PCOM 102 Module

Purposive
Communication
Learning Module
STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSORS ication
Name: Rolando O. Santos / Rex J. Bibal / Edizon P. Dela Cruz / Jonathan S. un
Villanueva / Ronald A. Gonzales / Ashlene Jasmilona / Pamela D. Rodelas /
Jacqueline B. Recaña
Academic Department: Department of Arts, Sciences and Teacher Education
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Email Address:
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I. Course Code PCOM 102
II. Course Title Purposive Communication
III. Module Number 2
IV. Module Title Local and Global Communication
V. Overview of the This module will emphasize the multilingual contexts
Module of using English in Asia and beyond, and looks at
the Filipino as a global citizen, and as a citizen of
the world. Furthermore, this module underscores
the importance of always being aware of one’s
purpose for communication and one’s audience. Also,
this will provide discussion topics of local and
international importance always in the context of a
specific purpose and specific audience.
This also emphasizes the importance of

understanding the concept of the English varieties
in Asian contexts. In addition, it is very important to
use appropriate varieties and registers of language
Purposive Communication
in certain communication because there are
different situations and people that call for different
registers. Furthermore, this module also
underscores the
importance of the varieties of English in both oral and
written contexts.
VI. Module Outcomes As for the outcome of the module you are expected
to have the basic and higher level of literacy,
communication, numeracy, critical thinking, learning
skills needed for higher learning. Furthermore, your
awareness of cultural diversity and your
understanding about how it affects communication
will also be demonstrated through the activities in
this module. Your appreciation for the benefits and
challenges of cross-cultural communication will
also be evident after conducting an online
interview. Also, you are expected to practice
strategies of communication with a clear purpose
and
comprehend conversations better.
VII. General Instructions
You must allot the necessary time to complete the
lessons each week. If you choose not to complete
the lesson using the schedule provided, you must
understand that it is your full responsibility to
complete them by the last day of completion. Time is
City College of Calamba

Dalubhasaan ng Lungsod ng
Calamba
of the essence.
The module is designed to assess student
understanding of the assigned lessons found within
the associated content of the midterm and final
period of the course. The assessment part of the
module is composed of varied types of questions.
You may see true/false, traditional multiple choice,
matching, multiple answer, completion, and/or
essay. Pay attention to the answer to the assessment
questions as you move through each lesson. After
each module you will be given a summative test.
Your responses to the assessment parts of the
module will be checked and recorded.
Because the assessment questions are available
within the whole completion period and because
you can reference the answers to the questions
within the content modules, we will not release the
answers within modules. However, your professors
are happy to discuss the assessments with you
during their consultation time, should you have
any questions.
Good luck.
You may not work collaboratively. This is

independent work.
Lesson 1. LOCAL AND GLOBAL COMMUNICATION IN

MULTICUTURAL SETTINGS
Communication plays a vital role in human life. It helps to spread

knowledge and information among people. Furthermore, it helps
people to express their ideas and information among people.
Therefore, communication helps to facilitate the process of sharing
information and knowledge, but also helps people to develop
relationships with others.
Along with the development in education are the challenges that

educators are facing. One of these challenges is the diversity. Students
are diverse in nature. Their learning styles, beliefs, gender, needs
and etc. may affect their acquisition of learning. In relation, the role
of communication plays a vital part in facing this challenge in
education.
Lesson Objectives:
At the end of this lesson, you will be able to:
 Demonstrate awareness of cultural diversity
 Demonstrate understanding of how cultural diversity affects
communication
 Appreciate the benefits and challenges of cross-cultural communication
Getting Started:
A video of two speakers in a conversation will be shown through link
(https://www.youtube.com/watch?v=YB1--VbN_M 0), video is titled
Language Barrier - Short Film by Marc Ketcham, the two speakers
are experiencing miscommunication. While viewing the video, not
the following:
 The source of the miscommunication (the word or phrase that
was not correctly understood)
 The resolution of the miscommunication (the strategy or
strategies the speakers used to try to resolve the
misunderstanding)
Questions:
1. What did one speaker say that was not understood by the person
he/she was speaking with?
2. What was the other speaker’s understanding of what was said?
3. What do you think were the causes of the miscommunication?
4. How was the miscommunication resolved?
5. What should have been done by each speaker to prevent the
miscommunication?
Discussion:
Intercultural Communication
According to science, each person is genetically unique. Except for
identical twins, each person has a unique genetic composition. This uniqueness
becomes even more heightened because of individual experiences. Humans
are formed by forces other than genetics. Family backgrounds, religious
affiliations, Educational achievements, socio-cultural forces, economic
conditions, emotional states, and other factors shape human identities.
Because of this, no people can ever be exactly the same.
This situation—the diversity of people and cultures—impacts

communication. People interacting with those coming from unfamiliar
cultures may have difficulties in communication. Most people tend to
conclude that miscommunication results from a speaker’s lack of proficiency
in a language. What is not realized is the fact that even with excellent
language skills, people may still experience miscommunication.
The following reading text talks about

intercultural communication. Before reading
W THEN DO WE APPROACH INTERCULTURAL COMMUNICATION?
the text, look up the meanings of the following
words and phrases that are used in the
selection.
 Take for granted
 Cultural biases
 Domestic workforce
 Cultural overtones
 Durable bond
 Grossly disloyal
COMMUNICATION ACROSS CULTURES

By: Carol Kinsey Goman (2011)
(1) Communicating across cultures is challenging. Each culture has set

rules that its members take for granted. Few of us are aware of our own
cultural biases because cultural imprinting is begun at a very early age. And
while some
of a culture’s knowledge, rules, beliefs, values, phobias, and anxieties are taught
explicitly, most of the information is absorbed subconsciously.
(2) The challenge for multinational communication has never been greater.
Worldwide business organizations have discovered that intercultural
communication is a subject of importance- not just because of increased
globalization, but also because their domestic workforce is growing more and
more diverse, ethnically and culturally.
(3) We are individuals, and no two people belonging to the same culture
are guaranteed to respond in exactly the same way. However,
generalizations are valid to the extent that they provide clues on what you will
most likely encounter when dealing with members of a particular culture.
HIGH CONTEXT VS LOW CONTEXT
(4) All international communication is influenced by cultural differences.

Even the choice of communication medium can have cultural overtones. The
determining factor may not be the degree of industrialization, but rather
whether the country falls into a high-context or low-context culture.
(5) High-context cultures (Mediterranean, Slav, Central European, Latin
American, African, Arab, Asian, American-Indian) leave much of the message
unspecified, to be understood through context, nonverbal cues, and
between- the-lines interpretation of what is actually said. By contrast, low-
context cultures (most Germanic and English speaking countries) expect
messages to be explicit and specific.
SEQUENTIAL VS. SYNCHRONIC
(6) Some cultures think of time sequentially, as a linear commodity to “spend”,
“save”, or “waste”. Other cultures view time synchronically, as a constant flow to
be experienced in the moment, and as a force that cannot be contained or
controlled.
(7) In sequential cultures (like North American, English, German, Swedish, and
Dutch), businesspeople give full attention to one agenda item after another.
(8) In synchronic cultures (including South America, southern Europe and Asia)
the flow of time is viewed as a sort of circle, with the past, present and future all
interrelated. This viewpoint influences how organizations in those cultures
approach deadlines, strategic thinking, investments, developing talent from
within, and the concept of “long-term” planning.
(9) Orientation to the past, present, and future is another aspect of time in
which cultures differ. Americans believe that the individual can influence the
future by personal effort, but since there are too many variables in the
distant future, we favor a short-term view. Synchronistic cultures’ context is
to understand the present and prepare for the future. Any important relationship
is a durable bond that goes back and forward in time, and it is often viewed
as grossly disloyal not to favor friends and relatives in business dealings.
AFFECTIVE VS. NEUTRAL
(10) In international business practices, reason and emotion both play a
role. Which of these dominates depends upon whether we are affective
(readily showing emotions) or emotionally neutral in our approach. Members
of neutral cultures do not telegraph their feelings but keep them carefully
controlled and subdued. In cultures with high effect, people show their
feelings plainly by laughing, smiling, grimacing, scowling, and sometimes
crying, shouting, or walking out of the room.
(11) This does not mean that people in neutral cultures are cold or
unfeeling, but in the course of normal business activities, normal cultures are
more careful to monitor the amount of emotion they display. Emotional reactions
were found to be least acceptable in Japan, Indonesia, the U.K,
Norway, and the Netherlands and most accepted Italy, France, the US and
Singapore.
(12) Reason and emotion are part of all human communication. When
expressing ourselves, we look to others for confirmation of our ideas and
feelings. If our approach is highly emotional, we are seeking a direct
emotional response.” I feel the same way.” If our approach is highly neutral,
we want an indirect response. “I agree with your thoughts on this.”
(13) It’s easy for people from neutral cultures to sympathize with the
Dutch manager and his frustration over trying to reason with “that excitable
Italian” After all, an idea either works or it doesn’t work, and the way to test the
validity of an idea is through trial and observation. That just makes sense—
doesn’t it? Well, not necessarily to the Italian who felt the issue was deeply
personal and who viewed any “rational argument” as totally irrelevant.
(14) When it comes to communication, what is proper and correct in one
culture may be ineffective or even offensive in another. In reality, no culture
is right or wrong, better or worse- just different. In today’s global business
community, there is no single best approach to communicating with one
another. The key to cross-cultural success is to develop an understanding of, and a deep respect for, the differences.
Application
Using your social media accounts, interview a member of an expatriate
community in the Philippines. An expatriate (also referred to locally as “expat”)

is a non-Filipino person who is temporarily residing in the Philippines for business
and work purposes. During your interview, ask about his/her experiences in
communicating with Filipinos. What are his/her pleasant experiences? Be ready
to present the results in a written report. Use the following interview guide
questions.
1. What are your pleasant experiences in communicating with Filipinos?
2. What are the challenging situations you have encountered?
3. How did you deal with these challenges?

Summary of the Lesson:
1. The diversity of people and culture impacts communication.
Communicating with people coming from unfamiliar cultures poses
challenges.
2. The success of intercultural communication does not depend on
language skills alone, but on openness and sensitivity to cultural diversity,
as well as on a genuine desire to understand and be understood.
Enrichment Activity:
Now that you are more informed about cultural diversity and its influence
on communication, reflect on the following practices. Use the table below for
your self-rating. Justify your answer. Use the space to indicate your answer.
Communication
Process Yes No Not sure
1. If I cannot
understand the
person I am talking
with, I will think of
him/ her as lacking
in
language proficiency
2. If I interact with
someone from
different cultural
background, I will be
more careful about
the things I say and
how I say them.
3. I will be sensitive
to the values of
people whose
cultures are
different from mine.
4. In situations of
miscommunication, I
will attempt to
control my emotions.
5. I will not avoid
people whose
cultures are different
from mine.
Assessment:
A. Read the following statements carefully. Decide if each statement is true
or false. Write T on the blank if the statement is true, and F if the statement is false.
If the statement is true, explain what makes it true. If the statement is false, re-
write or revise it to make it true and justify your answer. Use the space provided
after each statement. (Point system: 5 items x 5 points each =25 points)
1. Anyone who is a proficient speaker of a language will find
communicating across cultures easy.
2. Our emotions do not matter whenever we communicate with others.
3. There is no such thing as a right culture or a wrong culture
4. All cultures have the same way of thinking about time.
5. Communicating across cultures happens in one’s own culture

because of the diverse domestic workforce of many companies today.
B. The preceding input tackles the things to consider when communicating with
people of different cultures. Check your understanding of the reading
selection given above by answering the following questions:
1. How does each of the items in the following contrasting pairs differ from each
other?
i. high-context vs. low-context
ii.sequential vs. synchronic
iii. affective vs. neutral
2. What does the author recommend that we do to be successful in cross-

cultural communication?
-Filipino friend who will visit the Philippines someday. Write a letter to your non-Filipino friend. In this letter, give your friend
References/Attributions:
Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English

in Multilingual Contexts. Quezon city: C & E Publishing, Inc.
Lesson 2. VARIETIES AND REGISTERS OF SPOKEN
AND WRITTEN LANGUAGE
The term World English (or World Englishes) refers to the English
language as it is variously used throughout the world. Also known as
international English and Global English. The English language is
now spoken in more than 100 countries.
In relation, the varieties of English language is also associated

with language registers. Unlike Spanish, French and German, English
does not have any different pronouns for addressing others in
different registers. That makes the Native English lacking additional
language as a disadvantage. So, it is very important to use appropriate
varieties and registers of language in certain communication because
there are different situations and people that call for different registers.
Lesson Objectives:
 Demonstrate understanding of the concept of the varieties of English
in Asian contexts.
 Discuss the importance of the varieties of English in both oral and written
contexts
 Identify some grammatical, lexical, syntactic features of post-colonial
varieties of English in Asian context
 Distinguish the lexicon of some Asian varieties of English
 Demonstrate knowledge about the concept of registers of English in
spoken and written language
 Use the appropriate register depending on the communication situation
 Display an ability to adjust and cope with communication breakdown
Getting Started:
View a video from Youtube titled “Talking To Filipinos In Korean | Social
Experiment” by Jaykeeout x VWVB
(https://ww w.youtube.c om/watch?v=st2U5Y4XTeM ). Then answer the
following questions.
 Based on your observation, are there any challenges encountered by the
Filipino and the foreigner in communicating?
 Are there differences on the way they use English to communicate with
each other? What are these differences?
 In your opinion, is it enough to just know how to speak English? Will

this help you communicate with other people from a different country?
Why?
Discussion:
Varieties of English
During your senior high school, you must have encountered the term
World Englishes (WE) or varieties of English in class. WE actually 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.
Examples of countries belonging to the Inner Circle are the USA, UK,
Australia, Canada, and New Zealand. Kachru’s Outer Circle is comprised of
Singapore, Malaysia, the Philippines, and Pakistan, among others while the
Expanding Circle is composed of countries such as China, Japan, Taiwan, and
Thailand. Aside from the fact that the Outer and Expanding Circles are ESL and
EFL speaking, respectively, they have been colonized by some member
countries in the Inner Circle making the varieties they speak as post-colonial. It
is then to be understood that people have different linguistic and cultural
backgrounds making intercultural communication a significant variable in
communication.
Three Concentric Circles of English
According to Bautista and Gonzales (2006), the structural
characteristics of these new varieties differ. This is brought about by the
mother or home languages of those who learn or acquire English. And even
in terms of social features, differences can also be highlighted in that there
is continuum of basilectal, mesolectal, and acrolectal varieties of English
within the same speech community. The acrolect then comes closest to the
standard while the basilect digresses thoroughly from it and comes closest to
the pidgin. Mesolect or the middle variety is midway between the acrolect and
basilect. Bautista and Gonzales use the term edulects for these varieties
resulting from certain types of education ascertained by social class but are
conveyed or transferred by the kind of instruction of the school system
especially for those coming from higher- income families and/or better educated
classes.
As regards structural variation, Kachru and Nelson (2006) claim that these
varieties of English are
influenced by the local
language(s) in various areas of
their grammars and exhibits
specific phonological, lexical,
syntatic and discoursal
characteristics (P.35). for
instance, in terms of stress and
rhythm, Outer and Expanding
Circle varieties observe syllable-
timed rhythm rather than stress-
timed rhythm. Nigerians say
“success for suc’cess and
Indians and
Nigerians say recog’nize for recognize. Moreover, speakers from the Outer
and Exapanding Circles do not make any changes in their pronunciation to
make a distinction between nouns and verbs in pairs which Inner Circle
countries observe as in the case of import and im’port and do not utilize
contrastive stress for focusing (Bamgbose,1992 and Gumperz, 1982a,1982b,
as cited in Kachru and Nelson,2006) As regards sounds, Outer and Expanding
do not observe initial aspirations of voiceless plosives such as p, t, k and these
are often perceived by Inner Circle countries as b,d,g Some speakers of
Expanding Circle varieties, as in the case of Japanese speakers, do not properly
distinguish between r and l.
According to Pope (1976, as cited in Kachru and Nelson, 2006) in the case
of syntactic features, questions-answering systems differ between Inner and
Outer-Expanding Circles. While the former observes the positive-negative
system where the answer follows the polarity of the question (I.e., If the
question is in the positive, the answer confirming the assumption of the
questioner is in the positive, and the answer disconfirming the assumption is
in the negative. If, however, the question is in the negative, the answer
confirming the assumption of the questioner is in the negative as well, while
the answer disconfirming the assumption of the questioner is in the
positive), the latter observes the agreement-disagreement system which
poses difficulty to speakers who follow the positive-negative system
particularly in interpreting the yes or no of the response unless it is followed
by a clarification (I.e,Yes, I think you’re right; No that’s not so) (p.45).
With respect to lexicon, vocabulary words peculiar only to some
English varieties in Southeast Asia can be noted as seen in the following
examples (pp. 189-190):
1. Singapore English: actsy’show off,’misy’ nurse,’ chop’ rubber stamp,’

Marina kids ‘youngster who spend their leisure time at or around
Marina Square a shopping centre,” graduate mothers ’graduate (well-
educated) married woman, encouraged to have more children and
accorded certain privileges in Singapore,’ as compared to non-
graduate mothers (Pakir,1992, as cited in Kachru and Nelson, 2006).
2. Philippine English: deep’ puristic or hard to understand’ as an attribute of

language, stick ‘cigarette,’ high blood’ tense or upset,’ blow out
treating someone with a snack or meal,’ motel’ a hotel used for pre-
marital or extramarital affairs,’manualize ‘to prepare manulas,’ go
ahead’ leave before others with host’s permission,’ studentry ‘student
body,’ Amboy ‘a Filipino perceived to be too pro-American,’
promdi’from the province,’
behest loan,’ unguaranteed bank loan given to presidential cronies,’
pulot boy’ boy who picks up tennis in a game,’ and balikbayan box,’
box where Filipinos returning from abroad put all their shopping,’
among others (Bautista, 1997, as cited in Kachru and Nelson 2006);and,
3. Malaysian English: antilog’ a male hated by a girl,’ popcorn ‘a

loquacious person,’ kachang’ peanuts, easy,’ slambar ‘relax’ red spot,
open shelf’ girls who are popular and those who are not,’ day bugs’
those who come to attend school but do not live in residence halls’ (Said
and Ng, 2000, as cited in Kachru and Nelson, 2006).
When Bautista’s monograph on Defining Standard Philippine English: Its

Status and Grammatical Features came out in 2000, she answered the usual
questions asked about Philippine English: Is there a Standard Philippine English?
and When does an error become a feature of Philippine English? She stressed
that just like any other new variety of English (Indian English, Singaporean
English and Nigerian English), Philippine English is legitimate, having its own
grammatical, lexical, and syntactic features. Gonzales (1985, as cited in
Bautista, 2000) identified the following lexical features in Philippine English (p.76):
 Preference for specific words and collocations specifically shall, could,
such, wherein, of (to signal possession);
 Unusual words and collocations, specific terms, and with combinations

which may have been originally confused with other collocations but
which, because of frequent use, have become fixed combinations in
their own right (e.g, results to instead of results in); and,
 Unusual prepositional usage, including omission of prepositions in two

words verbs, addition of prepositions to verb phrases, local use of different
prepositions in some phrases following certain verbs or adjectives.
The syntactic features identified include the following (pp. 76-77)

1. Word-order features, consisting of the placement of the time adverb
before the place adverb, placement of the adverb between verb and
object, placement of the adverb between noun and prepositional
phrase, placement of the indirect object introduced by to between verb
and direct object other unusual adverb placement.
2. Use of articles, including absence of the definite article, unusual use of the
definite articles, absence of the indefinite article;
3. Noun sub-categorization, consisting of the non-pluralization of count

nouns, the reclassification of General American English (GAE) mass nouns
as count nouns, mass noun pluralization, pluralization of adjectival nouns
in compounds;
4. Pronoun-antecedent agreement;
5. Subject-predicate incongruence;
6. Reclassification of GAE transitive verb as intransitive verbs; and,
7. Tense-aspect usage consisting of unusual use of verb forms and

tenses, use of the perfect tense where the simple past tense or even
present perfect tense is called for in GAE, lack of tense sequence.
As for the question “When does an error become a feature of Philippine English?”,
Gonzales (1985) has this to say:
When do these errors cease and become part of the standard?

If enough educated elites in the society “commit” these errors, then these errors in effects have been accepted by the society as the standard
The Foregoing discussion only shows how dynamic English is. These
are only some of the essential features of some varieties of English which should
be given full attention by users coming from different cultures. From the variety
of English used by the native speakers such as British, Americans,
Canadians, Australian, and New Zealanders, English has evolved into post-
colonial varieties and should not be mistaken as errors most especially if they
have become the standard in the speech community and have been codified.
As the poet Gemino Abad (1997, p. 8) aptly put it.” English is ours. We have
colonized it too.”
You have to be aware of and recognize intercultural communication as
you need to be sensitive to the people around you who belong to different
cultural heritages and have their linguistic identity. When you encounter
them, you will be able to avoid misunderstanding, avoid communication
breakdown, and overcome language barriers with less difficulty since you are
exposed to their own language features. This way, you will be able to
enhance your personal and social interaction.
Language Registers/Registers of English

When it comes to language variation, the terms genre, register, and style
are often encountered. David Crystal(2008) defines register as “a variety of
language defined according to its use in social situations e.g. a register of
scientific, religious, formal English. (p.409),”He added:” In Hallidayan linguistics,
the term is seen as specifically opposed to varieties of language defined
according to the characteristics of the users (viz. Their regional or class dialect),
and is given a subclassification into field, mode and manner of discourse
(p.409).
Crystal (1964) further style and register:
mality attached to particular interpersonal social situation which is reflected by differences in language-for example, the kind language used while talking t
It is to be noted that genre and register overlap and are sometimes used
interchangeably. According to Lee (2001), whereas genre is associated more
with the organization of culture, register is associated with the organization
of situation. To this end, register is understood as the context-specific
variety of language to which the field-mode tenor framework is important.
To give a concrete example, with the genre of recipe, field may be
analyzed in terms of the social setting and the communicative purpose in which
the text is produced. Tenor may be described in terms of the roles required
of the writers and readers including the cultural values shared by both. Mode
could be explained in light of the knowledge of other texts required of
speakers/listeners and writers/readers as regards the genre including the formal
text features.
Language register then refers to the formality of language which one
speaks. Different registers are used in different situations. It is through register that
you are able to determine the kind of lexicon or vocabulary to use as well as the
kind of structure to be used. Even in writing, you may use a formal or an
informal register. In some instances, even a neutral language register is
identified. The formal register then is used in formal speaking and writing
situations.
Earlier in the discussion, it was mentioned that register refers to the kind
of language whereby the forms used define the social situation,
notwithstanding the status of the interlocutors. Thus, legalese or legal
language is highly characterized by archaic expressions, technical jargon
intrinsic only to the community of legal professionals, embedded structures,
nominalizations, passive voice, as well as long, kilometric sentences which are
not the features of textese or language of texts. Conversely, the features of
SMS langauge or textese language, are exactly the opposite-use of
abbreviations, acronyms, slang words, and expressions. This is so since
messages used to be limited to a certain number of character/spaces which
made texting much easier and quicker. However, misinterpretation and/or
miscommunication in text messaging may arise if vocabulary and knowledge
of context are limited. Hence, extra care should be practiced when
comprehending text messages.
Application
Visit a website or watch a food vlog of an ethnic restaurant and
observed some of the cultural foods being featured and offered by the
restaurant on the vlog. Make a listing of the new cultural terms that you
learned. Then write a one- paragraph text describing what you felt and observed
while watching.
List of Cultural Terms

My Cultural Observation
1. Intercultural communication plays an important role in achieving effective
communication.
2. There are different varieties of English spoken by countries colonized
by Britain, the US, Canada, and Australia: Singapore English,
Malaysian English, Philippine English, and Thai English, among others.
These varieties have their own grammatical, lexical, and syntactic
features and should not be considered errors.
3. Language has formal and informal registers. These registers have
forms which define the social situation.
4. The kind of register to be used affects the way one speaks and writes
Watch news on BBC and CNN International. Compare the two varieties
of English you listened to. make a list of vocabulary items each variety uses
and provide their counterparts.
BBC (British English) CNN International (American English)
Assessment:
A. Fill in the columns by writing the expressions or vocabulary you
commonly encounter in the registers indicated.
Legalese Textese Other Type (Academese)
e.g., whereas e.g., LOL (laugh out loud) e.g., commodification

feministing
B. Analyze each utterance — its meaning, context, and register. Fill in the
table with your answers.
1. Just a sec, please!
2. Could you please hold on for a while? I will just call her.
3. I really apologize. I do not mean to hurt you.
4. So sorry for my mistake.
5. Am not interested in your party.
6. I can’t make it to your party. I’ll make it up next time.
7. Good morning, Mr. Alcaraz!
8. Hello, Sir Alcaraz!
9. Our sincerest congratulations on your forthcoming promotion!
10.Congrats! You made it!
Meaning Context of the Situation Register (Formal or Informal)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C. Choose any legal document (contract, affidavit, memorandum of

agreement, credit card terms and conditions, or etc.) and analyze the
register of language used in the document. Cite some of its features and give
examples.
D. Identify the term being describe in the statements below.
1. Could be explained in light of the knowledge of

other texts required of speakers/listeners and writers/readers as regards the
genre including the formal text features.
2. Also known as legal language and is highly
characterized by archaic expressions, technical jargon intrinsic only to the
community of legal professionals, embedded structures, nominalizations, passive
voice, as well as long, kilometric sentences.
3. May be described in terms of the roles required of
the writers and readers including the cultural values shared by both.
4. Also known as language of texts. Conversely,
some features of this language are exactly the opposite-use of
abbreviations, acronyms, slang words, and expressions.
5. Is used in formal speaking and writing situations.
Suggested Links:
https://ablogforpurposivecomm.wordpress.com/2019/01/04/fol io-3-why-is-it-
important-to-use-appropriate-varieties-and-registers-of-language-in-certain-
communication- context/#:~:text=Language%20registers%20refers%20to
%20the,for%20use%20in% 20different%20situations.&text=So%20it%20is%20very
%20important,that%20call%2 0for%20different%20registers
This link discussed the importance of using appropriate varieties and
registers of language in certain communication context. The website gives
information, examples, and scenarios of how using appropriate varieties and
registers may affect relationship and understanding of people who are talking.
https://www.scribd.com/document/384086347/Varieties-and-Registers-of-Lang
This link contained a citation by She Quintos about the Varieties and
Registers of Spoken and Written Language. Furthermore, the link provided
accurate explanation about the varieties ang register of language which is
similar to the book used in this module.

Lesson 3. EXPLORING TEXTS REFLECTING DIFFERENT
CULTURES
In the previous lesson, you learned that intercultural communication
has an important role to play in effective communication. Indeed, awareness
of the different varieties of English with their features as well as
understanding the registers of English should be the goal of everyone so that
there is less misunderstanding and miscommunication.
Lesson Objectives:
 Demonstrate an understanding of the importance of cultural context in
the communication process.
 Analyze texts that reflect varied cultures and practices
 Appreciate various identities and differences
Getting Started:
View a video from Youtube titled “Pinay English Speaking Very Funny (With
Subtitle)” by PH Trends (https://www.youtube.com/watch?v=DGnm7PFtfGU).
Then answer the following questions.
Observe how the foreigner pronounce some of the English words. Compare
it with the pronunciation of the Filipina on the video. What similarities and
differences can you take note.
Discussion:
Cultural Texts
One cause of miscommunication is pronunciation. Speakers of different

varieties of English have different ways of pronouncing words. This is so because
of differences in phonology. Kachru and Nelson (2006, p.37) claimed that in
terms of pronunciation, most Outer-and Expanding-Circle varieties display
differences from the Inner-Circle varieties, similar to those found between
regional dialects within the Inner-Circle Varieties. These differences may lead
to grammatical consequences affecting comprehension. For Instance,
among Singaporean and Malaysian speakers of English, a feature noted is
the simplification of final consonant clusters, e.g., [lef] for left and [pick] for
picked. Such is also the case in Philippine English.
Interpretations then vary because of differences in pronunciation with a
full, distinct sound. Filipinos pronounce words as they are written or spelled out
making it syllable-timed and not stress-timed. Americans, on the other
hand, blend syllables or sometimes even drop some sound making the syllables
short. Below are some examples of this feature:
Gotcha! Got you!
What did
Whatche say? she say?
Where
Wherd yu did you
go?
go?
Ja hitit? Did you hit it?
Can I Can I get

getche you a
adrink? drink?
American English Philippine English

A cultural barrier does not only pertain to differing languages. It may also
be in the form of a cultural practice or even a bodily gesture. For instance, in
English-speaking countries and even in the Philippines, the thumbs-up gesture
signals approval. However, it is considered offensive in other countries such
as Greece, Italy, and in some parts of the Middle East. Likewise, making a
circle with one’s thumb and foreigner generally means okay in many Western
cultures but this is not so in countries like Japan where it is interpreted as a
sign for money, and in some Arab cultures as a threat. Thus. one should be
careful in using bodily gestures.
Formal and Informal Language

By informality of the language which one speaks. As it is, different
registers are used in different situations. Your purpose for communication
and the relationship you have with the listeners/readers will determine if you
are to use formal or informal language. When you are in the gymnasium and
a teenager offers you a seat, you acknowledge the kind gesture by saying:
“thanks for the seat.” However, of you are in an academic forum and an
organizer offers you a seat, you say: “ Thank you very much, (Sir or Ma’am).
When speaking impromptu on a certain topic, you should use ordinary,
conversational language. However, if you are to give a lecture in a
conference, your language should be formal. In the same manner that when
you write your speech and your purpose is to inform your audience on
climate change, it is expected that your language is formal. In contrast, if
your speech is meant to entertain your listeners on a light topic, your language
should be informal.
Application
Write a spoken word poetry that features texts (e.g., words, expressions,
idioms, etc.) from other varieties of English and respects/embraces cultural
identities and differences. Take a video of your performance and submit it to
your teacher.
1. One cause of miscommunication or misinterpretation is differing
pronunciation. Speakers have different ways of pronouncing words
because of differences in phonology. It is then important to be exposed to
the ways other speakers of English use the language to reduce the
degree of difficulty that may be experienced
2. Aside from pronunciation, non-verbal communication also plays an
important role in effective communication. Bodily gestures should be
properly interpreted as their meanings vary from culture to culture.
3. One’s purpose for communication as well as his/her relationship to the
listeners/readers will determine the kind of language he/she will use.
Check your understanding of the input by answering the following questions:
1. It is inevitable for us to meet people coming from other cultures. Cite
at least three ways by which you can avoid miscommunication or
misinterpretation of ideas when talking to them.
2. Give one situation when you should use formal language and another
situation when you should use informal language. What expressions
will you use? How do they differ from each other?
Assessment:
A. Below are examples of two varieties of English that focus on expressions.
Classify them accordingly and write them under the correct column. Note
that some terms from the list are used by both varieties.
1. underground economy vs. black economy

2. counterclockwise vs. anticlockwise
3. current account vs. checking account
4. housing development vs. housing estate
5. elementary school vs. junior school
6. labor union vs. trade union
7. expiry date vs. expiration date
8. rubbish vs. garbage
9. parentheses vs. brackets
10. drink driving vs. drunk driving
American English British English
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
B. Below are two examples of varieties of English that focus on

pronunciation. Classify them accordingly and write them under the correct
column.
1. elementary vs. eleMENTary
2. istreet vs. street (street)
3. brids vs. bridge (bridge)
4. ass vs. asks (asks)
5. thought vs. tot (thought)
6. closez vs, closes (closes)
7. dat vs. that (that)
8. tin vs. thin (thin)
9. measure vs. measure (measure)
10. chip vs. cheap (cheap)
American English Philippine English
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
C. Below are two examples of two varieties of English that focus on idioms.
Classify them accordingly and write them under the current column.
1. a home from home vs. a home away from home
2. knock on wood vs. touch wood
3. a drop in the bucket vs. a drop in the ocean
4. take it with a pinch of salt vs. take it with a grain of salt
5. a new lease of life vs. a new lease on life
American English British English
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
D. Fill in the table below. Assess the communication situation, the type of
relationship between the speaker and listener, and the language used.
Relationship between
Communication
and speaker and Language used
situation
listener
1. Oops sorry!
2. I am very
pleased to meet you,
Sir.
3. Let’s go to the gig!
4. Hello, I’m Dina!
5. Would you mind
getting me a drink?
6. I said “Leave me
alone!”
7. I need some time

to reflect.
8. I apologize for
my mistake.
9. Shall we go now?
10. Give it to me!

Lesson 4. COPING WITH THE CHALLENGES OF
INTERCULTURAL COMMUNICATION
Successful communication involves the effective transfer of knowledge
and information. As economies evolve and become more interconnected,
communicating across cultures becomes increasingly important.
Furthermore, Burrus (2014) highlights that intercultural communication offers
the ability to deal across cultures, which is increasingly important, as the
world gets smaller. Getting smaller does not mean the world is becoming
identical, it means having more and more contact with people who are
culturally different. Being able to deal with this cultural difference peacefully,
never mind creatively and innovatively, is becoming a survival issue to thrive
in a global world as a global leader.
Lesson Objectives:
 Recognize the challenges of intercultural communication.
 Determine the sources of misunderstanding.
 Identify the approaches to studying intercultural communication.
 Appreciate learning about other cultures and identities.
 Appreciate the value of co-existing individuals with different cultural
backgrounds.
Getting Started:
The images below show different scenarios of how people from different parts of
the world greet each other. Observe the differences on each image and
answer the questions that follow using your observation.
1. What similarities and differences on the greetings of the people from different
parts of the world?
2. Based on your observation, what are the cultural differences that can be
observed on the images?
3. Why do you think it is important to know the meaning of the non-

verbal codes?
Discussion:
Challenges of Intercultural Communication
It has become a widespread notion that speaker’s use of different languages

results in intercultural miscommunication and misunderstanding. As Scollon and
Scollon (1995) state:
are very different from us, it is very difficult to know how to draw inferences about what they mean, and so it is impossible to depend on shared knowledge and backgrou
Indeed, the lack of shared knowledge and beliefs and cultural diversity
make it more complicated to arrive at the correct inference or interpretation
of meanings. But it can be argued that English is now global lingua franca. In
fact, with the ASEAN integration, English has been declared the official or
working language of ASEAN. So with just one language to be spoken or used
by many countries including the 10 member countries of the ASEAN, what
else can go wrong?
It is thus important to empathize that the ownership of English cannot be

attributed to just one country or to those who use it as a native or home
language. The varieties of English spoken by different speech communities have
evolved for a reason. They use it for communal purposes. These varieties
have been heavily influenced by the local culture and its speakers. Recent
studies have shown that the problem of misunderstanding is not overt and
can be traced to speech perturbations, poorly, management turn-taking, and
non- aligned, “parallel talk” (House,1999,p.80). Meierkord (2000,p.11 as cited
by Kaur, 2016) emphasizes that communication in English as lingua franca (LEF)
is “a form of intercultural communication characterized by cooperation rather
than misunderstanding” (p.135). This she noted in her study of participants
coming from 7 different first language backgrounds which yielded the result the
that the participants displayed communicative behavior not generally
associated with their linguacultural backgrounds making the talk cooperative
and supportive in nature with few misunderstandings.
Note that misunderstanding in intercultural communication may not

always be caused by verbal utterances. Misunderstandings may also occur
due to wrong interpretation of the non-verbal code. For Instance, the
handshake
which is commonly done by people introduced to each other by a third party
should be done and interpreted correctly as the type of handshake varies
from culture to culture. Study the table below and find out how handshakes
differ from country to country.
The Handshake
Country or Region Types of Handshake
United States Firm handshake
France Soft handshake
Germany Firm handshake, for men, traditionally accompanied by a slight bow
Japan Handshake with arm firmly extended, accompanied by a bow
Handshake and free hand placed on the forearm of the other

Middle East
person
Greetings
Like handshakes, greeting rituals also vary from culture to culture.

Japanese women bow differently from Japanese men. Furthermore, the
German bow which is termed as diener means a bow to and in recognition of
an authority. Thus, when a person bows, he/she is actually sending the message
“at your service.”
Sources of Misunderstanding
Kaur (2016) cites the following as the sources of misunderstanding:

 Ambiguity –lack of explicitness on the part of the speaker in the form
of problematic reference and ambiguous semantics in which an
utterance is open to different interpretations.
 Performance-related misunderstanding –slips of the tongue and

mishearing which may be due to utterances spoken quickly and
unclearly.
 Language-related misunderstanding –ungrammaticality of language.

 Gaps in world knowledge –gaps in content rather language.
 Local context –the turns and turns within sequences produced by

the participants themselves, and the orientation of the participants as
well as the repair moves that follow the displayed understanding.
Approaches to Students Intercultural Communication
Why is there a need to understand intercultural communication? It is easy

to say that people belong to diverse cultures, hence the need to understand
others. But it is easier said than done. Some people take it for granted to
read about and study first a country’s culture before they go and travel to the
place.
There is a need to be aware or conscious of other cultures especially

those that you will visit so you can avoid offending people. Due to
misinterpretations, miscommunication occurs. Likewise, it is suggested that you
become aware of cultural identities and background as it will broaden your
horizon. All cultures are equal and though sometimes difficult to understand, you
need to understand that no culture is superior or inferior to another. It is
only through awareness that you get to compare other cultures with your
own and appreciate cultural diversities and learn to live with them. People have
different languages, lifestyles, and ways of thinking, speaking, and behaving.
This is the essence of cultural diversity.
To better understand the concept of intercultural communication, three

approaches as explained by Martin and Nakayama (2010) can be studied:
Social Science
Interpretative Critical
of
Functionalist
Discipline on which Psychology Anthropology, Various
approach is sociolinguistics
founded
Research Goal Describe and Describe behavior Change behavior

predict behavior
Assumption of reality External and Subjective Subjective and

describable material
Assumptions of Predictable Creative and Changeable
human voluntary
behavior
Method of study Survey, observation Participant Textual analysis of
observation, field media
study
Relationship of Communication Culture created and Culture as a site of

culture and influenced by maintained through power struggle
communication culture communication
Contribution of the identifies cultural Emphasizes that Recognizes the

approach variations; communication and economic and
recognizes cultural culture and cultural political forces in
differences in many differences should culture and
aspects of be studied in communication;
communication but context asserts that all
often does not intercultural
consider context. interactions are
characterized by
power.
How would you compare the approaches in the table above in terms of
human nature, behavior, and nature of knowledge emphasized? Do you
think each approach as its own strengths and weaknesses? What do you
think are the advantages? What are the disadvantages or limitations of each?
Application
Illustrate and discuss a situation that caused communication breakdown based
on the sources of misunderstanding from the discussion above.
1. It is always challenging to deal with people from different cultures. The
challenge lies in the way of understanding not only the verbal code but
also the non-verbal code.
2. Misunderstandings between people of different cultures can be caused
by the following: ambiguity, performance-related misunderstanding,
language-related misunderstanding, gaps in world knowledge, and
local context.
3. Intercultural communication can be studied through the functionalist
approach, interpretative approach, and critical approach.
Check your understanding of the input by answering the question below.
As a conscientious student, what have you done so far to avoid
miscommunication and misunderstanding when communicating with people
of different cultures?
Assessment:
A. Identify the term being describe in the statements below.
1. The essence or term used for people who have
different languages, lifestyles, and ways of thinking, speaking, and behaving.
2. A source of misunderstanding the focuses on the
gaps in content rather language.
3. Is the study and practice of communication across
cultural contexts.
4. The lack of explicitness on the part of the speaker
in the form of problematic reference and ambiguous semantics in which an
utterance is open to different interpretations.
5. The contribution of this intercultural
communication approach is it identifies cultural variations; recognizes
cultural differences in many aspects of communication but often does not
consider context.
6. A source of misunderstanding that slips of the tongue
and mishearing which may be due to utterances spoken quickly and unclearly.
7. A source of misunderstanding that is caused by
ungrammaticality of language.
8. This intercultural approach focuses on culture as a
site of power struggle when it comes to the relationship of culture and
communication.
9. This is a source of misunderstanding that is caused
by the turns and turns within sequences produced by the participants
themselves, and the orientation of the participants as well as the repair
moves that follow the displayed understanding.
10. The method of study used in this intercultural
communication approach is through participant observation and field study.
B. List down at least 10 differences between cultures as regards their non-verbal

code.
C. Check your understanding of the lesson by answering the question below.
Looking at the three different approaches to intercultural communication,

which one would you prefer and why?
Suggested Links:
https://online.seu.edu/articles/the-importance-of-intercultural-communication-in-
international-development/
This link discussed the importance of intercultural communication in international

development cited by Southeastern University. Furthermore, the link underscores the
cultural values and its impact on how people think, act and judge others
https://mkbconseil.ch/intercultural-communication-important-know-summary-interview-
dr- miltonbennett/#:~:text=Intercultural%20communication%20offers%20the
%20ability,peop le%20who%20are%20culturally%20different.
This link discussed why intercultural communication is important to know. It also

highlights the summary from the interview with Dr. Milton Bennett about intercultural
communication. Doctor Bennett gave importance to the different assumptions
underpinning social science.
I. Course Code PCOM 102
II. Course Title Purposive Communication
III. Module Number 3
IV. Module Title Academic and Workplace Communication
V. Overview of the Knowing how to write an is an integral part of an
Module individual’s life—it plays a very important role in
education also. When writing, students learn to
express themselves in a more logical way.
Furthermore, it helps students develop their writing
skills, vocabulary, and their own writing style.
This module emphasizes the importance of writing an

explanation essay and blog, as well as their
essence to one’s life. Moreover, this module helps
students to clear up the issue of the research,
describe it and reveal the essence of the matter in
a brief and coherent way by means of knowing
how to write an explanation essay and blogs. Also,
it develops the ability of the students to explain
their thoughts and
some phenomenon clearly and to be more
analytical.
VI. Module Outcomes As for the outcome of the module you are expected
to demonstrate an understanding of the conventions
of the explanation essay.
In addition, this module also allows you to write your

blog in a better way and present your issues in a way
that would interest the general public.
In the same light, this module allows you to

appreciate the value of clearly explaining a
phenomenon by just reading and analyzing it.
VII. General Instructions
You must allot the necessary time to complete the
lessons each week. If you choose not to complete
the lesson using the schedule provided, you must
understand that it is your full responsibility to
complete them by the last day of completion. Time is
of the essence.
The module is designed to assess student
understanding of the assigned lessons found within
the associated content of the midterm and final
period of the course. The assessment part of the
module is composed of varied types of questions.
You may see true/false, traditional multiple choice,
matching, multiple answer, completion, and/or
essay. Pay attention to the answer to the assessment
questions as you move through each lesson. After
each module you will be given a summative test.
Your responses to the assessment parts of the
module will be checked and recorded.
Because the assessment questions are available
within the whole completion period and because
you can reference the answers to the questions
within the content modules, we will not release the
answers within modules. However, your professors
are happy to discuss the assessments with you
during their consultation time, should you have
any questions.
Good luck.
You may not work collaboratively. This is

independent work.
Lesson 1. THE EXPLANATION ESSAY
Essay writing has important skills development and educational functions.

It allows you to practice and develop transferable skills that are valuable to you
not only while you are a student but also when you graduate and have to
write in a professional role. In relation, an explanation, or expository essay is a
paper in which your objective as a writer is to explain something to your reader.
A key to writing successfully is maintaining awareness of the audience, which
will influence your tone and word choice. Furthermore, with the ability to
give vivid explanation in a form of essay allows you to become more
informative and more critical and analytical in presenting ideas.
Lesson Objectives:
 Demonstrate an understanding of the conventions of the explanation
essay.
 Appreciate the value of clearly explaining a phenomenon.
 Write an explanation essay of at least 500 words on a topic of your
choice.
Getting Started:
Test your knowledge of facts by answering the following questions.
Why is traffic heavy in the cities?
1.
2.
3.
4.
5.
Discussion:
Writing an Explanation Essay
‘Why’ questions are very important. If people in ancient times or the
recent past did not ask ‘why’ questions or attempt to answer these
questions, we would have very limited knowledge about many things in our
world. If Isaac Newton, for example, did not ask why things fell down after
throwing them up, he would not have discovered the law of universal
gravitation.
Addressing ‘why’ questions means providing explanations foe
phenomena. An explanation essay is one such example of a written piece of
work that addressed ‘why’ questions. It explains a particular topic to its readers.
Since it is meant to inform or educate the readers, the essay should present
convincing and adequate support for the explanations.
The following reading selection is an explanation essay which attempts to
answer ‘why’ questions similar to those in the opening activity above.
Before reading the text, look up the meanings of the following words and
phrases that are used in the selection.
 Lingua Franca
 Linguistic nationalism
 Cultural chauvinism
 Conversant
 Siloed cubicles
 Crème de la crème
 Mano-a-mano
 Bourgeois stories
 Batting an eyelash
A MANSION OF MANY LANGUAGES

By Danton Remoto (2017)
(1) In 1977, my mentor, the National Artist for Literature and Theater Rolando
S. Tinio, said: “It is too simple-minded to suppose that enthusiasm for
Filipino as lingua franca and national language of the country necessarily
involves the elimination of English usage or training for it in schools.
Proficiency in English provides us with all the advantages that champions of
English say it does –
access to the vast fund of culture expressed in it, mobility in various spheres
of the international scene, especially those dominated by the English-
speaking Americans, participation in a quality of modern life of which some
features may be assimilated by us with great advantage.”
(2) Professor Tinio continues: “Linguistic nationalism does not imply

cultural chauvinism. Nobody wants to go back to the mountains. The essential
Filipino is not the center of an onion one gets at by peeling off layer after
layer of vegetable skin. One’s experience with onions is quite telling: Peel off
everything and you end up with a pinch of air.”
(3) Written 40 years ago, these words still echo especially now, when by some
quirk of history and economics, enrollment In English courses are rising because
(1) there are many vacant positions for teachers of English and literature in the
private and public schools, and (b) there are many vacancies, still, for jobs
in call centers with entry-level pay of P18,000 plus signing bonus, and a career
that will make you earn twice your present salary in just a few years. With
the opening of the doors of the Association of Southeast Asian Nations
(ASEAN) to everyone in the region, more and more Filipinos are being hired to
teach English in Indonesia, Thailand and yes, even our best friend, China.
(4) Why? First, Filipino teachers will accept a pay scale lower than their Western
counterparts. Second, they are conversant with American popular culture, a
happy (or unhappy) results of decades of American colonialism and neo-
colonialism. Third, they are still Southeast Asians beneath their skin, and are
thus familiar with Asian cultural practices, whether said or unsaid. One is the
importance of saving face, the meaning of “maybe” or “I will try” to an
invitation means he or she does not want to hurt you, be he or she will not show
up. Another is the primacy given to family. Already in his 50s, one is still
called Totoy or Baby or Blue Boy, and still lives with one’s parents and extended
family. You can see that, as well, in the other Southeast Asian countries, where
families are nuclear and not split, where food is communal and not eaten in
siloed cubicles.
(5) Three long decades of teaching English and Journalism to students

(together with four years of teaching Filipino) have shown me that the best
students in English are also the best students in Filipino. And how did they
master the two languages?
(6) One, they had very good teachers in both languages. Two, they
inhabited the worlds of both languages. Three, they have gone beyond the false
either-or mentality that hobbled their parents.
(7) Let me explain.
(8) My best students in English and Filipino were tutored by crème de la crème,
many of them teaching in private schools. At the Ateneo de Manila
University, we have classes in Remedial English, since renamed Basic English
or English 1. These are six units of non-credit subjects. The enrollees are mostly
intelligent students from the public schools and the provinces. Lack of books
and untrained teachers prevent them from having a level playing field with the
other freshmen. A year of catching up is necessary for them to have the skills
to have a mano-a-mano with the other students.
(9) Moreover, I introduce them to the worlds of the language they are studying
– be it in the formal realm of the textbook or the popular ones of film,
graphic novel, YouTube or anime. I encourage them to keep a journal as
well, which is not a diary where you write what time you woke up and why.
A journal, or its postmodern cousin, the Web log or blog, aims to capture
impressions or moods on the wing. If at the same time it sharpens the students’
knowledge of English, then that is already hallelujah for the English teacher.
(10) And the third is that today’s generation of students is no longer

burdened by the guilt of learning English – and mastering it. I still remember
those writing workshops I took in the 1980s, when I was asked why I wrote
bourgeois stories in the colonizer’s language. The panelists said I should write
about workers and peasants – and that I should write in Filipino. Without
batting a false eyelash, I answered that I don’t know anything about workers
and peasants, and to write about something I don’t know would be to
misrepresent them. To the charge that I write only in English, I showed them
my poems in Filipino, because the modern Filipino writer is not only a writer in
either English or Filipino, but a writer in both languages, or in Bisaya or Bikolano
or Ilocano or Waray, languages that are like colorful balls he juggles with the
dexterity of a seasoned circus performer.
(11) So it’s not a choice between English and Filipino, but rather, English
and Filipino, plus the language of one’s grandmother, be it Bikolano, Waray,
or Tausug. And in college, another language of one’s choice, be it Bahasa
Indonesia, German, or French – the better to view the world from
many
windows, since to learn a new language is to see the world from another
angle of vision. In short, one no longer has to live between two languages, but
to live in a mansion of many languages.
(12) To end in a full circle, we must return to Rolando S. Tinio, who said: “Only
the mastery of a first language enables one to master a second and a third. For
one can think and feel only in one’s first language, then encode those
thoughts and feelings into a second and a third.”
(13) In short, as a friend and fellow professor has put it, “The Philippines is
a multi-lingual paradise.” The earlier we know we live in a paradise of many
languages, the better we can savor its fruits ripened by the sun.
Application
1. Pre-Writing. Before you write your explanation essay, fill in the blanks below.
What is the phenomenon you are explaining?
What explanations are you providing for the

phenomenon above?
Give at least three.

How do you plan to introduce your topic?
How do you plan to end the

explanation essay?
Did you do research for your explanation
essay?
If you did research, what specific ideas in your

essay are generated through research?
If you did research, what are your sources?
List all your sources. Use the citation format

recommended by the American Psychological
Association (APA). You may find this format in
https://www.apa.org/pubs/software/index.aspx
1. An explanation essay is a written piece of work that addresses ‘why’
questions. It aims to inform or educate readers.
2. Writing an explanation essay requires pre-writing activities that will help
you sharpen the focus of your writing.
Make a new list of trivia questions. Provide an answer for each of the
questions on your list.
Assessment:
A. The reading selection given above is an example of an explanation essay.
Sharpen your understanding if the text by answering the following questions.
1. Based on how the text was written, what is an explanation essay for you?
2. How does the author introduce the topic?
3. In paragraph 7, the author writes, “Let me explain.” What exactly is

the phenomenon he is explaining?
4. What are the explanations he provides for the phenomenon you
identified in no. 4? Give three answers.
5. How does the author end his essay?
B. Write an explanation essay on any topic of your choice. You may need to
do some research about the topic in order to better explain it. The essay must
be at least 500 words long and is organized as follows
 Introduction –one or two paragraphs
 Body –at least three paragraphs
 Conclusion –one or two paragraphs
Your essay will be marked using the following rubrics:

Content
Have you substantially explained the phenomenon 10 points

you chose to explain? Did you provide convincing
and adequate support for your explanations?
Organization
Have you arranged the main points of your essay

7 points
clearly and logically? Are there order and logic in the
ideas you presented in each paragraph and in the
entire essay?
Language and Mechanics
Did you observe proper use of language forms 3 points

(grammar) and mechanics (punctuation,
capitalization, etc.)?
TOTAL 20 points
Suggested Links:
http://studyskills.curtin.edu.au/essays/introduction/why -write- essays/#:~:text=Essay
%20writing%20has%20important%20skills,write%20in%20a%20profess ional%20role.
This link discussed the importance of writing an essay. Furthermore, this link also
highlights how writing an essay can transform an individual to become a critical thinker
and to develop different skills which can be used not just in education but also even
after education.
Lesson 2. THE BLOG
Knowing how well you improve every day is very important. Logging your
daily experiences, failures and success, and the things you learned everyday will
allow you to know your weaknesses and strengths. By doing so, you will be able
to overcome your weaknesses and improve your strength. Furthermore, it
will also help you develop different skills. In relation, as time passes by,
even the daily log about your daily experiences becomes modern. Blog gives
you the opportunity to create relevant content not only for you to keep
updated but also for the readers.
Lesson Objectives:
 Differentiate between the journal or diary entry and the blog
 Appreciate the benefits and challenges of writing a blog
 Write a blog of at least 500 words on any topic of your choice
Getting Started:
Do you recognize the girl in this photo? She is 12-year Anne Frank, a
German-born Jew. What do you know about Anne Frank? Do you research
about her?
In 1942, while hiding from German Nazis in Amsterdam, Netherlands,

Anne Frank wrote the following entry in her diary. Read the diary entry below.
and sink for several thousand people. Men and women sleep in the same room, and women and children often have their heads shaved. Escape is almost
Answer the following questions about Anne Frank’s diary entry above.
1. Make a list of all the adjectives and adverbs that you find in the diary entry. What
do these words reveal about the emotional state of the writer?
2. Comment on the way the diary entry was organized. How is this diary entry
the same or different from another piece of writing such as an explanation
essay?
3. Comment on the tone of the diary entry. How it is different from the tone used in
an explanation essay?
Discussion:
Writing a Blog
Today, with essay access to computers and the Internet, people write
their diaries differently. From handwritten entries on a piece of paper or a
notebook page, diaries contemporary times comes in the form of online journals
which are called blogs.
The term “blog” was first used in the 1990s. It is a short version of “weblog,”
or an individualized piece of written work found on the web. It is defined
below by dictionay.com.
noun.
1. a website containing a writer's or group of writers' own experiences,
observations, opinions, etc., and often having images and links to other
websites.
2. a single entry or post on such a website:
She regularly contributes a blog to the magazine's website.
verb (used without object), blogged, blog·ging.

3. to maintain or add new entries to a blog.
verb (used with object), blogged, blog·ging.
4. to express or write about on a blog:

She’s been blogging her illness for almost a year.
Blogs, like diary entries, are individual accounts of a writer’s

experiences and emotions. Thus, the viewpoint is usually personal and
subjective. However, blog are different from the traditional journal or diary
entry in the sense that blogs are uploaded to online platforms that make it
easier for bloggers (those
who write blogs) to include visual features, as well as links to other sites on
the net. Unlike diary entries, blogs are public in nature. This means that
bloggers, even if they write about personal issues, must present these issues in
a way that would interest the general public. Blogs, compared to diary
entries, are more concerned with communicating a message, rather than
simply expressing or documenting an idea or emotion.
How does one create a blog? Go to wikihow.com and look up “How to

start a blog.” The site provides step-by-step instructions on how to create a blog
from coming up with a concept, starting a blog at blogger.com, launching a
blog on Wordpress, to promoting your blog. This lesson, however, focuses on
writing a blog entry.
Application
Before you write your blog, fill in the table below.
What is the topic of your blog?
Is this topic interesting to the
general public?
Explain your answer.
What is the purpose of

your blog?
How do you plan to

organize the parts of your
blog?
What images or graphics do
you plan to include in your
blog?
What links to other websites

do you plan to include in your
blog?
How do you plan to lay out

the blog?
What color scheme do

you plan to use for the
blog?
1. A blog is the online equivalent of a journal or diary entry.
2. Because of its public nature, a blog has more visual material and
makes use of topics that are general interest of the public.
Check you understanding of the input by answering the following
question:
1. What is a blog
2. How is blog similar to journal or diary entry?
3. How is a blog different from a journal or diary entry
Assessment:
Write a blog on any topic of your choice. Use the purpose you indicated on
the pre-writing activity for creating the blog. The blog must be at least 500
words long and includes at least three images and three links to other
websites.
Upload your blog to a public site and monitor the reactions you receive from
the general public. Send the link of your blog to your teacher.
Your blog will be marked using the following rubrics:
CONTENT
Does the blog have a theme or focus that is of interest to the general public? Is 10 points
the purpose of the blog clear? Were you able to communicate your
message well? Dis you provide convincing support for your claims and
assertions?
ORGANIZATION
Have you arranged the main points of your blog clearly and logically? Are there 7 points
order and logic in the ideas you presented in each paragraph and in the entire
blog?
BLOGGING CONVENTIONS
Does the blog observe the conventions of blogging? Does it take a personal and
5 points
subjective viewpoint? Does it make use of images and graphics well? Does it
provide adequate links to related websites? Is the layout and color scheme
pleasing to the general public?
LANGUAGE AND MECHANICS
Did you observe proper use of language forms (grammar) and mechanics 8 points
(punctuation, capitalization, etc.)?
30 points
TOTAL


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Purposive

This also emphasizes the importance of

City College of Calamba

You may not work collaboratively. This is

Lesson 1. LOCAL AND GLOBAL COMMUNICATION IN

Communication plays a vital role in human life. It helps to spread

Along with the development in education are the challenges that

This situation—the diversity of people and cultures—impacts

The following reading text talks about

COMMUNICATION ACROSS CULTURES

(1) Communicating across cultures is challenging. Each culture has set

(4) All international communication is influenced by cultural differences.

community in the Philippines. An expatriate (also referred to locally as “expat”)

1. What are your pleasant experiences in communicating with Filipinos?

3. How did you deal with these challenges?

2. Our emotions do not matter whenever we communicate with others.

4. All cultures have the same way of thinking about time.

5. Communicating across cultures happens in one’s own culture

i. high-context vs. low-context

iii. affective vs. neutral

2. What does the author recommend that we do to be successful in cross-

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English

In relation, the varieties of English language is also associated

 In your opinion, is it enough to just know how to speak English? Will

1. Singapore English: actsy’show off,’misy’ nurse,’ chop’ rubber stamp,’

2. Philippine English: deep’ puristic or hard to understand’ as an attribute of

3. Malaysian English: antilog’ a male hated by a girl,’ popcorn ‘a

When Bautista’s monograph on Defining Standard Philippine English: Its

 Unusual words and collocations, specific terms, and with combinations

 Unusual prepositional usage, including omission of prepositions in two

The syntactic features identified include the following (pp. 76-77)

3. Noun sub-categorization, consisting of the non-pluralization of count

6. Reclassification of GAE transitive verb as intransitive verbs; and,

7. Tense-aspect usage consisting of unusual use of verb forms and

When do these errors cease and become part of the standard?

Language Registers/Registers of English

List of Cultural Terms

e.g., whereas e.g., LOL (laugh out loud) e.g., commodification

Meaning Context of the Situation Register (Formal or Informal)

C. Choose any legal document (contract, affidavit, memorandum of

1. Could be explained in light of the knowledge of

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English

One cause of miscommunication is pronunciation. Speakers of different

Ja hitit? Did you hit it?

Can I Can I get

American English Philippine English

Formal and Informal Language

1. underground economy vs. black economy

B. Below are two examples of varieties of English that focus on

American English Philippine English

American English British English

4. Hello, I’m Dina!

5. Would you mind

7. I need some time

10. Give it to me!

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English

3. Why do you think it is important to know the meaning of the non-

It has become a widespread notion that speaker’s use of different languages

It is thus important to empathize that the ownership of English cannot be

Note that misunderstanding in intercultural communication may not

Country or Region Types of Handshake

United States Firm handshake

France Soft handshake