007) claims that to avoid defective argumentation, the following must be avoided:
1. Defective evidence
 Misuse of facts
 Statistical fallacies
 Defective testimony
 Inappropriate evidence
2. Defective patterns of reasoning
 Evidential fallacies
 Slippery slope
 Confusing facts with opinion
 Red herring
 Myth of the mean
 Flawed proofs
 Defective arguments

V. ASSESSMENT
A. What is the difference between an informative communication and a persuasive
communication? Which do you think is more challenging in terms of preparation and
delivery?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. In a table, list essential preparations when communicating to inform, to persuade, and to
argue.
To Inform To Persuade To Argue

C. What ethical considerations must one bear in mind when informing, persuading or arguing?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VI. REFERENCE
Wakat, G., et. Al; Purposive Communication. Pg. 30-34

PUBLIC SPEAKING

PURPOSIVE COMMUNICATION 4
 I. LEARNING OUTCOMES

Let’s Achieve These!

• Compare and contrast the different modes of delivering a speech
• Deliver effectively a message through memorized speech (video)

II. COURSE CONTENT

PUBLIC SPEAKING
III. LEARNING EXPERIENCES

ENGAGING: PUTTING THING IN THE RIGHT PERSPECTIVE

ANSWER THE QUESTIONS HONESTLY.

DO THESE STATEMENTS APPLY TO YOU?
1. I am excited at the thought of speaking in public.
2. I see myself speaking in public often in the future.
3. I think I can be a very good speaker.
4. The thought of public speaking terrifies me.
5. I would avoid speaking in public as much as I can.
6. No amount of practice can make a better speaker.

Items 1, 2 and 4, 5 determine your public speaking anxiety. If you answered items 1 and 2 with a
yes, you probably have a low anxiety. If you answered items 4 and 5 with a yes, you most
probably have a high public speaking anxiety. Items 3 and 6 determine your attitude toward
public speaking. If you answered item 6 with a yes, you have a closed mindset.

CONCEPT GROUNDING

PUBLIC SPEAKING
Is a process of speaking in a structured, deliberate manner to inform, influence or entertain an
audience.
SPEECH
Is the term used to refer to the body spoken expressions of information and ideas. A speech may
be delivered in any of the following modes: read from a manuscript, memorized,
extemporaneous and impromptu.
Mode of speech
• Reading from a manuscript
• Memorized
• Extemporaneous speaking
• Impromptu
The choice of mode of speech delivery is determined by factors such as length of
preparation, complexity of message, purpose and occasion.
Reading from a manuscript
Is appropriate when the speech is long and when details are complicated and essential such as
that they need to be given completely. Reading is also appropriate when one is asked to deliver a
prepared speech on behalf of another speaker. Reading may pose the least challenge in public
speaking but the speaker may be tricked into thinking that no preparation is needed. When a
message is delivered through reading, the force, naturalness, and eye contact may be diminished
because the eyes have to travel from page to the audience and vice versa.

Memorized speech
Requires a speaker to commit everything to memory. This method is excellent for short
messages although it is also used for long pieces in oratorical, declamation and other literary
contests. Just like a read speech, a memorized speech also poses challenge in naturalness. The

PURPOSIVE COMMUNICATION 5
 worst experience one could have in delivering a memorized speech is to forget the lines and fail
to shift smoothly to another mode of delivery.
Extemporaneous speaking
May have a short or a long preparation. The speaker may use an outline to guide him through his
speech to achieve better organization and to avoid leaving out details. But unlike reading,
extemporaneous speaking necessitates the speaker to formulate his sentences while he is
speaking. A good extemporaneous speaker must be spontaneous. A method that most lecturers
and teachers use.
Impromptu
Means speaking at the spur of the moment. Since there is minimal or no time for preparation
given for impromptu, the content and organization may suffer. Impromptu may not deliver the
best way but it brings out the most natural thing to say at the moment.

IV. ASSESSMENT
A. On your own
1. Prepare a topic outline of a highly relevant topic.
2. Through a video, deliver your extemporaneous speech.
RUBRIC FOR EXTEMPORANEOUS SPEECH

CRITERIA 8-10 5-7 4-3 1-2

CONTENT Fully developed Developed topic/ Some Vague sense of the
topic/idea with idea with unified understanding of topic or idea
unified substantial supporting detailsthe topic with few
supporting details supporting details
LANGUAGE USE Excellent Good command of Understandable Inaccurate words and
command of the the language, language yet lacks marked with grammar
language, uses somewhat accuracy and with errors that affect the
varied and accurate and with some grammar message
accurate words to few grammar errors
express ideas, errors
grammatically
correct
expressions
SPONTANEITY Very natural and Natural and Somewhat natural Marked with long
AND spontaneous with spontaneous with with some awkward pauses
NATURALNESS appropriate pauses some awkward awkward pauses
pauses
VOCAL CLARITY Very clear and Clear and varied Somewhat clear Monotonous and lacks
AND DYNAMICS appropriately voice and varied voice vocal clarity
varied voice
EYE CONTACT/ Maintains eye Maintain eye Inconsistent eye Avoids eye contact
CONNECTION contact with the contact most of contact with the audience
audience the time
throughout the
speech
RELEVANCE OF Very relevant and Relevant to the Somewhat Of little relevance to
THE CHOSEN useful to the majority of the relevant to the the audience
TOPIC majority of the audience majority of the
audience audience

V. REFERENCE
Wakat, G., et. Al; Purposive Communication. Pg. 35-40CONCRETIZING

PURPOSIVE COMMUNICATION 6