A Course Module in Purposive Communication: (Prelim Coverage)

A Course Module in Purposive Communication
A Course Module in
Purposive Communication
(Prelim Coverage)
Course
Course Title: Purposive Communication
Course Instructor: Hermalyn Y. Beloy
Email Address: hermalyn1515@gmail.com
COURSE MODULE OVERVIEW
1 | G E - P u r p o s i v e C o m m u n i c a ti o n , S e c o n d S e m . , A . Y . 2 0 2 0 - 2 0 2 1
A Course Module in Purposive Communication is an interactive and self-instructional module designed to

assist your learning in Purposive Communication in the collegiate education. This module is anchored on the learning
competencies of Purposive Communication set by the communication experts of the Commission on Higher
Education (CHED). This module thoroughly discusses the content of the course to achieve its desired learning
outcomes in the best way possible, which are specified on knowledge, skills, and values. With these target
objectives, you are guided on what you have to acquire.
Content the Course Module
Module 1 focuses on language (nature and characteristics) and communication (processes, goals and/or
purposes, principles, and ethics). It also discusses types of communication (verbal and non-verbal) and their
functions in various and multicultural contexts.
Module 2 focuses on communication and globalization. It explains how cultural diversity and global issues
affect communication.
Module 3 deals with local and global communication in multicultural settings and varieties and registers of
spoken and written language.
Module 4 deals with evaluating messages (e.g. pictures, illustrations) of different types of texts across
cultures. It further explains about the message, and discusses on critical reading and listening.
Module 5 focuses on communication aids and strategies using tools of technology. It also discusses how to
prepare audio-visual and web-based presentations.
Module 6 focuses on communication for various purposes. It discusses informative, persuasive and
argumentative communication and the types of speeches and public speaking.
Module 7 deals with communication for work purposes (e.g. healthcare, education, business and trade, law,
media, science and technology). It also discusses on effective communication and oral presentations in the
workplace. There is an analysis of different communication materials for the workplace.
Module 8 deals with the rules of subject-verb agreement and communication for academic purposes (e.g.
research-based journal or magazine article, etc.).
Each of the modules has time allotment and has corresponding learning tasks or pre-assessments provided
to set the learning atmosphere of the students towards the discussion proper of the topics. It also includes reflective
and comprehension exercises/assessments that help you assess your progress and understanding as you go
through the module.
COURSE MODULE OBJECTIVES
The development of this course module is in accordance with the learning competencies set by CHED for
Purposive Communication. As mentioned in the preceding part, the desired outcomes of the subject are specified on
knowledge, skills, and values.
At the end of this course module, you are expected to:
1. understand communication in varying contexts and purposes and communication in the Digital Age;
2. communicate effectively, appropriately and strategically for various purposes in a multicultural world;
3. enhance the sense of sensitivity, diversity, and multiculturalism in communication of ideas; and
4. apply practical knowledge, skills, values, and insights gained from to your academic endeavors, your
chosen field, and your future career.
This course module also aims to engage you in various activities and provide you with practical knowledge
requiring higher and critical thinking skills that are equally indispensable in becoming a competent and an effective
communicator with so much consideration, sensitivity, and respect for cultural diversity in both local and global
context.
Since this module is self-instructional, you need to work independently. It only means that you need to read,
analyze, and reflect on everything presented in every module. The learning tasks/activities and assessments/quizzes
are intentionally provided to help you assess your progress and understanding on the lessons as you go through the
module. Your answers to these activities and quizzes will be checked by your instructor or mentor.
Explore, discover, and learn about Purposive Communication at your own pace.
MODULE 1 - LANGUAGE AND COMMUNICATION
Lesson 1. LANGUAGE AND ITS NATURE
I. INTRODUCTION
As a starting point of the lesson, we will define first what language is. The question, “What is language?” sounds
like a simple question, but it is seemingly difficult to answer. The term “language” is not new to us since we encounter
and use it in our everyday lives, but defining it is another thing. For instance, words like life, peace, and government,
among others, are familiar words because we hear them all the time. But do you know how to define them?
II. OBJECTIVES
At the end of this module, students are able to -
1. defined language and communication;
2. described the nature, elements and functions of verbal, non-verbal communication in various and multicultural
contexts;
3. understood the importance of ethics in communication and academic writing; and
4. conveyed ideas through oral, audio-visual, and/or web-based presentation for different target audiences in local
and global settings using appropriate registers.
III. DISCUSSION
Basically, language can be defined as the tool used in communication process. It is through language that
we are able to express our thoughts, share our feelings, and communicate our views and perspectives about things.
However, language can also be the source of misunderstanding sometimes. That is because there is no one-to-one
correspondence between words and meanings, and even between gestures and meanings.
For example, Karon is a word found in Hiligaynon and Cebuano languages referring to the concept of time.
But while karon in Cebuano means “now,” karon in Cebuano means “later.” Indeed, words like this may result in
misunderstanding between two individuals who do not speak the same first language. Words like this abound in the
Philippine languages because we have more than a hundred dialects and a number of major languages. Can you
think of some more examples of words whose meanings vary from one group to another?
It is therefore important that we are familiar with a particular language so that we can understand and use it
in the communication process.
Other Definitions of Language from Language Specialists (Linguists)
Language is dynamic and it evolves through time. This is evidenced by the different definitions of the term
“language” coming from language specialists. Take note that these definitions are not necessarily contradictory to
one other. Instead, they complement one another in that each definition focuses on certain aspects or characteristics
of language.
Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by
means of a system of voluntarily symbols (Sapir, 1921).
Language is a system of arbitrary vocal symbols by means of which a social group cooperates (Bloch &
Trager, 1942).
Language is a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of
elements (Chomsky, 1957).
Language is the process whereby humans communicate and interact with each other by means of
habitually used oral-auditory arbitrary symbols (Halls, 1969).
Language is a system of arbitrary vocal symbols used for human communication (Wardaugh, 1972).
Language is a symbol system based on purely arbitrary conventions, infinitely extendable and modifiable
according to the changing needs and conditions of the speakers (Robins, 1985).
Language is not only a vehicle for the expression of thoughts, perceptions, sentiments, and values
characteristic of a community; it also presents a fundamental of social identity (Edward Sapir).
Language shapes thoughts and emotions, determining one’s perception of reality (Benjamin Worf).
Characteristics of Language (Fromkin & Rodman, 2003)

The following are the characteristics of the language to be considered in understanding language in general.
1. Wherever humans exist, language exists.
2. There are no “primitive” languages. All languages are equally complex and equally capable of expressing
any idea in the universe. The vocabulary of any language can be expanded to include new words for new
concepts.
3. All languages change through time.
4. The relationships between the sounds and meanings of spoken languages and between the gestures and
meanings of sign are, for the most part, arbitrary.
5. All grammars contain rules for the formation of words and sentences of a similar kind.
6. All human languages utilize a finite set of discrete sounds (or gestures) that are combined to form
meaningful elements or words, which themselves form an infinite set of possible sentences.
7. Similar grammatical categories (e.g. noun, verb, etc.) are found in all languages.
8. Every spoken language has a class of vowels and a class of consonants.
9. There are sematic universals such as “male” or “female,” or “animate” or “inanimate,” found in every
language in the world.
10. Every language has a way of referring to past time, negating, forming questions, etc.
11. Speakers of all languages are capable of producing and comprehending an infinite set of sentences.
12. Language is primarily oral.
Different Uses of Language

Language is undoubtedly a vital means of verbal communication and it is often said that it is language which
makes "humans". Language involves interpersonal communication which includes language within the individual and
language and society.
Together, as a family, a society, or a country, speakers of the same dialect all share an immediate sense of
recognition. As a result, men inevitably transcend and perpetuate their traditions, myths and religion via the societal
functions of their respective language. Language is used in everyday thought processes and also to blend into
societies and perpetuate lifestyles. The pillar stones of any society are its population and human potential, both of
which rely greatly on the presence of communication in the form of language. Communication of ideas and emotions
is essential for the development of society and this has been made possible because of the formation of language.
Language has assisted society in many ways due to the domino effect of the benefits achieved from the opportunity
to communicate. The common conversations and exchange of words and thoughts that forms and maintains societal
relationships in everyday lives is intentional communication. Language has a great role to play in interpersonal
communication and also in communication within individual humans and within human society.
Therefore, language plays a very important role in human lives. Communication can be either intentional or
unintentional. Succinctly, language within the individual, supports thought, rationalization and attribution, creativity,
memory, self-direction, self-expression, humor, and perhaps even aspects of consciousness.
Language itself is a mirror of society. The values of society can be reflected in its language. One way in
which this happens is through taboo words. Taboo is concerned with behavior which is supernaturally forbidden, or
regarded as immoral or improper. In language taboo words refer to words not said or not used. Every language has
taboo words and if the particular rules regarding the use of taboo words are not adhered to, it can lead to punishment
or public shame. In fact, taboo words reflect the values and beliefs of a particular society. In the English language
taboo words are associated with sex, excretion and Christian religion. Words like 'fuck' and 'cunt' could at one time
lead to prosecution though it is now believed that 'fuck' is no longer legally tabooed. At one time Shaw's use of
'bloody' in Pygmalion sent shock-waves through society though now this is such a common term. Language thus
reflects social change. At times alternate words come into vogue because of similarity of pronunciation to taboo
words. For example, Americans prefer to use the word 'rooster' rather than 'cock' because of its sexual connotations.
Language distinguishes humans from the animal world. Because of language people can share ideas,
educate themselves and improve their lives. Language helps the society to keep evolving. Language has allowed for
societies to be built not upon strength and physical domination, but on co-operation and the exchange of ideas.
Language is omnipresent throughout human society today. Without language men would have been like apes
pointing fingers at what they see.
SUMMARY
Language is a tool to learn knowledge, transmit information, express feelings, emotions, and ideas, forge cultural
ties, and construct social identity.
Language is the key to human lives. They can eliminate misunderstanding by using it as an instrument to
transfer communication among people.
Language is important in every aspect of our lives because it allows people to communicate in a manner that
enables the sharing of common ideas.
Human language is unique because it is a symbolic communication system that is learned instead of biologically
inherited.
Language distinguishes humans from other animals. Language itself is a mirror of society.
Language is primarily spoken not written. Language is evolutionary and never static.
IV. ASSESSMENT – Please answer questions for Lesson 1 on page 1
Lesson 2. COMMUNICATION: MODELS, TYPES, PURPOSES, AND
PRINCIPLES
I. INTRODUCTION
Communication happens every day and it is always be a part of our daily living. In every day of our lives, we
deal with people, we communicate with people – with family, friends, teachers, classmates, even with strangers. This
is what makes communication inevitable, whether in oral or written form.
II. OBJECTIVES
By the end of this lesson, the students are to-
1. define communication;
2. demonstrate understanding of the principles and purposes of the communication process;
3. compare and contrast the different models of communication process; and
4. explain the different types of communication
III. DISCUSSION
The word communication comes from the Latin word communicare which means “to share,” and also
originates from the word communis, which means “common”. Communication, therefore, is an act by which a person
shares knowledge, feelings, ideas and information, in ways such that each gains a common understanding of the
meaning, intent and use of the message.
Communication can occur without words. Our four senses, audio, visual, touch and smell, communicate.
The ring of the alarm tells us it’s time to wake up, the eyes gaze at the window and check for the time of day or
weather, the touch of the wind on our skin tells us if it is hot or cold and the smell from the kitchen tells us what is
cooking. When a message is sent from a source to a receiver, a specific mental or physical response
(communication) occurs.
Communication is a two-way process. It has a transmitter and a receiver. Therefore, it is essential for facts
to be transmitted in such a manner that the meaning intended is conveyed and the receiver understands the use of
the message. It becomes a two-way process.
There are many different types and methods of communication. For example, in India, people fold their
hands in greeting. In Japan, people bow from the waist. In Pakistan, people touch their forehead with the right hand.
Simple gestures are an effective means of communication. An effective and culturally sensitive communicator is able
to read feelings and reactions through these gestures.
Communication is a process. It is the process of transmitting meaning between individuals. Early human
beings communicated through symbols and gestures. Later, the spoken word, in the form of language, was used for
communication. As technology developed, written words and media were used, in addition to symbols, gestures and
the spoken word.
Research shows that, on average, a person spends about 70 per cent of his/her active time communicating
– speaking, reading, gesturing, writing, listening and watching. Communication can be defined as a process of
meaningful interaction whereby a person not only sends but also receives and understands a message.
Communication always has a purpose.
It is through communication that we are able to forge friendships as well as social, business, romantic, and
all other forms of relationships. On the other hand, all the spheres of human existence continue to thrive, continue to
succeed because of communication: Engineering, technology, education, religion, government, economics – all these
and more continue to develop because of communication.
THE NATURE OF COMMUNICATION

There are two (2) factors that always present whenever people communicate. First, is some sort of content
to be covered – instructions, news, gossip, ideas, reports, evaluations, etc. It is presumed that all of us have ideas
about the content of communication, because it is what is happening to us every day. We deal with it always.
Second, is the atmosphere of feeling, which referred to as the communication climate. When communication is
climate is positive, it is easier to convey ideas or may make transactions.
In instances that we are in our homes, offices, or outdoors, we must be able to make the climate positive.
So, the communication would be comfortable, easy, and open.
PURPOSES OF COMMUNICATION
It is essential for a person to have good communication skills, especially if he or she is looking for a job.
According to the survey in 2011 by the National Association of Colleges and Employers, it was found out that
communication skills ranked first among the qualities job candidate must have.
Communication has five (5) major purposes:
 to express feelings
 to inform
 to imagine
 to influence
 to meet social expectation
Based on the abovementioned purposes, communication is inevitable for it shall be used in all social
functions.
MODEL OF COMMUNICATION PROCESS
The goal of communication is to convey information. The process starts when the speaker generates idea,
then the sender or speaker encodes an idea or converts the idea into words or actions. After that, the sender
transmits or sends the message through channel, and the receiver gets the message. When the receiver gets the
message he or she interprets or decodes the message. It is when the communication process is effective if the
receiver provides feedback.
“Noise” or Barriers to
Communication
Communication Receiver
Sender
Channels (receives,
(plans, encodes,
(chat, document, radio, decodes, and
and transmits a
e-mail, SMS, etc.) interprets a
message)
message)
Feedback Loop
Figure 1. Diagram of the Model of Communication Process

The following are the components or different elements of the communication process:
1. Sender is the source of the message, the one who encodes the message. The primary responsibility of the
sender is to convey the message in the most comprehensible way possible.
2. Receiver is the recipient of the message from the sender. The receiver is the one who decodes and
processes the information conveyed by the sender. The primary responsibility of the sender is to understand
the message.
3. Message is the body of information that is sent by the sender to the receiver. It refers to anything that is
communicated by the sender to the receiver.
4. Channel is what connects the sender to the receiver. It is the means of accessing the message sent by the
sender to the receiver. For example, mobile phones are commonly used as channels of communication
nowadays.
5. Feedback is the response of the receiver to the sender. When feedback is made, the role of the participants
in the communication process is reversed, that is, the original sender becomes the receiver, and the original
receiver becomes the sender of the new message in the form of feedback. Feedback is not always available
in the communication process.
6. Interference or Noise is what impedes or hinders the communication process. It refers to the distractions
that interfere with the accurate transmission and reception of the message from the sender to the receiver.
Types of Interference
Internal psychological or physiological noise within the communicator (e.g. mood or feeling)
External noise in the form of sights and sounds
Semantic language barrier between the communicators
7. Situation or Context refers to all the interrelated conditions in the communication process. Sometimes, the
context or situation helps in the success of the communication process, and sometimes does not.
Factors Affecting Communication Process
1. Psychological Factor refers to the communicator’s mood or feeling. For example, you may need to assess the
mood of your mother before you ask for an additional allowance. If she is in a good mood, she may give you five
hundred pesos even when you only ask for one hundred.
2. Cultural Factor refers to the values and norms shared by a group of people. For instance, it is advisable to learn
the culture of a particular country before you come to visit to avoid offending anyone in the process of
communicating with them.
3. Social Factor refers to place, time, and environmental conditions that make up the communication process. For
example, it will be hard to converse with your friend in a noisy super market.
4. Historical Factor refers to previous communication incidents between communicators that may affect the way
they deal with each other at the moment. For example, you are really happy to hear from someone because he
or she has been your close friend since high school.
Barriers to Communication
There are many barriers to communication. These barriers can stall or distort communication; therefore, attention
must be paid to overcome these barriers. Communication barriers can be classified into three main groups:
Judgmental attitude may be reflected through excessive analysis, bossiness, name calling, ridiculing, making
value-based comments and judgments, moralizing or ignoring. This is often the single most powerful barrier in
communicating with young people on the subject of HIV/AIDS and related subjects, such as sexual health,
reproductive health, STIs and drug use.
“Know it all” attitude may be reflected through advising, moralizing, ordering, patronizing, threatening or
lecturing. This form of behavior often inhibits people from sharing their concerns and experiences. When
communicating with youth, this kind of behavior/communication should be avoided.
Unconcerned attitude may be reflected through voicing platitudes, diverting the issue, using excessive logic,
offhanded assurances, half-listening, not making eye contact or being flippant. In communicating with people on
sensitive topics, such as HIV/AIDS, care must be taken to avoid such behavior and actions. Concern, empathy
and confidentiality are valued components of communication on sensitive subjects.
Communication Models
One way of thinking about communication process is by looking at the different communication models
available. The following are the communication models patterned after each proponent.
Shannon and Weaver Communication Model
The model was designed by Claude Shannon and Warren Weaver in

1949 mirroring radio and telephone technologies. This model is said to be
the first model of communication. Shannon and Weaver constructed this
model on the following elements: information source, which is the producer
of the message; transmitter, which encodes the message into signals;
channel, which adapts signals for transmission; and destination, where the
message arrives.
SMCR Communication Model The model was designed by David Berlo in 1960 which is an
expansion of the Shannon and Weaver communication model.
SMCR stands for Sender-Message-Channel-Receiver which
separates the elements of communication into distinct parts. The
participants in communication process (the sender and the
receiver) are governed by factors like communication skills,
attitude, knowledge, social system, and culture when they
communicate. The message includes factors like content,
elements, structure, and codes, while the channel includes the
five senses.
PRINCIPLES OF COMMUNCATION
Mager (2018) opined that effective communication is a connection between people that allows for the
exchange of thoughts, feelings, and ideas, and leads to mutual understanding. This exchange is evident when a
speaker sends a message to which a listener responds. It seems simple, but it is not.
In every day situation, people at times take for granted that communication process. With that,
communication between two, three, or more people is no big deal. It becomes part of the routine or habit.
To further understand the process of communication, here are principles which are integral to
communication:
The message sent is not necessarily the message received.
It is impossible to not communicate.
Every message has both content and feeling.
Nonverbal cues re more believable than verbal cues.
The given principles of communication are universal, and realizing these may help a person performs at his or her
best when communicating and avoid conflict.
SUMMARY
Communication comes from the Latin word, communicare, which means “to share,” and also originates from
the word communis, which means “common.”
Communication is a two-way process of exchanging ideas, thoughts, and feelings from one source to another.
The goal of communication is to convey information to the receiver.
The factors that affect the communication process are psychological factor, social factor, historical factor, and
cultural factor.
The transmission and the reception of the message can be distorted, interfered, blocked, or even broke down
because of the presence of the communication barriers.
The communication models are Shannon-Weaver model, SMCR model, Shramm model, and Transactional
model.
Lesson 3. FORMS/TYPES OF COMMUNICATION
I. INTRODUCTION
As discussed in the preceding lesson, communication is the exchange of ideas, thoughts, and information
from one source to another. How is this exchange done? How do we convey our message to other people?
II. OBJETIVES
At the end of this lesson, you are expected to:
1. develop an in-depth understanding of the different forms of communication;
2. examine the different ways of effective communication; and
3. apply the concepts of effective communication to actual communication problems.
III. DISCUSSIONS
Indeed, we communicate in a variety of ways. We have to remember that our sources or failure in the
communication process may depend on which among these ways to use at any given communicative context to
maximize our success. Just like preparing your favorite dish, you have to select the right ingredients and serving
suggestions to enjoy your meal. In the communication process, selecting the right form of communication to deliver
your message will yield a more effective and efficient result. As Barry and Fulmer (2004) suggest, the key to effective
communication is to match the communication channel with the goal of message. For instance, spoken
communication makes more sense when the sender is conveying a sensitive or emotional message, needs feedback
immediately, and does not need a permanent record of the conversation. On the other hand, “Written media may be
a better choice when the sender wants a record of the content, has less urgency for a response, is physically
separated from the receiver, or when the message is complicated and may take some time to understand,” they
added.
Let’s now take a look at the different forms of communication.
1. Verbal Communication is the sharing of information, thoughts, ideas, and feelings between individuals using
speech or spoken communication. Among the examples of the verbal communication are face-to-face conversation,
telephone conversation, video chat, speech delivery, and television and radio broadcast.
Types of Conversation
 Dialogue is a cooperative, two-way conversation. The goal is for participants to exchange information and build
relationships with one another.
 Debate is a competitive, two-way conversation. The goal is to win an argument or convince someone, such as the
other participants or third-party observers.
 Discourse is a cooperative, two-way conversation. The goal is to deliver information from the speaker to the
listener.
 Diatribe is a competitive, two-way conversation. The goal is express emotions, browbeat (intimidate) those who
disagree with you, and/or inspire those who share the same perspective.
Effective Verbal Communication
When we talk in front of the people, some of us assume that they understand what we mean. This is not
always the case. People normally bring their beliefs, perception, attitude, and emotions when they listen, hence, it
may create misunderstanding in understanding the intended meaning. In order to ensure the understandability of our
message, we must put ourselves on the shoes of our listeners and think from their point of view. Will they understand
what we mean? How will they react to our message, or to the way we deliver the message?
Effective verbal communication is almost always more about listening because there is always an audience.
Why listening? Because when addressing an audience, we need to meet their needs and in order to know their
needs we must listen (Ljungqvist, 2008). Listening is the highest form of communication.
Some Suggestions for Effective Verbal Communication

Know your audience. Thoroughly understand the audience and their likely attitude towards the message of your
presentation.
Know your topic. There is no substitute for preparation. Be prepared.
Plan your presentation. Make an outline or a storyboard. Be creative. Use animations and clipart appropriately.
Be familiar with the venue. It is always a good idea to familiarize yourself with venue of your presentation. How
big is the hall? How are the chairs arranged? Find out as much as you can beforehand so you are
psychologically prepared, hence, you have control over presentation.
Human beings can receive messages subject to certain limitations. These limitations are called filters.
Anything below or above the range of these filters is usually left out:
Physical filters. The inherent structure of our senses limits our capacity to perceive. For example, we can
only see certain colors from a spectrum of colors. We can only hear between certain frequencies – 20Hz to 20,000
Hz. All frequencies higher or lower are filtered out.
Psychological filters enable people to look/view the same things differently. Our attributes, expectations,
past experiences, and knowledge influence what we perceive and how we perceive it. These perceptions change
during the course of life and greatly influence the way we communicate.
2. Nonverbal Communication
Nonverbal communication refers to the transmission of a message without the use of words. Instead, the
message is conveyed through non-verbal cues such as gestures, body language, posture, facial expression, eye
contact, touch, taste, tone of voice (making sound), silence, signs, head nodding or shaking, and playing with objects.
In normal interpersonal communication 5-10 percent of total communication is verbal while 90-95 percent is non-
verbal.
According to research, 55% of face-to-face communication comes from nonverbal cues such as body
stance, tone of voice, and facial expressions. Further, the study of Mehrabian (1981) showed that only 7% of a
receiver’s comprehension of a message is based on the sender’s actual words, 38% is based on paralanguage (the
tone, pace, and volume of speech), and 55% is based on nonverbal cues (body language). To be effective
communicators, our body language, appearance, and tone must align with the words we are trying to convey.
Another research shows that when individuals are lying, they are more likely to blink more frequently, shift their
weight, and shrug (Siegman, 1985).
The following are examples of non-verbal cues that can enhance or hamper the effectiveness of verbal
communication:
Facial Expressions. Our facial expressions are the most common among all nonverbal cues. A smile or a frown,
for example conveys distinct emotions hard to express through verbal communication.
Eye Contact. In general, maintaining eye contact when we engage in conversations creates a clear connection
between us and the person we are talking with. In some cultures, however, looking someone in the eye during
conversations may be deemed inappropriate or disrespectful.
Body Language. Our body language may convey feelings of uneasiness and nervousness, sincerity and
trustworthiness, or confidence and self-assurance, among others. For example, a firm handshake is a great
way to establish trust while a weak, clumsy handshake may convey a lack of trustworthiness.
Posture. The position of our body relative to a chair or another person is another powerful silent messenger that
conveys interest, aloofness, professionalism, or lack thereof. For instance, if you are talking with lean towards
you during conversation, it may convey his or her feeling of sincerity and interest.
Touch. Touch or tactile communication may convey a close relationship between two persons. However, the
meaning of a simple touch differs across cultures. In Mexico, men doing business with another may find
themselves grasped in the arm by those they do business with. In Indonesia, touching someone in the head is
considered offensive. It is imperative, therefore, to study the meanings of touch among different cultures.
Space. How far or close we are to the person we are talking with may convey different meaning. This is also
called proxemics. Again, these distances during communication vary across cultures.
There are other forms of non-verbal communication which may communicate about a person. Consider the following:
Appearance. This may refer to one’s grooming and fashion style, neatness, and use of cosmetics, which may
communicate one’s personality.
Symbols. This may include religious, status, or ego-building symbols. A red sports car, for example, may attach
a status of affluence (wealth) to the owner.
Aesthetic Communication. This includes creative expressions like dancing, painting, and the like which may say
something about one’s talent or artistry.
3. Written Communication
It refers to the type of communication that uses the written language. It includes the traditional pen and
paper letters and documents, electronic documents, e-mail, SMS or text messages, memos, written reports, and
everything else transmitted through the written language. Written communication is also indispensable (important) in
formal communication and legal documents. The effectiveness of written communication depends mainly on writing
style, grammar, vocabulary, and clarity.
Moreover, written communication is often asynchronous, meaning, the sender can write a message that the
reader can read at any time, in contrast to verbal communication which is normally carried on in real time
(synchronous).
Written communication can also be collaborative in the sense that multiple people can contribute to the
content of one document before that document is sent to the intended reader. It can also be revised and edited
before it is sent to the recipient.
Disadvantages of Written Communication
 It may not provide immediate feedback unlike in verbal communication.
 It also takes a longer time to compose a written communication compared to speech.
 Some people actually struggle in composing a written communication because of their
writing skill.
Clarity is one very important factor in written communication. To achieve clarity, we have to adhere to the
principles of adaption, that is, we have to fit our message the reader. Obviously, not all readers have the same
vocabulary and knowledge of the subject.
Other Forms of Communication
There are other forms of communication which may fall under verbal, non-verbal, or written communication.
1. Intrapersonal Communication. It is defined as communicating with oneself, and may include self-talk, acts of
imagination and visualization, and even recall and memory (McLean, 2005).
2. Interpersonal Communication. This type of communication refers to the exchange of ideas, information,
feelings, and attitudes between two or more people.
3. Public Communication. This refers to the delivery of a message to a particular group of people, as when a
political candidate delivers a political campaign speech to the listeners.
4. Visual Communication. This refers to the transmission of information and ideas using symbols and images.
5. Mass Communication. This a process in which a person, group of people, or an organization sends a
message through television, radio, print media (newspaper, magazine, etc.), and social media to a large
group of anonymous and heterogeneous people and organizations.
6. Computer-Mediated Communication. It is often referred to as CMC. CMC is “the use of an application
computer to control multimedia interactive and message-based communication” (Walters, 1995).
Lesson 4. ETHICS OF COMMUNICATION

I. INTRODUCTION
Generally, ethics deals with the issues of right and wrong in human affairs. We are faced with ethical
dilemmas when we ask ourselves whether what we do is fair or unfair, moral or immoral, honest or dishonest, and
just or unjust.
Since communication is an everyday activity, it should also observe ethical standards because ethical
communication gives rise to trust. Only when people perceive us as ethical and trustworthy, we will be able to make
them believe in what we say.
II. OBJECTIVES
At the end of this lesson, you are expected to:
1. explain the importance of ethical communication;
2. know how to communicate in an ethical manner; and
3. apply these ethical principles to your communication process.
III. DISCUSSION
It is important to understand whatever we communicate should be guided by certain ethical principles. The
US National Communication Association (NCA, 1999) discusses this in their Credo for Ethical Communication,
stating that, “Ethical communication is fundamental to responsible thinking, decision making, and the development of
relationships and communities within and across contexts, cultures, channels, and media. Moreover, ethical
communication enhances human worth and dignity by fostering truthfulness, fairness, responsibility, personal
integrity, and respect for self and others. We believe that unethical communication threatens the quality of all
communication and consequently the well-being of individuals and the society in which we live.
In their Credo, there are four ethical principles of communication that are especially relevant for students
today.
Firstly, they advocate “truthfulness, accuracy, honesty, and reason as essential to the integrity of
communication” (NCA, 1999). Nowadays, social media and speeches in public have been so filled with black
propaganda and whitewashing that there is a call to reiterate the need for truth and honesty. 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.
Secondly, they endorse “freedom of expression, diversity of perspective, and tolerance of dissent to achieve
the informed and responsible decision making fundamental to a civil society” (NCA, 1999). In certain political
climates, people may feel threatened to the point that they no longer fee that is safe to express what they feel or
think. This is not a good environment to live in. We fully agree with the NCA that to have a vibrant democracy, we
must be able to hear different perspectives and have a high tolerance for views that are different from ours. 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 with reasonable dialogue and debate, rather than outright censure or violence.
Thirdly, the NCA (1999) states that they “condemn communication that degrades individuals and humanity
through distortion, intimidation, coercion, and violence, and through the expression of intolerance and hatred.” This
condemnation is important because it safeguards society from racism, sexism, and violence against oppressed
peoples. History has shown us that a tolerance for hate speech, as well as speeches that incite violence and the act
of killing, have often instituted such violence in society, whether this is in the context of slavery, colonialism, or
misogyny.
Lastly, the NCA (1999) states that communicators should “accept responsibility for the short- and long-term
consequences of our own communication and expect the same of others.” All too often, there have been people who
do not feel accountable for their actions. Therefore, if one risks to communicate maliciously, spread false news, or
incite hatred or violence, he or she should be ready to face the consequences of such actions. States are beginning
to realize this, especially in the porous medium of social media.
Every time 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.
On the other hand, Brydon and Scott (2008) listed some norms for ethical communication:
1. Be Truthful. Truthfulness is fundamental to all forms of communication. Communicators who are caught
lying will lose their credibility and the goodwill of the audience, which are essential to influencing them.
2. Show Respect for the Power of Words. Words are powerful because carry so much weight. They can make
or break careers, launch wars, or bridge peace; among others. For example, it is common for our
government leaders to sit down and discuss peace negotiations. And they do that with words. One wrong
statement from a celebrity may cause his or her downfall.
3. Invoke Participatory Democracy. Communication ethics is a joint responsibility between the speaker and the
audience. For example, speakers should put themselves in the shoes of the listeners and see if they are
treating the listeners as they would like to be treated, with respect.
4. Demonstrate Mindfulness of Cultural Diversity. Ethical communicators construct their speeches being
mindful of cultural differences, which means being careful not to offend other with the things that they say.
Our practices and beliefs vary from culture to culture, but we can be both respectful and mindful of other
people’s culture without entirely accepting their cultural practices.
5. Treat People as Ends, Not Means. The best interest of the audience should be the ends sought by the
speaker. We should refrain from manipulating people so we can achieve what we want. For example, there
are TV hosts who embarrass the interviewee on national television for the sake of ratings.
Communication involves the sender and the receiver of the message. Ethical communication does not only
involve the speaker. In this light, Lucas (2007) offers some guidelines for ethical listening.
Guidelines for Ethical Listening (Lucas, 2007)
1. Be Courteous and Attentive. Ethical listeners have an obligation to be courteous and attentive during the
delivery of the speech of the speaker.
2. Avoid Prejudging the Speaker. Jumping to conclusions about the points if the speaker before the speech
begins is one of the major barriers to effective communication. You have to listen to the speaker even if
you do not agree with him or her.
3. Maintain the Free and Open Expression of Ideas. A democratic society depends on the free and open of
expression. Just keep in mind that ensuring a person’s right to express his or her ideas does not mean
agreeing with those ideas.
IV. ASSESSMENT - Please answer questions for Lesson on page 14.
IV. ASSESSMENT – use a separate paper for

your answers.
Lesson 1 – Direction: The following items will assess your understanding of the concepts presented in
Lesson
1.Give at least five Filipino and/or Bisayan words which have arbitrary meanings. Define or describe your examples.
Example: karon – in Cebuano, it means “now.”
Karon – in Ilonggo, it means “later.”
Filipino Words with Arbitrary Meanings Brief Definition or Description of the Words
1. Give the meaning of each letter of the word LANGUAGE. Think of a word that best defines or describes language,
base your answer on the definitions of language discussed in the preceding lesson. Then, explain briefly why you
chose those words.
WORD BRIEF EXPLANTION
L
A
Lesson 2 - Direction: Draw your own model of communication and explain it. Provide a name of your model.
Lesson 3 - Directions: Compare and contrast the forms of communication using the Venn Diagram below. Write your
answer concisely.
Nonverbal
Verbal
Similarities
Written
Lesson 4 - Directions: Read the following questions carefully and answer them as concisely as possible. You are
free to include examples from current events to substantiate your answer. (5 points each item)
1. Why is it important to be ethical in communicating today?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________________________________________________
2. Is honesty still a virtue valued today? Why or why not?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________________________________________________
Good luck!

A Course Module in Purposive Communication: (Prelim Coverage)

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A Course Module in Purposive Communication

COURSE MODULE OVERVIEW

A Course Module in Purposive Communication is an interactive and self-instructional module designed to

MODULE 1 - LANGUAGE AND COMMUNICATION

Lesson 1. LANGUAGE AND ITS NATURE

Characteristics of Language (Fromkin & Rodman, 2003)

Different Uses of Language

THE NATURE OF COMMUNICATION

Figure 1. Diagram of the Model of Communication Process

Shannon and Weaver Communication Model

The model was designed by Claude Shannon and Warren Weaver in

Some Suggestions for Effective Verbal Communication

Lesson 4. ETHICS OF COMMUNICATION

IV. ASSESSMENT - Please answer questions for Lesson on page 14.

IV. ASSESSMENT – use a separate paper for

2. Is honesty still a virtue valued today? Why or why not?

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