Purposive Communication

ST. JOHN COLLEGE OF BUUG FOUNDATION, INC.
National Highway, Poblacion Buug, Zamboanga Sibugay, Philippines 7009

Email: sjc_registrarsoffice@yahoo.com Telefax: (062) 983-1067
PURPOSIVE
COMMUNICATION
ST. JOHN COLLEGE OF BUUG FOUNDATION INC.

National Highway Buug, Zamboanga Sibugay
Vision:
A progressive institution of learning with high academic standards, molding and transforming its students and graduates
into men and women of integrity, steeped in the values of nationalism, industry, service and appreciation for lifelong
learning.
Mission:
Seeks to create an environment conducive for excellence, character formation, and the development of the individual to be
future leaders and responsible members of the global community.
Core Values:
 Integrity
 Dedicated Service
 Competence
 Christian Values
Course no: BSCrim 1

Course Subject: GE 3
Course Title: COMMMUNICATION FOR SOCIETY (Purposive Communication)
Course Credits: Three (3) Units
Pre-Requisite/s: NA
Class Schedule: MONDAY 10:00- 11:00
Room:
Instructor: RODA MAY G. BAUTISTA
E-mail Address: rmgb0520.sjc@gmail.com
Course Description: The subject aims to develop students’ communicative competence and their cultural and intercultural awareness through
multimodal tasks that provide them opportunities for communicating effectively and appropriately.
Course Goals: This course can be summarized as introducing to students the importance of communication and ethics in
communication models and academic writing.
Course Intended Learning Outcome:
At the end of the semester, the students are expected to manifest the following competencies:
1. Describe the nature, elements, and functions of verbal and non-verbal in various and multi-cultural contexts;
2. Convey ideas through oral, audio-visual and/ or web-based presentations for different target audience;
3. Present ideas persuasively using appropriate language registers, tone, facial expression and gestures;
4. Adopt awareness of audience and appreciate the impact of communication on society and the world.
Course Outline and Time Frame:
WEEK MODULES / TOPICS

1 MODULE 1. Communication Models
2 MODULE 2. Communication ethics
3 MODULE 3. Communication and Globalization
4 MODULE 4. Public Speaking
September 10-11, 2020 PRELIMINARY EXAMINATION

5 MODULE 5. The Tools Needed in Critical/Creative Reports.
6 MODULE 6. TED Talks and Critical/Creative Thinking in Today’s Society
7 MODULE 7. Academic Research and the Documented Essay in the 21st Century
8 MODULE 8. Critical thinking, Collaboration, and the Writing Process
October 08-09, 2020 MIDTERM EXAMINATION
MODULE 9. Concepts of Social and Cultural Significance in the Philippines.
( TAKE HOME WORKSHEETS)
MODULE 10. The Principles of Professional Communication
November 12-13, 2020 PRE- FINAL EXAMINATION

MODULE 11. Stimulating the Philippine Workplace
December 10-11, 2020 FINAL EXAMINATIONS
MOCK- JOB INTERVIEW (VIRTUALLY/PHONE CALLS)
References:
Santos, Maria Lorena.2018. ”Communication For Society” (Purposive Communication).
Uychoco, Marikit Tara .A. 2018. ”Communication For Society” (Purposive Communication).
TEACHING STRATEGIES: Cooperative and collaborative learning within students. Engage learners online and create a supportive learning
environment. Use a mix of learning tools for better engagement and provide ongoing feedback.
ASSESSMENT: Evaluation of learners’ specific abilities, behaviours or characteristics by using the web technologies available via the Internet.
Pre-assessment, formative and summative assessment are used.Varied evaluation strategies will be utilized to document learning achieved in this
course. One hundred percent (100%) is the highest point one can earn based on the following parameters.
Class Attendance/ Assignment/ Activities -30%

Quizzes/ Oral Presentation -30%
Major Examination -40%
TOTAL -100%
Grading System:
1.0 = 97-99 Excellent

1.25= 94-96 Superior
1.5=91-93 Very Good
1.75= 88-90 Very Good
2.0= 85-87 Good
2.25= 82-84 Good
2.5=79-81 Fair
2.75= 76-78 Fair
3.0= 73-75 Passing
5.0= 68-72 Failed
Class Requirement:
1. Students should attend online/live discussions.

2. Students should answers and submit activities found on modules depending on the instructions when to submit.
3. Students should submit the weekly take home worksheets or any activity given a head of time.
4. Submit a reflective paper with regards to TED TALKS.
5. Be responsible enough what to do.
6. “Use Initiatives. Be Creative. Have fun while learning.
On Attendance: Attendance is part of the 30% that makes the total of a hundred, and that 30% is a big help.
Attend today, and achieve tomorrow.”

Other Concerns:
For any inquiries, you can reach me thru email/messenger.
COLLEGE OF CRIMINOLOGY
MODULE 1. COMMUNICATION MODEL

Lesson Objectives: By the end of the module, students should be able to:
1. Understand the importance of communication;

2. Know the principles and processes of communication as embodied in the communication models provided; and
3. Relate the communication models to their experiences and apply them to their own communication processes.
DAY 1. ‘’ THE ART OF COMMUNICATION IS THE LANGUAGE OF LEADERSHIP’. (JAMES HUMES)
1. Communication is not a simple process, the biggest challenge to every communication is when the ideas one has expressed are truly
understood by another.
2. Communication breakdowns happen in every part of our globe, and these have led to a plethora of problems.
3. To communicate properly, one cannot simply strive to express oneself and leave understanding to fate; one must also learn how to
organize one’s thoughts, control one’s emotions, and use one’s words to articulate concepts and arguments, and express oneself; in
the best way possible.
4. The Art of one’s communication reflects the art of one’s thinking. (James Berlin,1982).
5. One of the major proponents of The New Rhetoric, “ In teaching writing, we are not simply offering training in a useful technical skill
that is meant as simple complement to the more important studies of the areas. We are teaching a way of experiencing the world, a
way of ordering and making sense of it.
6. To construct ideas and bring people to believe in one’s vision, it is important to be able to communicate in an effective, articulate
manner, on a personal level, honing one’s communication skills can also bring about success to one’s personal and professional life.
COMMUNICATION MODELS
 Considered to be the earliest model comes around 5 B.C.

 Focused on speaker and speech.
 Is a speaker-centered model; the speaker has the most important role in it and is the only one active.
 Aristotle explains that speakers could adjust their messages according to their audience and the occasion to achieve a particular
effect.
Primary Elements of Aristotle’s model
1. Speaker
2. Speech 5. Effect
3. Occasion
4. Audience
 Created by Claude Shannon and Warren Weaver(Flores,2016)

 Often called “Telephone Model”.
 The sender encodes the message and sends it to the receiver through a technological channel like telephone and telegraph.
sender converts the message into codes understandable to the machine. The message is sent in codes through a medium
receiver has to decode the message before understanding it and interpreting it. The receptor machine can also act as a decoder in
some cases. The channel can have noise and the receiver might not have the capacity to decode which might cause problems in
communication process.
 Sender would be the person giving the message, while the encoder would be the transmitter which converts the message into
signals; decoder would be the reception place of the signal which converts the signal into message, the receiver would be the
destination of the message by the sender and when there are problems, or “noise”. That interferes with the message, then the
receiver would give feedback. The messages are transferred through the use of channel.
Osgood-Schramm Model of Communication
 Osgood-Schramm model is built on the theory that communication is a two-way street, with a sender and a receiver. Charles
MODULE 2. COMMUNICATION ETHICS

1. Know how to communicate in an ethical manner; and

2. Apply these ethical principles to their communication process.
DAY 1.
Ethical Communication is fundamental to responsible thinking, decision-making, and the development of relationships and communities within
and across contexts, cultures, channels, and media (National Communication Association, 1999).
 Ethical communication enhances human worth and dignity by fostering truthfulness, fairness, responsibility, personal dignity, and
respect for self and others.
 Unethical Communication threatens the quality of all communication and consequently the well-being of individuals and the society
in which we live.
4 Ethical Principles of Communication
1. Advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of communication (NCAA, 1999). ; It is important
to be accurate when we communicate, and to have facts and figures to prove our assertions. It is important to be reasonable, rather
than to be too emotional or threatening when we communicate.
2. Freedom of expression, diversity of perspective and tolerance of dissent to achieve the informed and responsible decision-making
fundamental to a civil society. ; It is important to foster an environment where people feel safe enough to express what they think
and feel, and for these expressions to be met and hear different perspectives and have a high tolerance for views that are different
from ours.
3. Condemn communication that degrades individuals and humanity through distortion, intimidation, coercion, and violence, and
through the expression of intolerance and hatred (NCA, 1999). ; It safeguards society from racism, sexism, and violence against
oppressed people.
4. Communicators should accept responsibility for the short and long consequences of our own communication and expect the same
of others. ; When we communicate, we should consider the consequences of our actions. If people were more responsible in their
use of communication, there would be less conflict in the world.
 Even the principles are short and concise, they are important because they help us discern the difference between ethical and
unethical communications.
Study Sessions: research on the following.
1. Study about Globalization

2. Globalization on Communication
3. Gender-biased
4. Gender-neutral words
MODULE 3. COMMUNICATION AND GLOBALIZATION
1. Understand the implications of globalization on communication;

2. Explain the notion of World Englishes in the context of English being a global language; and
3. Use Standard English and bias-free language in writing.
DAY 1. Globalization
 Is the connection of different parts of the world resulting in the expansion of international cultural,
economic, and political activities. It is the movement and integration of goods and people among
different countries.
World Englishes
 English as a Global Language with the assertion that English is in fact, the global language (Crystal,2003).
 In the Story of English, Robert McCrum et al (1986) discuss the “success story” of the rise of the English.
They provide a variety of examples that demonstrate the global presence of English
 The term World Englishes refers to the differences in the English language that emerge as it is used in
various contexts across the world. Scholars of World Englishes identify the varieties of English used in
different sociolinguistic contexts, analysing their history, background, function, and influence.
Read “Speak English: The Story of a Once- obscure Language and How it Became the Last Word in Global
Communication.’ Excerpted from the Chicagon Tribune from The Story of English (McCrum et al., 1986). You may
access the full excerpt via the following link: http://articles.chicagotribune.com/1986-09-
07/features/8603070293_1_official-language-mothertongue-speak). Read only up to the First paragraph of the
page 2 of the article. The first and final paragraphs of your assigned reading are given below for your reference.
(First paragraph)
The rise of the English is a remarkable success story. When Julius Caesar landed in Britain nearly 2,000 years ago,
English did not exist. Five hundred years later, English, incomprehensible to modern ears, was probably spoken by
about as few people as currently speak Cherokee—an with about as little influence. Nearly a thousand years later,
at the end of the 16th century, when William Shakespeare was in his prime. English was the native speech of
between 5 and 7 million Englishmen, and it was, in the words of a contemporary.’’ of small reatch, it stretcheth no
further than this iland of ours, naie not there over all.
(Final paragraph)
The emergence of English as a global phenomenon-as either a first, second or foreign language- has recently
inspired the idea (undermining the above claims) that we should talk not of English but of many Englishes,
especially in the Third World countries where use of English is no longer part of the colonial legacy but the result of
decisions made since their independence. Throughout the history of English there has been a contest between the
forces of standardization and the forces of localization, at both the written and spoken levels. The appearance of
the first substantial English dictionaries in the 18 th century was a move towards written standardization. It was
Victorian England that realized the idea of “the Queen’s English”, a spoken standard to which the “lesser breeds’
could aspire. The industrial revolution meant roads, canals, and above all trains: people traveled more, both
geographically and socially. The pressures of class ambition speeded the emergence of a standard form of English
speech.
Varieties of English (colonial superpowers)
1. British English
2. American English
 All these World Englishes are equal in factuality, but not all are equal in prestige.
 In writing, is to adhere the Standard English of one’s country because each variety, including those of the
US and UK has its own peculiar or individual features.
 These features include differences in spelling, punctuation, favored words and expressions, and
sometimes, grammatical constructions.
The table shows some of the differences for American English and British English.
ASPECT AMERICAN ENLISH (US) BRITISH ENGLISH (UK)
Punctuation She said, ‘’ I’ll be at work my 8am.’’ She said, “I’ll be at work by 8 a.m.’’
Date March 2, 2017 2 March 2017

MODULE 4. PUBLIC SPEAKING

Lesson Objectives: By the end of this lesson, students should be able to:
1. Understand the history of public speaking and the nature of communication;

2. Dissect a speech using the general principles of logos, pathos, and ethos;
3. Give a short, prepared speech in public.
Public Speaking- is an important life skill, yet few people master it. For Greeks, public speaking was political in nature, and the spoken word was thought to be such
an important skill that citizens were taught the art of rhetoric. Public Speaking platforms, such TED Talks and YouTube have captured and disseminated public speech
to unprecedented scale, and what one says at the spur of the moment.
 Accdng.to acclaimed public speakers Dale Carnegie and Joseph Berg Esenwein (2007). Public speaking is public utterance, public issuance of the
man himself; therefore, the first thing both in time and importance is that the man should be and think and feel things that are worthy of being given forth.
 Public-speaking traditions come from the west, specifically from the Greco-Roman tradition.
 Corax- Greek teacher of rhetoric. Accdng. to Corax, a basic speech has 3 parts; the introduction, evidence, and conclusion, and this simple
organization of speeches has endured throughout the ages (Morreale,2010).
 Protagoras- father of debate who made his students argue for and against issues of the day, to sharpen their reasoning skills and appreciate different sides
of an issue.
 Aristotle- known as the father of modern communication; he wrote a treatise entitled “rhetoric”, where he discussed the use of logos (logical argument),
pathos (emotional argument) and ethos ( the speaker’s character and credibility), in the use of persuasive speaking ( Morreale, 2010).
 Grenville Kleiser (2009)- “the great orators of the world did not regard eloquence as simply an endowment of nature, but applied themselves diligently
to cultivating their powers of expression.
 Demosthenes- the most famous orator in Ancient Greece. Accdng.to Kaiser, Demosthenes practiced earnestly by ‘’declaiming on the seashore, with
pebbles in his mouth , waking up and downhill while reciting.” And that his speeches were known for their deliberation and forethought.
 Cicero- most famous roman orator whose eloquence was described as a “resistless torrent” (Keiser,2009. Cicero was a statesman who argued that the
teaching of rhetoric should be considered an art form, and that this could be useful in “all practical and public affairs.”
 Cicero believed that in order to prepare a speech, one should first think of one’s listeners and their interests, and to use certain strategies, such as using
humor, questions,etc.. To engage the audience (Morreale, 2010).
 Quintillan- Roman lawyer and educator who forwarded the idea that public speakers should be ethical. Accdng.to Morreale (2010), the ideal speaker was
“a good man speaking well”. a good speaker is ethical and of high character, and speaking well-meant being well-informed and presenting the speech
effectively.
Sample speeches of Public Speaking:
Bataan Has Fallen
Salvador P. Lopez
(1) Bataan has fallen, The Phillipine-American troops on this war-ravaged and blood-stained peninsula have laid down their arms. With heads bloody but
unbowed, they have yielded to the superior force and and numbers of enemy.
(2) The world will long remember the epic struggle that the Filipino and American soldiers put up in the jungle fastness and along the rugged costs of
Bataan. They have stood uncomplaining under the constant and grueling fire of the enemy for more than three months. Besieged on land, and blockaded
by sea, cut-off from all sources of help in the Philippines and in America, they intrepid fighters have done all that human endurance could bear.
(3) For what sustained them through theses months of incessant battle was a force that was more than merely physical. It was the force of an unconquerable
faith-something in the heart and soul that physical diversity and hardship could not destroy! It was the thought that native land and all that it holds most
dear; the thought of freedom of freedom and dignity and pride in those most priceless of all our human prerogatives.
(4) The adversary, in the pride of his power and triumph, will credit our troops with nothing less than the courage and fortitude that his own troops have
shown in battle. Our men fought a brave and bitterly contested struggle. All the world will testify to the most superhuman endurance with which they
stood up until the last, in the face of overwhelming odds.
(5) But the decision had to come. Men fighting under the banner of any unshakeable faith are made of something more than flesh, but they are not made of
impervious steel. The flesh must yield at last, endurance melts away, and the end of the battle must come.
(6) Bataan has fallen, but the spirit that made it stand- a beacon to all liberty-loving people of the world- cannot fall.
(7) All of us know the story of Easter Sunday. It was the triumph of light over darkness, life over death, it was the vindication of a seemingly unreasonable
faith. It was he glorious resurrection of a leader, only three days before defeated and executed like a common felon.
(8) Today, on the commemoration of the Resurrection, we can humbly and without presumption declare our faith and hope in our own resurrection, our own
inevitable victory.
(9) We, too, were betrayed by Judases. We were taken in the night by force of arms, and though we had done wrong to no man , our people were bound and
delivered into the hands of our enemies. We have been with mock symbols of sovereignty, denied by weaklings, lashed and repeated oppression, tortured,
and starved. We were given gall to drink, and we have shed our blood. To those who look upon us from afar it must have seem the Filipino people have
descended into hell, into the valley of death, but we knew that the patient and watching men who said their simple prayers in the hills of Bataan, have not
lost faith, and we know that the hushed congregations in the churches throughout the land, drew from the gospel as mass renewed hope in their
resurrection. To all of them we give today the message of an angel of Easter morning, “Be not afraid, for He is risen”.
(10) We,too, shall rise. After we have paid the full price of our redemption, we shall return to show the scars of sacrifices that all may touch and believe.
When the trumpets sound the hour, we shall return roll aside the stone before the tomb and the tyrant guards shall scatter in confusion. No wall of stone
shall then be strong enough to contain us in subjection, we shall rise in the name of freedom and the east shall be alight with glory of our liberation.
The Filipino is Worth Dying For?
Benigno “Ninoy”Aquino, Jr.
I have spent almost eight long and lonely years in military confinement. The problem of Martial Rule and its injustices have nagged me all these years.
During those eight years, I learned the true meaning of humiliation, of courage, of hunger, and endless anxiety. Rather than be bitter, I have learned to
accept my suffering as cleansing process and a rare opportunity to really grapple with the problems of the Filipino.
I have asked myself many times: is the Filipino worth suffering, or even dying, for? Is he not a coward who would really yield to any colonizer, be he
foreign or home-grown? Is a Filipino more comfortable under an authoritarian leader because he does not want to be burdened with the freedom of choice? Ids he
unprepared or, worse, ill-suited for presidential or parliamentary democracy?
I have carefully weighed the virtues and the faults of the Filipino and I have come to the conclusion that he is worth dying for because he is the nation’s
greatest untapped resource.
He is not a coward. He values life and he tends to give his leader the maximum benefit of the doubt. Given a good leader, because he is a good follower,
the Filipino can attain great heights.
It would seem that he is more comfortable in being told to do than to think for himself. But this is only a superficial impression because deep down in his
being, he loves freedom but puts the highest premium on human life and human dignity. Hence, he would try to adopt till his patience runs out.
Is the Filipino prepared for democracy? Definitely. Even before the arrival of the Spanish Conquistador, he had already practiced participatory democracy
in his barangay. He values his freedom but because he values human life more, he will not easily take up arms and would rather wait till his patience runs out.
Yes, I have gained valuable insights in prison, and like an average Filipino, I would like to tell Mr. Marcos this:
I can forgive you for what you have done to me over the last eight years because this I can do, but I can never forgive you for depriving our people of
MODULE 5. The Tools Needed in Critical/ Creative Reports

Lesson objectives: By the end of the lesson, students should be able to:
1. Create a credible, logical report that is thoroughly researched and fact-checked;
2. Deliver a report using effective verbal and non-verbal communication
3. Augment the report with relevant and eye-catching visual aids.
Best Practices of Public Speaking
Introduction. What makes a speech so effective that it can make the audience have goose bumps or make them
flush in rage or joy? Some speeches can be so effective they trigger adrenaline, while other speeches, just as
effective, trigger a sense of peace and calm in the midst of chaos. Great speakers have been called hypnotic,
magnetic, and charistmatic, and this is not just because they have compelling message, but because of the
captivating manner they deliver these speeches.
Performance. Speeches are performances, and they delivered best when they have feel of authenticity and
earnestness. People respond when they think that the one is speaking is being honest and sincere, and they respond
even more strongly when they fell they can relate to the speaker.
Plan the Speech. It is important to express oneself in an expressive and articulate manner. It is best to choose one’s
words carefully, and to ensure that one’s speech builds on the foundation of logos, pathos, and ethos.
Eye Contact. One way of coming across as authentic is the ability to make a good eye contact with the audience,
and to speak in a manner that touches them. It is important to engage the audience, and eye contact helps in doing
that. If one is truly hesitant to look at people’s eyes, one may look at their foreheads instead; this creates the illusion
of making eye contact with people without actually doing it. On the other hand, if one is comfortable making eye
contact, it would to help pick out people who seem to be friendly or accommodating to look at, so that when one
speaks, one feels confident and at ease
Speaking Style. Different people have different speaking styles, and one can only find one’s personal style through
constant practice.
Hand Gestures. Hand gestures can create as much of an impact as the content of the speech itself. They must look
smooth and natural, rather than robotic or artificial.
Recording the Speech for feedback. One of the best practices in public speaking is to videotape speakers, and then
have these speakers watch themselves. This process is usually done inside speech laboratories, where students can
access videos of themselves, and allow them to study their speeches.
Peer evaluation. It is important to have discerning teachers, coaches, or peers to provide feedback when it comes to
effectivity of one’s speech. It is not enough to be given a grade for the speech, or just be accorded high praise
because feedback from people is important, and this will be a great tool in improving one’s speech and one’s
speaking style in general.
Appearance. It is important to look good, credible, and worthy of respect. Whether one’s audience are corporate
clients or creative directors, this should have an influence on the appearance one presents.
Clothing. Traditional audiences often call for more format clothing. For men, this would mean donning a suit and
tie at the most formal level, or at the very least, the use of long-sleeved button-down shirts, slacks, and leather shoes.
In the PH, the use of barong tagalog and slacks is acceptable. For the women, a pantsuit or a formal coat and skirt
ensemble should suffice. In less formal instances, a dress or blouse and skirt (or slacks) outfit.
Good Grooming. Good grooming is a must, and that extends to one’s hair to one’s nails. As long as one looks neat
and clean, that should be enough to satisfy most audience requirements.
Visual Aids. Since we live in a world that is more depedent on information technology.it has become de rigueur for
audiences to expect speeches to be accompanied with visual aids, such as PP, video or audio clips, and info graphics.
Any of these is recommendable as long as it fits to the topic.
PowerPoint presentation. When it comes to the use of PP, one should ensure that the font size of the text is not too
small. An acceptable font size would be type 24 or larger, and the text should be in dark colors for easier reading.
The best PP presentations is not text-heavy; instead, they are visually oriented, which is why the use of photographs,
illustrations, charts and the like would better serve one’s use of medium.
Handouts. It would be the best to have handouts ready for one’s audience, so that members of the audience will not
have to scramble when taking notes during the presentation. These should be written succinctly, and should and
should have appropriate citations.
Feedback. Although the speech is a performance, it is also one where its audience can participate, often by the
speaker asking rhetorical or directing actual questions to the audience. It is always good to read the verbal and non-
MODULE 6. TED Talks and Critical/ Creative Thinking in Today’s Society

Lesson objectives: By the end of the module, students should be able to:
1. Know the features of a good TED Talk;
2. To perform a good TED talk using visual aids;
3. Give a talk in front of a corporate or academic audience, in a business or an academic performance.
A TED talk is a video created from a presentation at the main TED (technology, entertainment, design) conference
or one of its many satellite events around the world. TED talks are limited to a maximum length of 18 minutes but
may be on any topic.
The purpose of TED Talks is told in its motto itself. Its motto is: “Ideas worth spreading”. Therefore,
its purpose is to spread ideas and inspire and motivate its audience. TED talks are held on various disciplines like
science, education, history, environmental issues, productivity tips, business, technology, etc.
TED talks: Walking the Talk
“I think the world needs people with great ideas to have the communication skills to match, because we need those
ideas more than ever”- John Bates.
 When people have good ideas, they should be able to share it with others. It is important to know that
content is king. Whatever one chooses to talk about, it should come from a place of passion.
 It is important to speak slowly so the audience can understand the concepts one talks about.
 The best way to know how to give a TED talk is to watch several, and to study what makes them effective.
And the best way to present a TED talk is to practice and prepare, as much as possible.

 Writing to Learn Worksheet 6
Name: __________________________________ Date: _____________________________
Watch the following TED talks via the link provided and answer the following questions in brief and concise
manner. Send your output to this address: rmgb0520.sj@gmail.com
1. “What Reality Are You Creating for Yourself?’’ (Isaac Lidsky)
http://www.ted.com/talks/isaac_lidsky_what_really_are_you_creating_for_yourself#692833 (retrieved
April 11, 2017).
1.1 What did you think of TED Talks?
1.2 How can people affect their reality?
1.3 What can you learn about public speaking from listening to the talk?
2. ‘’All it Takes is 10 Mindful Minutes’’ (Andy Puddicombe)
Communication for Society: Purposive Communication [MODULE 6: TED

Talks and Critical/Creative Thinking in Today’s Society]
MODULE 7. Academic Research and the documented essay in the twenty-First Century.
Lesson Objectives: By the end of this lesson, students should be able:
1. Know the characteristics of academic writing by reading excerpts from academic papers;
2. Write a paragraph using register (language & style) appropriate to the academic context;
3. Know the principles and methods of and research in the twenty-first century;
4. Evaluate and select sources of information on a relevant topic; and
5. Organize bibliographic information from a variety of sources into sample reference list.
Academic Writing- means “sounding like a research paper”, which they associate with:
1. “Highfaluting” or jargon-filled language.
2. A stiff style and the absence of the writer’s voice or opinion.
3. Boring and rehashed topics. These are common misconceptions.
Academic- refers to a student’s informed, scholarly, and insightful contribution to ongoing discussions of
relevant topics or issues.
 It is important to clear such misconceptions about academic writing.

Specific and Clear Language
 Academic writing should not sound pompous. Pompous language obscures meaning, as given in this
example:
Scintillate, scintillate, globule aurific
Fair would I fathom thy nature specific
Loftily perched in the ether capacious
Strongly resembling a gem carbonaceous.
(Rocco & Hatcher, 2011)
 Academic writing should not be difficult to read because academic knowledge is meant to be shared
with others.
 Obscure and pompous prose is irritating , instead of using unnecessarily difficult words- or falling
prey to the “ thesaurus syndrome” of looking for the longest possible synonym for a word- students
should aim for precise and appropriate language.
Table 1. Informal / Non-Standard versus Formal/Standard Usages. Table 1 are examples or words or
phrases to avoid- along with their academic, that is, more precise or formal equivalents.
Informal/Non-Standard Usages More Formal/ Precise Equivalents

Alright, alot, result to, discuss about, cope up with (non- All right, a lot, result in, discuss, cope with
standard, informal, or unique to certain varieties of English) ( acceptable usages in Standard written English)
Good-as in a “good’’ book Entertaining, insightful, interesting, instructive (precise)
(imprecise)
Can’t, won’t, I’ll, she’s, didn’t Cannot, will not, insightful, interesting, instructive (precise
(controversial , speech –based contradictions)
Communication for Society: Purposive Communication

[MODULE 7: (ACADEMIC RESEARCH AND THE DOCUMENTED ESSAY]
COLLEGE OFCRIMINOLOGY
MODULE 8. Critical thinking, collaboration, and the Writing Process
Lesson objectives: By the end of the lesson, students should be able to:
1. Conceptualize an original argument or thesis on a relevant social or cultural issues

2. Organize supporting ideas into a working plan or outline; and
3. Write a paragraph that integrates original ideas with properly documented quotations, paraphrases, and/or summarizes from a variety
of supporting sources.
Writing as a Process
Accdng.to Donald M. Murray , teachers should “teach Writing as a Process, not a Product”. This means that writing consists of more than just
drafting a paper but rather as three stages:
a. Pre-writing-everything that takes place before the first draft. It begins with brainstorming exercises and preliminary research to select
a topic. Once a topic has been chosen, this should be limited based on the type of written output required. A quick survey of related
sources on the general topic is helpful in limiting the topic to a more specific area of study.
b. Writing
c. Rewriting
 The conception of writing as a process has very important implications; “that writing is first and foremost a social activity; that the act
of writing can be means of learning and discovery (Olsonm1999).
 What does it mean when students learn writing as a process? – They are more involved in the process of learning about the subject,
other people’s ideas, and their own writing. While working on the latter, they become aware that they are actually collaborating on the
construction of new ideas and knowledge that is part of an ongoing conversation.
The Pre-Writing stage of the Writing Process (VIDEO PRESENTATION)
 Choosing a topic and limiting it.

 Here is an example of notes leading up to the selection of a narrow and focused topic for a documented essay on the topic of
plagiarism in the PH.
Brainstorming: PH culture expressions, terms, behavior, and practices unique to the Philippines expressions like “Ano ba yan?!’’ ‘’ukay-
ukay’’’’PH hospitality’’ bringing home pasalubung, the so called tingi-tingi system
General topic selected: the tingi-tingi system (the practice of buying and selling by piece or small amounts, eg., one stick of cigarette versus a
pack, a sachet of shampoo versus a bottle).
Specific topic: the cultural significance of the tingi-tingi system in the twenty-first century.
Asking Research Questions and Establishing the Significance of one’s research.
Composing a Thesis Statement
Preparing a Writing Outline
Doing Research and Finding Credible Sources
The Writing Stage of the Writing Process
The Rewriting Stage of the Writing Process
Communication for Society: Purposive Communication [MODULE 8:

CRITICAL THINKING, COLLABORATION, AND WRITING PROCESS]
MODULE 9. Concepts of Social Cultural Significance in the Philippines
1. Explain what concepts are, through the critical reading of sample documented essays on concepts of social
and cultural significance in the twenty-first century;
2. Evaluate sample documented essay written by Philippine scholars to explore techniques of developing and
explaining concepts.
3. Write an effective documented essay that critically engages with a concept from Ph culture.
Day 1.
Writing about Concepts
Concept- a synonym for an idea, notion, or thought.
- May also refer to a perception, conception, or impression of something- a theory or perspective about
something
Accdng.to Concepcion Dadufalza (1996) describes what she calls ’’concept paper’’ as an essay that explains the
essence of ‘’whatness” of an idea of concept. It begins with a basic definition and extends or amplifies this to look at
the larger cultural meaning or significance of the concept. This allows the writer to look at the concept more closely
and critically, and to redefine it in a way that requires ‘’limiting, extending, or redirecting the reference or sense in
which the terms is commonly understood.
 Writing a documented essay about a concept about a concept will help a writer think beyond surface
definitions and explore the larger cultural significance of a term or expression, the larger meaning
behind a practice, belief, attitude or even an icon.
 Concepts worth writing about are those of social and cultural significance in specific contexts like the
Ph. Because they have the potential for deep and critical exploration. Their relevance will offer both a
wealth of material to use as support for the development of ideas.
 Any academic and thoughtful engagement with these important ideas will be beneficial to society.
Learning Activity: the following texts discerns when it comes to stimulating a concept. Find each text via the
internet and answer the following questions:
Text1. Pinoy Baduy (Doreen Fernandez)
Find the exact text at: http://journals.ateneo.edu/ojs/index.php/budhi/article/view/601/598.
 Doreen Fernandez’s “Pinoy Baduy”, originally published in Who Magazine in 1982, is available online via
Buddhi; A Journal of Ideas and Culture (2002), specifically Volume 5, issue 36.1 Fernandez draws on a
variety of sources and examples to talk about the meaning of the expression ‘’baduy”. She finds the
connection between this label and the ‘’truly pinoy” experience. For instances, she mentions links
between “baduy practices” of bringing pasalubung and the general Filipino trait of being accommodating
even ‘’overly accommodating”
For the Filipino Woman That You Are
Karla Bianca M. Labog
(1) “Umayos ka nga, kababae mong tao!”
Communication for Society: Purposive Communication [MODULE 9: CONCEPTS OF

SOCIAL AND CULTURAL SIGNIFICANCE IN THE PHILIPPINES]
(1) word kababae, whose root word is babae, meaning “woman” in Filipino. Upon hearing or seeing this
expression for the first time, one may assume that it talks about the characteristics and lifestyle of a woman,
but it is actually more profound than that because it serves as a means of gender-stereotype of Filipino
women. This expression indirectly states the way women should behave, what they should be doing in a
certain situation, and the actions that are expected of her.
(2) This expression has no direct translation in other languages but has a similar meaning to the expression “for
a girl” which is usually used in the Western countries, as in the statements, “You’re pretty good at
basketball-for a girl”. This expression is commonly mistaken to be a compliment, but in fact implies how
low the people’s expectations of women are. For example, one may say “That was so incredible for a girl”
for the purpose of complimenting a woman for the incredible work that she has done, but it also shows how
the speaker does not expect women to do incredible things, and was surprised when she was able to do so.
Both these expressions, and gender roles that are determined by their biological sex.
(3) Moreover, gender roles in society play an important role in the formation of these expression. An article
entitled “Gender and Sociology” in fact, states that “masculine roles are usually associated with strength,
aggression, and dominance, while feminine roles are associated with positivity, nurturing, and
subordination.” But gender roles cannot be generalized, and may vary in every country, because gender
roles can be shaped by a nation’s culture, and internal and external influences such as colonization.
(4) Thus, the expression “kababae mong tao” could not have been an effect of the gender roles of women in the
pre-colonial society because according to Enriqueta Benavides, a professor of English and former dean of
Women’s Studies at Arellano university, “the Filipino culture at the same time of Spanish discovery does
not only have gender equality and social equality for women, but also a high regard for them (2). A
particular group of women I pre-colonial Philippines were the babaylan, the female-dominated group of
religious heads in the community, and one of the political figures in the barangays, the smallest socio-
economic and political unit in the Philippines. They were known not only for their religious functions, but
also for their power and wisdom. There was also the presence of binukot women who were daughters of
datu (chiefs) who remain secluded from the community. According to Maria Abrera, an associate professor
of History at the University of the Philippines Diliman these binukot women were known for their beauty,
significance, power and prestige, and having a binukot daughter brings honor and fame to the family (39).
These accounts show how women were valued, respected, treated equal to men, and had power socially,
economically and politically in the pre-colonial period.
(5) However, this significance of women diminished as the Spaniards colonized the Philippines. Associated
with the Spaniards’ mission to spread Christianity is their patriarchal point of view which they applied in
colonizing Philippines. From then on, women were considered inferior. And their gender roles started to
focus on family and church. Benavides also mentioned that Spanish law deprived the women of their right
to own a business, and to hold, and to hold any public office except the office of the teacher (5).
(6) The perception of what women are, how they are expected to act, and the roles they played during the
Spanish era could have influenced the norms that we have for Filipino women in the present time. These
norms became the basis for judging whether a woman’s action or behavior is acceptable or or if it needs an
expression such as “kababae mong tao” to inform these women of the more appropriate and acceptable
ways to be a woman, and to suggest the standard and expectations that a woman should live up to.
(7) Hence, the expression “kabababe mong tao” is both powerful and oppressive, and it could be used in a wide
variety of scenarios. First of many scenarios, when a woman does work that people believe she is not
capable of, or it is not appropriate for her, one uses this expression to say that the action is unfavorable and
unfitting. For example, seeing women drive big trucks can cause one to say”Kababae mong tao,nag dadrive
ka ng malalaking trak” which in English implies and means, ”Woman that you are, you should not be
driving big trucks.”
(8) Secondly, the expression is used when a woman does not conform to the traits and behavior that are
expected of her. Another product of the Spanish colonization is the Maria Clara image presented in Jose
Rizal’s Noli Me Tangere. Maria Clara, being shy, religious, demure,and gracious, is promoted by Rizal as
an ideal Filipino woman (Hays). Up until the present time, this Maria Clara image and the characteristics
attribute to her have creative a stereotype of how Filipino women should behave. For example, when a
woman is seen loitering or playing around, one could say,” Gala ka ng gala, kababae mong tao’’,which
implies that, woman that you are, you should not be just gallivanting and loitering around. ”the same idea
applies to Church-related practices because according to Sister Maria Ferraris, a trained historian, in her
book entitled the Beaterios for Native Women in Colonial Philippines, the role of women during the
Spanish colonial period centered on two basic institutions, which are the family and the Church. She also
mentioned that during the first century of the colonial period, Filipino women learned doctrines of the
church and participated in the rites of worship for the purpose of understanding religion as a way of life
(73-74). Thus, Filipino women are still expected to be religious and to follow Church practices.
(9) In addition, this expression also has its counterpart for men which is,”kalalaki mong tao.”it follows, the
same process, and conveys the same meaning with “kababae mong tao”but here, the men are the ones that
have to conform with their gender roles and live up to society’s expectations of a man. An article entitled
“Male gender roles’’ states that one of the themes that make up male gender roles is strength, which can be
associated with emotional toughness, courage, and rationality. Hence, if a man does not conform to this
theme or to expected masculine traits, the expression, “kalalaki mong tao’’ can be used. A very common
sample of this is when a man is seen crying over any reason, which then violates one of his gender roles,
emotional toughness, one could say “kalalaki mong tao’’, umiiyak ka” which implies “A man that you are,
you should not be crying’’.
(10) In conclusion, the existence of these expressions proves that gender inequality, sexism, and gender stereo-
typing are still truly relevant issues which are too complicated and evident to bring to an end despite
several feminist movements and gender equality campaigns. Traditional gender roles have transcended
generations, cultures and events, experiencing changes and affecting society along the way. But if being
yourself and finding your true Filipino self means violating gender roles, then go on and take the risk, as
long as you would not mind the ‘’kababae mong tao”’ expression thrown at you. Instead , you may
embrace it to become the Filipino woman that you are.
(11) Abrera, Maria L. ‘’Seclusion and Veiling of Women’’A Historical and Cultural Approach.” Philippine
Social Sciences Review 60.1 (2009):33-56
Benavidez, Enriqueta R. “ the Filipino Woman’s Social, Economic, and Political Status.’’ n.p
(1971)
‘’Gender and Sociology, “ Boundless Psychology, Boundless. 08 Jan.2016
‘’Gender roles,’’ Boundless Psychology, Boundless, 08 Jan 2016.
DAY 2.

Writing to Learn Worksheet 9
Name: ___________________________ Date: ________________________________
Instructions: Answer the following questions in a brief and concise manner and submit your output via google classrrom.
 For the Filipino Woman That You Are
1. Describe some of the more traditional gender roles in the Philippines/ how are women and men supposed to behave in the context
of courtship, household duties, work and earning money, child-rearing, and any other areas you can think of?
2. Paragraph 9 discusses the equivalent expression for males, “kalalaki mong tao’’, how is this different from the female equivalent,
which is the central topic of essay? What does this imply about gender roles and stereotypes in the PH?
3. Do you believe that Maria Clara is still viewed as the ideal Filipino woman? Are there any new ideals and values for women today?
DAY 3. ONLINE DISCUSSIONS/LIVE DISCUSSIONS
MODULE 10. THE PRINCIPLES OF PROFESSIONAL COMMUNICATION (VIDEO PRESENTATION)
1. Describe the purpose and features of the register of professional communication;
2. Know the principles that guide professional communication
3. Apply these principles by revising professional documents of excerpts from these.
Corporate culture and Professional Communication
Professional Purpose
Audience of Professionals
From Clinical Features and Outcomes of Takotsubo (Stress) Cardiomyupathy
The disease is characterized by transient systolic and diastolic left ventricular dysfunction with a variety of wall-
motion abnormalities. It predominantly affects elderly women and is often preceded by an emotional or physical
trigger, but the condition has been reported with no evident trigger. In the acute phase, the clinical presentation,
electrocardiographic findings, and biomarker profiles are often similar to those of an acute coronary syndrome.
Although the cause of takotsubo cardiomyopathy remains unknown, the role of the brain-heart axis in the
pathogenesis of the disease has been described.
 When the audience is not homogenous, or consists of members with differing technical backgrounds, the
writer should aim for diction or word choices that will be understood by everyone. When technical terms
have to be used, these should be clearly explained. A more popular and direct style may also be more
helpful, as in the example here, from WHIM ONLINE MAGAZINE ( Frederick,2016). This is the official
magazine of Radford University, which aims to provide both information and entertainment. The language
is clear and direct, and specialized or technical terms are either absent or simplified; for example,
“takotsubo cardiomyopathy’’ becomes ‘’the broken heart syndrome”. A specific stress trigger-‘’ the death
of a spouse’’- is given and the phenomenon is explicitly compared to what is more familiar to most readers;
a broken heart and heart attack.
The Broken Heart Syndrome Phenomenon
For many years, researchers have studied the phenomena of the broken heart syndrome, or stress cardiomyopathy,
this occurs when a highly stressful event, such as the death of a spouse, results in person feeling like they’re having
a heart attack. The symptoms includes the ones that occur when having a heart attack: shortness of breath and chest
pain.
When an emotional event happens, researchers suspect a surge of stress hormones are released which causes this
feeling of having a heart attack.
THE STYLE OF PROFESIONAL WRITING (VIDEO PRESENTATION)
PROFESSIONAL LANGUAGE
GENRES OF PROFESSIONAL WRITING
THE DESIGN PRINCIPLES OF PROFESSIONAL WRITING

Purposive Communication

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ST. JOHN COLLEGE OF BUUG FOUNDATION, INC.

National Highway, Poblacion Buug, Zamboanga Sibugay, Philippines 7009

ST. JOHN COLLEGE OF BUUG FOUNDATION INC.

Course no: BSCrim 1

WEEK MODULES / TOPICS

September 10-11, 2020 PRELIMINARY EXAMINATION

November 12-13, 2020 PRE- FINAL EXAMINATION

Class Attendance/ Assignment/ Activities -30%

1.0 = 97-99 Excellent

1. Students should attend online/live discussions.

Attend today, and achieve tomorrow.”

MODULE 1. COMMUNICATION MODEL

1. Understand the importance of communication;

DAY 1. ‘’ THE ART OF COMMUNICATION IS THE LANGUAGE OF LEADERSHIP’. (JAMES HUMES)

 Considered to be the earliest model comes around 5 B.C.

Primary Elements of Aristotle’s model

 Created by Claude Shannon and Warren Weaver(Flores,2016)

Osgood-Schramm Model of Communication

MODULE 2. COMMUNICATION ETHICS

1. Know how to communicate in an ethical manner; and

4 Ethical Principles of Communication

Study Sessions: research on the following.

1. Study about Globalization

1. Understand the implications of globalization on communication;

Varieties of English (colonial superpowers)

ASPECT AMERICAN ENLISH (US) BRITISH ENGLISH (UK)

Date March 2, 2017 2 March 2017

MODULE 4. PUBLIC SPEAKING

1. Understand the history of public speaking and the nature of communication;

Sample speeches of Public Speaking:

Bataan Has Fallen

The Filipino is Worth Dying For?

Benigno “Ninoy”Aquino, Jr.

MODULE 5. The Tools Needed in Critical/ Creative Reports

MODULE 6. TED Talks and Critical/ Creative Thinking in Today’s Society

ST. JOHN COLLEGE OF BUUG FOUNDATION, INC.

 Writing to Learn Worksheet 6

Name: __________________________________ Date: _____________________________

2. ‘’All it Takes is 10 Mindful Minutes’’ (Andy Puddicombe)

Communication for Society: Purposive Communication [MODULE 6: TED

 It is important to clear such misconceptions about academic writing.

Informal/Non-Standard Usages More Formal/ Precise Equivalents

Communication for Society: Purposive Communication

1. Conceptualize an original argument or thesis on a relevant social or cultural issues

The Pre-Writing stage of the Writing Process (VIDEO PRESENTATION)

 Choosing a topic and limiting it.

Asking Research Questions and Establishing the Significance of one’s research.

Composing a Thesis Statement

Preparing a Writing Outline

Doing Research and Finding Credible Sources

The Writing Stage of the Writing Process

The Rewriting Stage of the Writing Process

Communication for Society: Purposive Communication [MODULE 8:

Communication for Society: Purposive Communication [MODULE 9: CONCEPTS OF

ST. JOHN COLLEGE OF BUUG FOUNDATION, INC.

Name: ___________________________ Date: ________________________________

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