GE 2 Complete SIM (Modified) 8-9-21

UNIVERSITY OF MINDANAO
College of Arts and Sciences Education

Languages Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject:
GE-2 (Purposive Communication)
Name of Teacher:
Rodelito L. Sazon, MaEd

TABLE OF CONTENTS
COURSE OUTLINE POLICY ..................................................................................... 1

COURSE INFORMATION
CC’s Voice ....................................................................................................... 5
CO .................................................................................................................. 5
BIG PICTURE ............................................................................................................ 6
UNIT LEARNING OUTCOMES (ULO) ....................................................................... 6
WEEK 1
BIG PICTURE IN FOCUS: ULO-a ............................................................................. 6
METALANGUAGE ..................................................................................................... 6
ESSENTIAL KNOWLEDGE
1. The Characteristics of Communication ............................................................ 7
2. Evolution of Communication ........................................................................... 8
3. Communication Process .................................................................................. 9
4. Elements of Communication .......................................................................... 11
SELF-HELP............................................................................................................. 11
LET’S CHECK
Activity 1: ....…………………………………………, ........................................ 12
Activity 2 ........................................................................................................ 13
Activity 3: ……………………………………….......….………………………..…
15 Q & A LIST……………………………………………………………………………….....
16 KEYWORDS INDEX…………………………………………………………………..…..
16
WEEK 2
BIG PICTURE IN FOCUS: ULO-b ............................................................................ 17
METALANGUAGE ................................................................................................... 17
ESSENTIAL KNOWLEDGE
1. Types of Communication According to the Number of Persons .................. , 17
2. Types of Communication According to the Medium Employed...................... 18
3. Ethics of Communication .............................................................................. 19
4. Principles of Communication ........................................................................ 20
SELF-HELP............................................................................................................. 21
LET’S CHECK
Activity 4: Reading Text on Mass Communication ........................................ 22
Activity 5 ....................................................................................................... 27
Activity 6 ....................................................................................................... 30
Q & A LIST .............................................................................................................. 31
KEYWORDS INDEX ...............................................................................................31
WEEK 3
BIG PICTURE IN FOCUS: ULO-c ...........................................................................32
METALANGUAGE ..................................................................................................32
ESSENTIAL KNOWLEDGE
1. Communication in Multicultural Setting ......................................................... 33
2. Factors that Affect Cross/Multi-cultural Communication ............................... 34
3. Ethnocentrism............................................................................................... 35
4. Cultural Relativism ........................................................................................ 36
5. Cultural Appreciation .................................................................................... 36
6. Cultural Appropriation ...................................................................................36
7. Cultural Practices and their Roles in Communication ................................... 37
SELF-HELP............................................................................................................. 38
LET’S CHECK
Activity 7 ....................................................................................................... 39
Activity 8 ....................................................................................................... 40
Activity 9 ....................................................................................................... 42
Q & A LIST ..............................................................................................................43
KEYWORDS INDEX ............................................................................................... 43
WEEK 4
BIG PICTURE IN FOCUS: ULO-a ........................................................................... 44
METALANGUAGE .................................................................................................. 44
ESSENTIAL KNOWLEDGE
8. Implications of Globalization to Communication ...........................................45
SELF-HELP............................................................................................................. 46
LET’S CHECK
Activity 1: Reading Text: the Flight from Conversation by Sherry Turkle ...... 47
Activity 2 ....................................................................................................... 55
Activity 3 ....................................................................................................... 57
Q & A LIST ..............................................................................................................58
KEYWORDS INDEX ............................................................................................... 58
BIG PICTURE ......................................................................................................... 59

UNIT LEARNING OUTCOMES (ULO) ....................................................................59
BIG PICTURE IN FOCUS: ULO-b ........................................................................... 59
METALANGUAGE .................................................................................................. 59
ESSENTIAL KNOWLEDGE
1. Varieties and Registers of Spoken and Written English ............................... 59
A. Language Register .................................................................................. 60
B. Varieties of Language ............................................................................. 61
SELF-HELP............................................................................................................. 63
LET’S CHECK
Activity 4 ....................................................................................................... 64
Activity 5 ....................................................................................................... 65
Activity 6 ....................................................................................................... 69
Q & A LIST ..............................................................................................................70
KEYWORDS INDEX ...............................................................................................70
WEEK 5
BIG PICTURE IN FOCUS: ULO-c ........................................................................... 71
METALANGUAGE ..................................................................................................71
ESSENTIAL KNOWLEDGE
1. Evaluating Messages and Images ................................................................ 71
2. Multimodal Text
A. Multimodal Text in Infographic ....................................................... 73
B. Multimodal Text in Advertisements ................................................ 74
C. Multimodal Text in Fund-Raising (For-A-Cause) Posters .............. 75
SELF-HELP............................................................................................................. 76
LET’S CHECK
Activity 7 ....................................................................................................... 77
Activity 8 ....................................................................................................... 81
Q & A LIST .............................................................................................................. 82
KEYWORDS INDEX ...............................................................................................82
BIG PICTURE ......................................................................................................... 83

UNIT LEARNING OUTCOMES (ULO) .................................................................... 83
WEEK 6
BIG PICTURE IN FOCUS: ULO-a ........................................................................... 83
METALANGUAGE .................................................................................................. 83
ESSENTIAL KNOWLEDGE
5. Viewpoints Pertaining to Communication ..................................................... 84
6. Rising above Language Barriers .................................................................. 85
7. The Birth of Sign Language ..........................................................................85
8. The flexibility of Human Language vis-à-vis Sign Languages.......................85
9. Sign Language and It’s Existence ................................................................ 86
10. Some Examples of Sign Languages.............................................................86
11. Sign Language Relativity .............................................................................. 88
12. Advantages of Sign Language...................................................................... 89
SELF-HELP............................................................................................................. 89
LET’S CHECK
Activity 1A: Sign Languages in the Philippines ............................................. 89
Activity 1B: Sign Languages in the Global Setting ........................................ 90
IN A NUTSHELL......................................................................................................92
Q & A LIST .............................................................................................................. 93
KEYWORDS INDEX .............................................................................................. 93
BIG PICTURE IN FOCUS: ULO-b ........................................................................... 94
METALANGUAGE .................................................................................................. 94
ESSENTIAL KNOWLEDGE
5. Audio-visual Aids .......................................................................................... 95
6. Activating Audio and Visual Senses .............................................................95
7. PowerPoint Presentation .............................................................................. 96
8. Web-based Application ................................................................................. 99
SELF-HELP........................................................................................................... 100
LET’S CHECK
Activity 2: PowerPoint Slides Assessment .................................................. 101
IN A NUTSHELL.................................................................................................... 106
Q & A LIST ............................................................................................................107
KEYWORDS INDEX ............................................................................................ 108
WEEK 7
BIG PICTURE IN FOCUS: ULO-c .........................................................................109
METALANGUAGE ................................................................................................109
ESSENTIAL KNOWLEDGE
9. Blog ............................................................................................................ 110
10. Multi-modal Texts: Refresher Inputs
vis-à-vis Previous Insights .......................................................................... 112
LET’S CHECK
Activity 3A: Name that Text: What is that?!................................................. 115
Activity 3B: Multi-modality Preference ........................................................ 116
IN A NUTSHELL.................................................................................................... 118
Q & A LIST ............................................................................................................ 119
WEEK 8
BIG PICTURE ....................................................................................................... 120
UNIT LEARNING OUTCOMES (ULO) .................................................................. 120
BIG PICTURE IN FOCUS: ULO-a ......................................................................... 120
METALANGUAGE ................................................................................................120
ESSENTIAL KNOWLEDGE
2. Speech Defined .......................................................................................... 121
3. Types of Speeches
C. Read Speech ........................................................................................ 123
D. Memorized Speech ............................................................................... 123
E. Impromptu Speech ................................................................................ 125
F. Extemporaneous Speech ...................................................................... 126
SELF-HELP...........................................................................................................127
LET’S CHECK
Activity 1A: Post it. Share It: Read Speech ................................................. 127
Activity 1B: Post it. Share it: Memorized Speech ........................................128
Activity 1C: Post it. Share it: Impromptu Speech ........................................ 128
Activity D: Post it. Share it: Extemporaneous Speech ................................ 129
IN A NUTSHELL.................................................................................................... 130
Q & A LIST ............................................................................................................ 130
KEYWORDS INDEX ............................................................................................ 130
BIG PICTURE IN FOCUS: ULO-b ......................................................................... 131
METALANGUAGE ................................................................................................132
ESSENTIAL KNOWLEDGE
3. Public Speaking ..........................................................................................133
4. The Writing Stage ....................................................................................... 134
SELF-HELP........................................................................................................... 137
LET’S CHECK
Activity 2: Identify & Justify ......................................................................... 138
IN A NUTSHELL.................................................................................................... 141
Q & A LIST ............................................................................................................ 142
KEYWORDS INDEX ............................................................................................ 142
WEEK 9
BIG PICTURE IN FOCUS: ULO-c .........................................................................143
METALANGUAGE ................................................................................................143
ESSENTIAL KNOWLEDGE
1. The Preparatory Stage ............................................................................... 144
2. Visual Aids Preparation:
Supplementary Ideas Concerning Previous Insights .................................. 146
3. The Delivery Stage ..................................................................................... 147
SELF-HELP........................................................................................................... 151
LET’S CHECK
Activity 3A: Watch & Learn ......................................................................... 151
Activity 3B: Speech Delivery- A Pre-test Activity ........................................ 153
IN A NUTSHELL.................................................................................................... 155
Q & A LIST ............................................................................................................ 156
KEYWORDS INDEX ............................................................................................ 157
Weeks 10-13
Big Picture .............................................................................................................158
I. Communication for Work Purposes .................................................................... 158
A. Business ..................................................................................................... 163
B. Health ........................................................................................................ 168
C. Education ................................................................................................... 171
D. Science .......................................................................................................181
E. Social Media ............................................................................................... 182
ULO ....................................................................................................................... 158
Metalanguage .......................................................................................................158
Essential Knowledge ............................................................................................. 185
Self-Help ...............................................................................................................187
Let’s Check ...........................................................................................................187
Let’s Analyze ......................................................................................................... 188
In a Nutshell .......................................................................................................... 190
Q & A List .............................................................................................................. 192
Keyword Index ......................................................................................................193
Big Picture ............................................................................................................ 193
ULO ....................................................................................................................... 193
Metalanguage ....................................................................................................... 193
Essential Knowledge ............................................................................................ 206
Self-Help ............................................................................................................... 208
Let’s Check ........................................................................................................... 209
Let’s Analyze ......................................................................................................... 210
In a Nutshell .......................................................................................................... 211
Q & A List .............................................................................................................. 215
Keyword Index ...................................................................................................... 216
Big Picture ............................................................................................................. 216
I. Technical Writing ................................................................................................216
A. Application Letter ................................................................................... 235
B. Resume’ ................................................................................................. 237
C. Minutes of the Meeting ........................................................................... 241
D. Memorandum .........................................................................................249
ULO ....................................................................................................................... 216

Metalanguage ....................................................................................................... 216
Self-help ................................................................................................................ 257
Let’s Check ........................................................................................................... 258
Let’s Analyze .........................................................................................................259
In a Nutshell .......................................................................................................... 260
Q & A..................................................................................................................... 263
Keywords Index .....................................................................................................263
Weeks 14-18
Big Picture ............................................................................................................. 264
ULO ....................................................................................................................... 264
Metalanguage ....................................................................................................... 264
Self-Help ............................................................................................................... 266
Let’s Check ........................................................................................................... 267
Let’s Analyze .........................................................................................................268
In a Nutshell ..........................................................................................................271
Q & A..................................................................................................................... 274
Keywords Index .....................................................................................................275
Big Picture ............................................................................................................. 274
ULO ....................................................................................................................... 274
Metalanguage ....................................................................................................... 274
Self-Help ............................................................................................................... 287
Let’s Check ........................................................................................................... 288
Let’s Analyze .........................................................................................................289
In a Nutshell ..........................................................................................................290
Q & A..................................................................................................................... 291
Keywords Index .....................................................................................................291
References ............................................................................................................ 292
Course Outline: GE 2 – Purposive Communication
Course oordinator: Dr. Edwin L. Nebria

Email: edwin_nebria@umindanao.edu.ph
Student Consultation: Done by online (LMS) or thru text, emails or calls
Mobile (082)300-5456 / 305-0647 Local 149
Phone: May 25, 2020
Effectivity Date: Blended (On-line with face-to-face or virtual sessions)
Mode of Delivery: 54 Hours
Time Frame: Expected Self-Directing Learning
Student Workload: None
Requisites: 6 units
Credit: A minimum of 95% attendance is required at all
Attendance Requirement: scheduled Virtual or face to face sessions
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 6-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54, including the face to face or
virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
if warranted.
Assessment Task Submission of performance tasks shall be on the 3rd, 5th,
7th, 9th, 11th, 13th, 15th, and 18th weeks of the semester.
The assessment paper shall be attached with a cover
page indicating the title of the assessment task (if the
task is a performance), the name of the course
coordinator, date of submission, and the name of the
student. The document should be emailed to the course
coordinator. It is also expected that you already paid
your tuition and other fees before the submission of the
assessment task.
If the assessment task is done in real-time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
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Turnitin Submission To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached a more than 30% similarity index, the student
may be called for disciplinary action following with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, expulsion).
Penalties for Late Assignments/ The score for an assessment item submitted after the
Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
However, if the late submission of the assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
pieces of evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or via
the Blackboard portal.
For group assessment tasks, the course coordinator will
require some or a few of the students for online or virtual
sessions to ask clarificatory questions to validate
the originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances, e.g.,
illness, accident, or financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will come
from the dean of the college.
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Grading System All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises – 25%
1st exam – 5%
2nd exam – 10%
3rd exam – 5%
4th exam – 5%
5th exam – 5%
6th exam – 5%
7th exam – 10%
JESI Interactive Component – 15%
All culled from on-campus/onsite sessions (TBA):

Final exam – 15%
Submission of the final grades shall follow the

usual University system and procedures.
Preferred Referencing Style Use the 7th Edition of the APA Publication Manual
Student Communication You are required to create a umindanao email account,

which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests, etc., shall be through the
portal and other university-recognized platforms.
You can also meet the course coordinator in person

through the scheduled face-to-face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program
head.
Contact Details of the Dean Dr. Khristine Marie D. Concepcion

Email: artsciences@umindanao.edu.ph Phone:
(082)300-5456/305-0647 Local 134
Contact Details of the Program Dr. Edwin L. Nebria

Head Email: edwin_nebria@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator, with the approval of the program
coordinator, may provide alternative assessment tasks
or an extension of the deadline for submission of
assessment tasks. However, the alternative assessment
tasks should still be in the
service of achieving the desired course learning
outcomes.
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Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean
Contact Details Email: artsciences@umindanao.edu.ph Phone:
(082)300-5456/305-0647 Local 134
Rosyl S. Matin-ao – College LMS Facilitator
Email: rosyl_matinao@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Library Contact Details Brigida E. Bacani
Email: library@umindanao.edu.ph
Phone: (082) 300-5456
Hotline No.: 0951-376-6681
Well-being Welfare Support Held GSTC Head: Ronadora Diala
Desk Contact Details Email:
Phone: (082) 300-5456
GSTC Facilitator: Carizza Mari C. Tinanac

Email: crizzamari_tinanac@umindanao.edu.ph
Phone: 0977-805-8911
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Course Information: see/downloadcoursesyllabusintheBlackboardLMS
CC’s Voice: Welcome to the course GE 2: Purposive Communication.

With the creation of life comes the creation of a human’s ability to
communicate. Communication today, more than ever, has become
more riveting and convoluted as we explore our similarities and
differences in a multicultural world. That is why you must learn to
communicate purposefully in a world full of diverse people. Purposive
communication means your ability to strategically use multimodal
resources and appropriately choose an accurate language register for
your desired audience. As a whole, purposive communication is not
just your ability to deliver your message successfully. Still, it also entails
your ability to send your message with purpose, respect,
understanding, and acceptance of other people regardless of their
culture, age, and gender.
CO For you to be purposeful with your communication, you must

describe and understand the nature, elements, and functions of verbal
and non-verbal communication in various and multicultural contexts,
which is the ultimate course outcome (CO) of this subject.
This course deals with the nature of communication and how
culture and global issues shape communication. You will also learn to
appreciate how communication affects our society in the 21st century.
This course will also learn how to design and present ideas in local
and global contexts using different multimedia and multimodal
strategies. You will also realize the importance of designing effective
and appropriate communication materials in your future workplace.
With this ability, you will be more equipped to send your message to
your desired audience successfully.
With Purposive Communication, you will learn to write and present
research or an academic paper using appropriate tone, styles, and
conventions. This ability will further equip you as you go higher on the
academic ladder of success.
Let us begin!
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Week 1-3: Unit Learning Outcomes (ULO):
At the end of the unit, you are expected to
a. Describe the characteristics, evolution, process, and elements of
communication;
b. Articulate the types, 7C’s, ethics, and principles of communication; and
c. Appreciate communication in multicultural settings.
Metalanguage
In this section, the essential terms relevant to the study of the nature of
communication and demonstrate, ULO-a will be operationally defined to establish a
common frame of reference for how the texts work. You will encounter these terms as
we go through the study of the nature of communication. Please refer to these
definitions in case you will encounter difficulty in understanding some concepts.
1. Meaning and definitions of Communication:

 Communication is a basic requirement for the success of any individual. Every
profession requires communication as a basic key to a professional’s success.
 Communication is also essential for a good and productive society.
Basically, there would be no society without communication. The
success and failure of society rely greatly on its people’s
communication.
 Communication involves the encoding, sending, and decoding of a message
to the desired audience.
 Communication is a process by which we assign and convey meaning with
the desire to have a common and shared understanding of the message.
 Communication helps you build connections with other people from different
places with different beliefs, customs, and cultures.
 Communication allows you to have a better understanding of the people and
world around you.
 Communication enables you to inform, persuade, and motivate the people
around you.
2. The evolution of communication is the record of past events on how

communication started and evolved into what it is as of the present.
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3. Characteristics of communication explain the distinct qualities and attributes
of communication that a person must know for the success of the
communication process.
4. The communication process is a series of steps that serve as a guide that

will lead to a common understanding between the sender and the receiver.
5. Elements of communication are components that the sender and receiver

consider in the exchange of ideas.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other available resources in the university’s library,
e.g., library, search.proquest.com, etc.
1. The characteristics of Communication. Communication is a process of

exchanging ideas, information, emotions, and other forms of messages from
one person to another. It is deemed necessary in one’s success in life. Here
are a few, among many, characteristics of communication.
1.1 Communication is the blood-line of society

In the absence of communication, there will be no society. All forms of
society have communication. Even the kingdom of animals has its own forms
of communication, which are very necessary for their survival. Communication
is a vital requirement in all of our undertakings (Tendero, Antonio, Mora,
Tanuecoz, Babia, & Cruz, 2009).
1.2 Communication is basic to success

Proper communication is making a business a success. Your ability to
say what you feel, express your ideas, persuade others to believe in you, and
convince them to react or respond to you are all factors to a successful career
(Tendero, Antonio, Mora, Tanuecoz, Babia, & Cruz, 2009).
1.3 Communication allows you to create networks and build stronger

relationships.
Your ability to communicate allows you to make friends, extend your
network or circle of people around you, and build relationships with people from
different places.
1.4 Communication is everywhere

Communication is constant, which means it is everywhere. Wherever
you go, whatever you, whoever you are with, communication will always be
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present. The moment you wake up and think of what breakfast to eat, or a
simple thought of planning your day, is a form of communication within the self.
At the very least, smiling at someone is already a form of sending a message;
thus, a form of communication.
1.5 Communication is a two-way process

One of the very nature of communication is its requirement of a sender
and a receiver. Communication may not necessarily require two individuals
since one can communicate within the self (intrapersonal communication). It
only needs a sender and a receiver, along with its other elements, for the
communication to process.
1.6 Communication is complex

Communication is not easy, with its many components and considerations. In
communicating, you have to consider your target audience’s interests, culture, beliefs,
practices, etc. There are also other things that you have to consider things such as
grammar, medium, and other means of communicating your message, which make the
entire communication process not as easy as it sounds
1.7 Communication is irreversible

You need to be extra careful with your communication skills since this is
only done once. It cannot be repeated and cannot be taken back. Once the
communication process has occurred, it has to be noted that your words and
their meaning may have varied interpretations from your target audience.
2. Evolution of communication. The communication types and process that we

know now is entirely different from what communication used to be. Even before
the start of civilization, communication was a vital need for people. A society
cannot live on its own without communication because it is considered the
bloodline of a society. To trace back its development, here are a few of the
highlights as to how communication evolved through time:
2.1 Cave paintings and stone carvings are the most efficient form of
communication for man 30 000 years before the Common Era.
2.2 A pigeon was utilized by Ancient Greeks to deliver messages in 776
BCE.
2.3 A marathon man was utilized when Ancient Greeks ran from Marathon to
Athens to simply announce the victory of Greek over Persia in the year 530
BCE.
2.4 The paper came more than 2000 years later with the first daily newspaper,
the Einkommende Zeitung, in 1650
2.5 The telegraph was invented in 1840 by Samuel Morse
2.6 In 1902, Italian Guglielmo Marconi transmitted the first radio signal.
2.7 This was followed by the transmission of the first television signal by
Scottish John Baird in 1927.
2.8 The beginning of a new age was in the year 1969. This year was the
launch of the ARPANET (Advanced Research Projects Agency Network) or
commonly known now as the Internet.
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2.9 The emergence of the World Wide Web came soon after in 1994
2.10 1997, instant messaging or internet chat came out, and in 1999,
blogging.
2.11 It was in 2004 when Harvard student Mark Zuckerberg created
Facebook, followed by the launch of Twitter in 2006
3. Communication process. This is a guide toward realizing effective

communication. Through the communication process, the sharing of a common
meaning between the sender and the receiver takes place. Individuals that
follow the communication process will have the opportunity to become more
productive in every aspect of their profession. Effective communication leads to
understanding.
Figure 1.The Osgood-Schramm model of communication

(Sources: Kisspng, 2018; Web Editor 4, 2017)
The first step of the sender involves the encoding process. To convey meaning,
the sender must begin encoding, which is the translation of information into a message
in symbols representing ideas or concepts. This process translates the ideas or concepts
into the coded message that will be communicated. The symbols can take on numerous
forms, such as languages, words, or gestures. These symbols are used to encode ideas
into messages that others can understand.
When encoding a message, the sender has to begin by deciding what s/he wants
to transmit. This decision by the sender is based on what s/he believes about the
receiver’s knowledge and assumptions, along with what additional information s/he
wants the receiver to have. It is important for the sender to use symbols that are familiar
t the intended receiver. A good way for the sender to improve encoding their messages
is to mentally visualize the communication from the receiver’s point of view.
To begin transmitting the message, the sender uses some kind of channel or also
called a medium. The channel is the means used to convey the message. Most channels
are either oral or written, but visual channels are becoming more common as technology
expands. Common channels include telephone and a variety of written forms such as
memos, letters, and reports. The effectiveness of the various channels fluctuates
depending on the characteristics of communication. For example,
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when immediate feedback is necessary, oral communication channels are more effective
because any uncertainties can be cleared up on the spot. In a situation where the
message must be delivered to more than a small group of people, written channels are
often more effective. Although, in many cases, both oral and written channels should be
used because on supplements the other.
After the appropriate channel/s are selected, the message enters after the
decoding stage of the communication process. Decoding is conducted by the receiver.
Once the message is received and examined, the stimulus is sent to the brain for
interpreting, in order to assign some type of meaning to it. It is this processing stage
that constitutes decoding. The receiver begins to interpret the symbols sent by the
sender, translating the message to their own set of experiences in order to make the
symbols mean. Successful communication takes place when the receiver correctly
interprets the sender’s message.
The receiver is the individual to whom the message is directed. The extent to which
this person comprehends the message will depend on several factors, which include the
following: how much the individual knows about the topic, their receptivity to the
message, and the relationship and trust that exist between the sender and receiver. All
interpretations by the receiver are influenced by their experiences, attitudes, knowledge,
skills, perceptions, and culture. It is similar to the sender’s relationship with encoding.
Feedback is the final link in the chain of the communication process. After receiving
a message, the receiver responds in some ways and signals the response to the sender.
The signal may take the form of a spoken comment, a long sigh, a written message, a
smile, or some other action. Even a lack of response is, in a sense, a form of response.
Without feedback, the sender cannot confirm that the receiver has interpreted the
message correctly.
Feedback is a key component in the communication process because it allows the
sender to evaluate the effectiveness of the message. Feedback ultimately provides an
opportunity for the sender to take corrective action to clarify a misunderstood message.
Feedback plays an important role by indicating significant communication barriers:
differences in background, different interpretations of words, and differing emotional
reactions.
The communication process is the perfect guide toward achieving effective
communication. When followed properly, the process can usually assure that the
sender’s message will be understood by the receiver. Although the communication
process seems simple, it is not. Certain barriers present themselves throughout the
process. Those barriers are factors that have a negative impact on the communication
process. Some common barriers include using an inappropriate medium (channel),
incorrect grammar, inflammatory words, words that conflict with the body language,
jargon, and many more. Noise is also another common barrier. Noise can occur during
any stage of the communication process. Noise is anything that distorts a message by
interfering with the common communication process. It can take many forms, including
a radio playing in the background, another person trying to enter the conversation, and
any other distractions that prevent the receiver from paying attention.
10
.
4. The elements of communication. The communication process will not be

possible with the portrayal of the individual roles of each of the elements of
communication.
4.1 Sender. This is the individual or group that initiates the conversation.
4.2 Receiver. This is to whom the message is directed.
4.3 Channel. This is the medium or means which the sender uses in sending
the desired message
4.4 Encoding. This is the process by which the message is translated into
symbols representing ideas or concepts.
4.5 Decoding. This is the part where the receiver interprets and analyzes the
meaning of the symbols sent by the sender.
4.6 Feedback. Aside from being a reply or response, feedback is also a great
way of evaluating the effectiveness of the communication process. The
communication process is effective if there is a correct feedback
4.7 Message. This is the heart and soul of the communication process. The
message corresponds to the symbols and ideas that are transferred from
the sender to the receiver. The underlying goal is to have a common and
shared understanding of this message.
You can also refer to the sources below to help you further
understand the lesson:
1) Tendro, E. et al. (2009). Fundamentals of effective speech and oral communication. Mutya
Publishing House, Inc.
2) Abrera, R., Fernandez, I.D., & Adriano, T. (2015). Speak right and shine. Mutya Publishing
House, Inc.
3) Barker, A. (2006). Chapter 01. the process of communication (2nd ed. ed.). London: Kogan
Page Ltd. Retrieved from
https://search.proquest.com/docview/288374867?accountid=31259. April 29, 2020
11
General Education - Language
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134
Activity 1. Now that you know the essential concepts in the study of the nature of
communication let us check your understanding of these concepts. In the space provided,
write the term/s or concept/s being asked in the following statements:
1. What is the key element of communication involved in translating

information into a message in the form of symbols representing ideas?
2. Which among the elements of communication allows the sender to evaluate

the effectiveness of the message, whether it was fully grasped or understood by the receiver?
3. Who is the one who initiates the communication process?
4. What element of the communication process is done by the receiver who

interprets the symbols sent by the sender?
5. What is the other term for the medium used by the sender and receiver to
convey their message?
6. What communication characteristic is shown when a teacher and her

students share their thoughts on the cease-and-desist order of ABS-CBN ordered by NTC?
7. What is characterized by communication involving a series of steps with

symbols and signs that may be too difficult to analyze and interpret?
8. In the evolution of communication, what was the invention of Samuel

Morse, which marked a great leap in the history of the communication process?
9. Who transmitted the first radio signal?
10. Among the elements of communication, what is considered to be the

focal point of the communication process?
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Activity 2. Getting acquainted with the essential terms and concepts of nature in
communication also matters. You should also be able to explain or articulate its
importance and its roles in your daily life. Now, I will require you to explain your
answers to the following question thoroughly:
Communication plays a very vital role in your family, your school, and your
society. Cite the importance of communication in the different aspects of your life (e.g.,
as a family member, student, member of society, etc.) Please refer to the rubric found on
the next page.
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Activity 2 Rubric
Criteria Description Points

Main ideas are well-supported
Focus and Details by details and accurate 5
information
The introduction is inviting. It
states the main topic and
provides an overview of the
Organization paper. The information is 5
relevant and presented in a
logical order. Lastly, the
conclusion is convincing
Your purpose in writing must
be very clear that it catches the
attention of your readers. Your
Voice 5
extensive knowledge
and/experience with the topic
must also be evident.
The word choice and
Word Choice placement seems accurate 5
and natural (not forced).
Sentences are well-
constructed, which have varied
Mechanics (structure, grammar,
structure and length. Errors in 5
punctuation, spelling)
grammar, mechanics, and
spelling are avoided.
(Adapted from: www.readwriteandthink.org. Retrieved: April 24, 2020)
14
College of Arts and Sciences Education General
Education - Language
Phone No.: (082)300-5456/305-0647 Local 134
Activity 3. Based on the definition of the essential terms and concepts in the study of the
nature of communication and the learning exercises that you have done, please feel free to
write your arguments or lessons learned below:
1.
2.
3.
4.
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Do you have any questions for clarification?
Questions / Issues Answers
1.
2.
3.
4.
5.
Communication Channel/Medium Feedback

Encode Decode Message
Sender Receiver
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Metalanguage
In this section, the essential terms relevant to the study of the types of communication and its
ethics and principles. To demonstrate, ULO-b will be operationally defined to establish a common
frame of reference as to how the texts work. You will encounter these terms as we go through
this topic. Please refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Types of communication according to the number of person/s. This

categorizes the communication according to the number of people involved in
the communication.
2. Types of communication according to medium. This is another category of

communication that classifies communication to the medium or channel used
by the sender and receiver in the communication process.
3. Ethics and principles of communication. These are the standard basis for
what is considered right and wrong in communicating with someone, especially
in a multicultural world.
Essential Knowledge
other books, research articles, and other available resources in the university’s library,
e.g., ebrary, search.proquest.com, etc.
1. Types of communication according to the number of persons. Communication

may be classified according to the number of participants. To enumerate, they are the
following:
1.1. Intrapersonal communication. This is a communication within the “self,” a
person communicates with themselves internally. One example is deciding
what to eat for breakfast or what clothes to wear
1.2. Interpersonal communication. This is mostly “dyadic” in nature. This means

a person communicates with another person. An example is when a student
asks a teacher for his/her exam result.
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1.3. Group communication. It is composed of three persons or more, but if more

than the number of participants, this may be better defined in terms of the
relationship between the sender and receiver who interact actively with each
other.
Example.: Rebecca and her five colleagues are discussing their newly
assigned project.
1.4. Public communication. This is quite similar to group communication, but this
is basically larger in size. However, like group communication, this type may
be better defined in terms of the relationship between the sender and the
receiver. In this type, the person speaks in front of an audience in a one-
directional flow.
Example: Glyza is delivering her inspirational message before a gathering of
business professionals.
1.5. Mass communication. This is purposeful, especially when the audiences are
remote or when they cannot be gathered in one place. Hence, there is a need
for a newspaper, telephone, cellular phone, radio, television, internet, among
others, to establish contact.
Example: Emman published his exposé in the News Daily.
2. Types of communication according to medium employed. Communication may

also vary according to the medium used or employed by both the sender and the receiver
in the communication process.
2.1 Verbal communication. Verbal communication employs the use of words in
sending and receiving the message in the communication process. Verbal
communication may be both written and oral.
2.1.1 Written communication. Written communication sends messages

through the use of written signs and symbols. These signs and symbols
may be employed via printed, handwritten, and projected on the screen.
A few examples of written communication are e-mails, memoranda,
letters, manuals, postcards, etc.
2.1.2 Oral communication. In this type of communication, your message is

verbally or orally transmitted to your target listener/audience. Oral
communication can either be formal (business presentations, classroom
lectures, valedictory speech, etc.) or informal (face-to-face conversation,
telephone conversation, etc.)
2.2 Non-Verbal Communication. This comprises gestures, facial expressions,

actions, or even unconscious behavior that may either reinforce or hamper
communication. For communication to be effective, there should be
consistency in the verbal and non-verbal communication systems. Non-verbal
communication makes use of our body language in sending our messages to
our target audience. It may be classified according to the following:
2.2.1 Kinesics. This involves your body movement, such as your eye
contact, your gestures, how you sit, how you walk, etc.
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2.2.2 Haptics. This involves communicating through the use of touch. This
includes non-verbal actions such as hugs, kisses, taps on the shoulder, etc.
2.2.3. Vocalics. This is to communicate through the use of your voice,

such as your rate or speed of talking, the volume of your voice, the rising
and falling of your intonation, etc.
2.2.4. Proxemics. This involves space and its role in the communication
process. Proxemics can be categorized into:
a. Intimate space. We share this space with our loved ones and
closest friends.
b. Personal space. We share this space with our friends and

acquaintances.
c. Social space. We share this space with people we are within

social events and gatherings.
d. Public space. We share this space with people when we are in

public spaces such as streets, markets, airports, etc.
e. Personal presentation and environment. Our personal

presentation is the manner of how you present yourself, how you look, how
you dress, and your characteristics. These are all parts of how people
understand and accept the messages that you try to send.
3. The Ethics of communication. Successful communication requires certain ethical

rules for a communicator to follow. Andrew Button, as cited in Castigador (2018), suggests
four basic rules to observe:
3.1 Honesty. This quality is very important for communication to succeed. Webster
defines honesty as the act, quality, or condition of being truthful. Perhaps there
may be instances when a person may be forced to lie, as in misleading an enemy
in a war, who is asking important information about the whereabouts of friendly
forces. Button opines that honesty is more than just not lying. It is being open and
offering whatever information you have, even if it puts your own short-term
interests at stake.
3.2 Openness to other views. Your willingness to be open to views, which differ or
even run against your ideas, is one crucial factor for communication to succeed.
An environment where people are not free to express their ideas, especially if they
may be unpopular, is not ethical. The free flow of communication is vital to the
welfare and development of an organization and the country, for that matter.
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3.3 Commitment. Webster presents an interesting definition of commitment, i.e.,

being bound emotionally/intellectually to a course of action or another person.
Commitment is a promise or agreement to do something. It is also a state of being
pledged or engaged.
3.4 Build consensus. The consensus is a general agreement among the members
of a given group or community, each exercising some discretion in decision-
making.
4. Principles of communication. To be an effective communicator, one should be able

to use some fundamental assumptions or rules. These regulations or assumptions are
called principles. Castigador (2019) enumerated at least six basic principles that could be
utilized to make communication successful:
4.1. Relevance. An important consideration in sending your message is the value or

relevance of your message to your receiver. Thus, foremost, a speaker or a writer
should ask him/herself the following questions: what is the value of my message to
my receiver? Will my message appeal to the interest of my receiver? Will my message
add value to my receiver or the company of my receiver?
4.2. Be positive. Formulate your message with an open and positive attitude. It is an
accepted rule in physics that action requires an equal amount of reaction. If a speaker
or a writer has a positive attitude, then his message would be received positively by
the audience/reader.
4.3. Choose the best medium. An equally important principle in communication is

the medium that a speaker or a writer uses as a channel of communication. It is
advisable that the speaker or the writer utilize effective communication systems to
drive through the message.
4.4. Study your audience. It is a must that a speaker or writer knows the audience
or reader. Thus, the speaker or writer should study the socio-economic profile, the
interests, and the aspirations of his/her audience/reader; more importantly, what
appeals to them. If your audience/reader is politically inclined, then talk of something
related to current political issues.
4.5. Be enthusiastic. Enthusiasm is a very important quality of a speaker or writer. It

is defined as divine inspiration or frenzy. Simply said, enthusiasm is the intensity of
feeling, excitement, interest, or eagerness.
4.6. Maintain intense focus. To be an effective speaker or writer, one should be fired
with intense feelings or be passionate. Webster believes that the communication
sender should be given to strong feelings, sometimes even romantic and sexual.
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1) Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
2) Tendro, E. et al. (2009). Fundamentals of effective speech and oral communication. Mutya
Publishing House, Inc.
3) Abrera, R., Fernandez, I.D., & Adriano, T. (2015). Speak right and shine. Mutya Publishing
House, Inc.
4) Barker, A. (2006). Chapter 01. the process of communication (2nd ed. ed.). London: Kogan
Page Ltd. Retrieved from
https://search.proquest.com/docview/288374867?accountid=31259. April 29, 2020
5) Verbal Communication, edited by Andrea Rocci, and Louis de Saussure, De Gruyter, Inc.,
2016. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/4451840?accountid=31259. April 29, 2020
6) Interpersonal Communication, edited by Charles R. Berger, De Gruyter, Inc., 2014.

ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/1346220?accountid=31259. April 29, 2020
21
Phone No.: (082)300-5456/305-0647 Local 134
Activity 4. Reading Text on Mass Communication
Instructions: Read the following transcript of Emma Watson’s speech on gender

equality, which was delivered last September 20, 2014. With a partner, discuss and
share with the class your thoughts and opinions on the following questions:
1. What was the issue discussed in the speech, and what makes it so
relevant to discuss it?
2. Why do you think people are reluctant to use the word “feminism”?
3. Why did Emma Watson feel the need to address this issue?
4. How is the concept of “feminism” relevant in the article? Cite the

relevant paragraph to support your answer.
Note: You may also access the speech at :

https://www.youtube.com/watch?v=gkjW9PZBRfk&t=53s
Emma Watson: Gender equality is your issue too
Date: Saturday, September 20, 2014
Speech by UN Women Goodwill Ambassador Emma Watson at a special event for

the HeForShe campaign, United Nations Headquarters, New York, 20 September
2014
Today we are launching a campaign called “HeForShe.”
I am reaching out to you because I need your help. We want to end gender
inequality—and to do that, and we need everyone to be involved.
This is the first campaign of its kind at the UN: we want to try and galvanize
as many men and boys as possible to advocate gender equality. And we don’t
just want to talk about it but make sure it is tangible.
I was appointed six months ago, and the more I have spoken about feminism,
the more I have realized that fighting for women’s rights has too often
become synonymous with man-hating. If there is one thing I know for certain,
it is that this has to stop.
For the record, feminism, by definition, is: “The belief that men and women
should have equal rights and opportunities. It is the theory of the political,
economic, and social equality of the sexes.”
I started questioning gender-based assumptions when at eight, I was confused
at being called “bossy” because I wanted to direct the plays we would put on
for our parents—but the boys were not.
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When at 14, I started being sexualized by certain elements of the press.

When at 15, my girlfriends started dropping out of their sports teams because
they didn’t want to appear “muscly.”
When at 18, my male friends were unable to express their feelings.

I decided I was a feminist, and this seemed uncomplicated to me. But my
recent research has shown me that feminism has become an unpopular word.
I am apparently among the ranks of women whose expressions are seen as too
strong, too aggressive, isolating, anti-men, and unattractive.
Why is the word such an uncomfortable?
I am from Britain and think it is right that I am paid the same as my male
counterparts as a woman. I think it is right that I should be able to make
decisions about my own body. I think it is right that women be involved on
my behalf in the policies and decision-making of my country. I think it is
right that socially I am afforded the same respect as men. But sadly, I can
say that there is no one country in the world where all women can expect to
receive these rights.
No country in the world can yet say they have achieved gender equality.
These rights I consider to be human rights, but I am one of the lucky ones.
My life is a sheer privilege. After all, my parents didn’t love me less
because I was born a daughter. My school did not limit me because I was a
girl. My mentors didn’t assume I would go less far because I might give birth
to a child one day. These influencers were the gender equality ambassadors
that made me who I am today. They may not know it, but they are the inadvertent
feminists who are changing the world today. And we need more of those.
And if you still hate the word—it is not the word that is important but the
idea and the ambition behind it. Because not all women have been afforded
the same rights that I have. In fact, statistically, very few have been.
In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights.
Sadly many of the things she wanted to change are still a reality today.
But what stood out for me the most was that only 30 percent of her audience
were male. How can we affect change in the world when only half of it is
invited or feel welcome to participate in the conversation?
Men—I would like to take this opportunity to extend your formal invitation.
Gender equality is your issue too.
Because to date, I’ve seen my father’s role as a parent being valued less by
society despite my needing his presence as a child as much as my mother’s.
I’ve seen young men who have mental illness unable to ask for help for fear
it would make them look less “macho”—in fact, in the UK, suicide is the
biggest killer of men between 20-49 years of age; eclipsing road accidents,
cancer, and coronary heart disease. I’ve seen men made fragile and insecure
by a distorted sense of what constitutes male success. Men don’t have the
benefits of equality either.
We don’t often talk about men being imprisoned by gender stereotypes, but I
can see that that they are and that when they are free, things will change
for women as a natural consequence.
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If men don’t have to be aggressive in order to be accepted, women won’t feel

compelled to be submissive. If men don’t have to control, women won’t have
to be controlled.
Both men and women should feel free to be sensitive. Both men and women
should feel free to be strong… We all perceive gender on a spectrum, not as
two opposing sets of ideals.
If we stop defining each other by what we are not and start defining ourselves
by what we are—we can all be freer, and this is what HeForShe is about. It’s
about freedom.
I want men to take up this mantle. So their daughters, sisters, and mothers
can be free from prejudice but also so that their sons have permission to be
vulnerable and human too—reclaim those parts of themselves they abandoned
and, in doing so, be a more true and complete version of themselves.
You might be thinking, who is this Harry Potter girl? And what is she doing
up on stage at the UN? It’s a good question, and trust me, and I have been
asking myself the same thing. I don’t know if I am qualified to be here. All
I know is that I care about this problem. And I want to make it better.
And having seen what I’ve seen—and given a chance—I feel it is my duty to
say something. English Statesman Edmund Burke said: “All that is needed for
the forces of evil to triumph is for enough good men and women to do nothing.”
In my nervousness for this speech and my moments of doubt, I’ve told myself
firmly—if not me, who, if not now, when. If you have similar doubts when
opportunities are presented to you, I hope those words might be helpful.
Because the reality is that if we do nothing, it will take 75 years, or for

me to be nearly a hundred before women can expect to be paid the same as men
for the same work. 15.5 million girls will be married in the next 16 years
as children. And at current rates, it won’t be until 2086 before all rural
African girls are able to receive a secondary education.
If you believe in equality, you might be one of those inadvertent feminists

I spoke of earlier.
And for this, I applaud you.
We are struggling for a uniting word, but the good news is we have a uniting
movement. It is called HeForShe. I am inviting you to step forward, to be
seen to speak up, to be the "he" for "she." And to ask yourself, if not me,
who? If not, now, when?
Thank you.
*Note: Please refer to the following rubric for your answers:
Activity 4 Rubric
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Your answers should use specific and

convincing examples from the text (Emma
Watson’s speech) to support your claims
Evidence Citation 15
in your own writing, allowing you to have
an insightful and applicable connection
between the text and you.
Your answers should demonstrate a
conscious and thorough understanding of
the text (Emma Watson’s speech). Your
Focus and Details answers must have one clear and well- 10
focused topic. Your main ideas must be
clear and should be well-supported by
detailed and accurate information.
Your sentences must be well-constructed
Sentence Structure, Grammar, and have varied structure and length.
5
Mechanics, and Spelling There should be no errors in your
grammar, mechanics, and/or spelling.
Total points 30
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Activity 5
The following link shows a video highlighting body language and facial expressions
of some world leaders during an APEC summit:
https://www.youtube.com/watch?v=DLKGBKb2nFQ&t=15s
What is your response to what is shown in the video? Write an effective paragraph of 8-
10 sentences that illustrates your relevant insights. Be guided by the following questions to
help you develop the main idea of your paragraph.
1. What is your view toward body language and facial expressions as non-verbal forms
of communication?
2. What does the video raise the complexity of communication in a multicultural

setting?
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3. What does it mean to communicate effectively in a multicultural setting?
4. As you think about the video, why should we be mindful about how we communicate
effectively in a multicultural setting?
*Note: Please refer to the rubric found on the next page for your answers:
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Activity 5 Rubric

convincing examples from the video to support
Evidence Citation your claims in your own writing, allowing you to 15
have an insightful and applicable connection
between the video content and you.
Your answers should demonstrate a conscious
and thorough understanding of the video. Your
answers must have one clear and well-focused
Focus and Details 10
topic. Your main ideas must be clear and should
be well-supported by detailed and accurate
information.
Your sentences must be well-constructed and
Sentence Structure,
have varied structure and length. There should
Grammar, Mechanics, and 5
be no errors in your grammar, mechanics,
Spelling
and/or spelling.
Total points 30
(Adaptedfromwww.readwritehink.org.Retrieved:April24,2020)
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Activity 6. Based on the types of communication, its ethics and principles, and the
learning exercises you have done, please feel free to write your arguments
or lessons learned below.
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Verbal Non-verbal Intrapersonal

communication communication communication
Interpersonal
Mass communication Public communication
communication
Vocalics Proxemics Kinesics
Haptics Ethics Principles
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Metalanguage
In this section, the essential terms relevant to the study of purposive communication
in a multicultural setting and demonstrating ULO-c will be operationally defined to establish
a common frame of reference for how the texts work. You will encounter these terms as we
go through this topic. Please refer to these definitions in case you will encounter difficulty in
understanding some concepts:
1. Communication in a multicultural setting is the process of communication by

people coming from a different culture with different sets of beliefs and practices.
2. Global awareness is a skill that an individual must possess, especially in

communicating in a multicultural setting.
3. Ethnocentrism is a belief that culture is better or superior to any other culture.
4. Cultural relativism believes that all cultures are of equal value and should be
treated with respect and fairness rather than being treated with criticism and
negative judgment.
5. Cultural appreciation is the manner of giving honor and respect to one’s

culture.
6. Cultural appropriation is the inappropriate adoption and the lack of

acknowledgment of one’s culture for the sake of one’s interest.
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Essential Knowledge
other books, research articles, and other resources that are available in the
university’s library, e.g., ebrary, search.proquest.com, etc.
Communication in Multicultural Setting
Communication is culture-bound. Communication is a reflection of the culture of a

society or community. It is safe to say that communication is developed because of culture.
Hence, communication and culture are two interdependent concepts. This theory is validated
by Edward Hall when he observed that communication is culture and culture is
communication. In fact, our verbal and non-verbal communications reflect our culture and
vice-versa. Thus, a word that is spoken carries with it the culture of that person and his/her
society. Our manner of dressing, bearing, and lifestyle, which forms part of our
communication systems, reveal so much about our culture.
Intercultural communication is interaction and communication among persons and
communities with varied cultural backgrounds. Communication is a process of interaction
among persons that is complex. This entails verbal and non-verbal relationships among
persons and even assumptions that are commonly agreed among them. Because of the
complexity of the communication process, miscommunication and problems may arise as a
result. To facilitate communication among persons, understanding and accepting the cultures
of parties involved in the communication process is necessary. Appreciation and
understanding of the cultures of the parties involved in the communication process, which
influence their behaviors and thinking process manifested through words, symbols, and
pictures, are required for both parties to understand and interact with each other fully.
Successful Communication in an International and Intercultural Setting
The advent of information and communication technology has made the globe smaller.
It has become as easy as a flick of a finger to communicate and interact with people
worldwide. Thus, political, social, and economic interactions among countries and peoples
had been facilitated - - now called globalization.
Consequently, the relationship between peoples had been globalized. Globalization

hence is the word of the day. Because of that, interaction and communication among people
had become frequent and inevitable.
The effect of globalization is internationalization and inter-culturalization. The question

now is: in light of these developments, how could one be an effective communicator? The
following tips may be worth considering:
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1. Global awareness. One should be knowledgeable of developments

and issues obtaining in countries around the world. We are blessed by
information technology to have global television channels and media to
search for information from any part of the world. Thus one should take
advantage of this.
2. Cultural sensitivity. To be an effective communicator, we have to

know, accept, and respect the culture of our audience/reader.
3. Cultural intelligence (CQ) and competence. This quality relates to a

person's capability to adjust to and cope with situations in which
differences in cultures and beliefs had been observed.
4. Respect for the cultures and beliefs of others. Our success in our
relationship with others hinges on our respect for their cultures and
beliefs. In other words, respect begets respect. People will respect you
if they sense that you also respect them. This applies to communication
situations. Respect to your audience/reader begets respect to you.
5. Openness and positive attitude towards others. The key to a

successful relationship is an open and positive attitude towards others.
Start a conversation by a positive comment, and you will almost
certainly get a positive response.
Factors that Affect Cross/Multi-cultural Communication
The following elements determine the outcomes of cross/multi-cultural communication:
1. Inability to understand one’s culture, values, and beliefs – the

lack of understanding of the culture of the persons involved in the
communication process affects the interaction among them.
2. Lack of acceptance of the culture of a person/ attitude – inability

to accept the culture of the person you are interacting with, adversely
results in poor communication.
3. Prejudice/Bias – some people tend to think superior of themselves

over other cultures, hence have the tendency to pre-judge others and
hamper communication.
4. Lack of education/limited exposure – people who lacked

education do not have the appropriate information about other
cultures, thereby affecting interaction and communication.
5. Language barrier – the inability to speak a common language,
hampers understanding and communication.
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Ethnocentrism
The Webster Third International Dictionary defines ethnocentrism as a habitual

disposition to judge foreign peoples or groups by the standards and practices of one’s own
culture or ethnic group. It is a belief that one’s own practice is the proper way of life. People
from another country tend to judge those coming from other countries based on their
standards, cultural practices, values, and beliefs; thus, the tendency to look down upon the
culture of other peoples, resulting in inaccurate assumptions. Thus, those who have not been
exposed to other cultures may tend to impose his/her own beliefs, find it challenging to relate
with other people belonging to another culture, and result in a gap in the relationship.
Ethnocentrism could be a source of bias or prejudice that may hence affect relationships
and communication in an intercultural setting. To illustrate, negative pre-judgment and dislike
of food from other countries is an example of ethnocentrism. For instance, the Indo- Chinese
people love to eat raw vegetables, which may be a practice that would not be too welcome
for Filipinos.
What are the possible effects of ethnocentrism to intercultural and global

communication?
Bias – is the inclination, predisposition, or partiality towards something. Bias connotes a

favorable impression on culture or belief. Thus, the effect of bias in a relationship or
communication situation is something positive.
Prejudice – is the opposite of bias. Prejudice is defined as an adverse judgment or

opinion formed beforehand, without knowledge of the facts. The effect of prejudice on
communication is negative, in the sense that a person may have an adverse pre-judgment
of another person coming from another culture, thus could hinder intercultural understanding
and communication.
Discrimination – is the unfair treatment of a person or group due to an adverse judgment

or opinion of a culture.
Loyalty – ethnocentrism can cement loyalty within the same social grouping or people
belonging to the same society. For instance, world football games had strengthened loyalty
among the competing countries since the tendency is for people to support their own team.
Miscommunication – communication is affected by either bias or prejudice, positive or

negative. Bias for another culture could create a positive impression, thus facilitate better
communication. On the other hand, pre-judgment of one culture brought about by prejudice
could lead to misunderstanding.
Division – unity could not be achieved among different cultures under a situation where
prejudice abounds. If people have adverse assumptions about foreign peoples or groups,
this could adversely affect communication and thus lead to division, or even worse to conflict
or, at the extreme, war.
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Cultural Relativism
The concept of cultural relativism implies that a person‟s beliefs and practices should be
perceived by others in the context of his culture. This also means not judging the culture of
other people that are not the same as yours. Similarly, we should appreciate the cultural
practices of other societies in the context of their culture. For instance, the Filipino food “balut”
may be disgusting for other cultures, but one would learn to appreciate it by knowing the
nutritional value of the “balut.” Thus, understanding fully one‟s
beliefs and practices would require a study of his/her culture. A related situation is the issue
of whale catching. While many countries and worldwide organizations forbid the catching of
whales, other countries engaged in the practice would not find this acceptable since it has
been a part of their culture for generations to catch whales. Thus, the question is: who should
set the standards for right or wrong?
For cross-cultural communication to succeed, it is helpful for one to think about the
culture of other countries in such a way that we could appreciate their practices in light of
their beliefs.
Cultural Appreciation
Cultural appreciation happens when a person attempts to appreciate and study another
culture to widen his understanding and relate with others in a cross-cultural setting. Cultural
appreciation could facilitate cross-cultural understanding and communication.
Cultural Appropriation
Cultural appropriation takes one component of a practice belonging to another culture

and uses it for a purpose. For instance, buying ethnic clothing from the natives of the
Mountain Province and using it to make someone look fashionable without knowing the
appropriate occasion and its meaning when this clothing is used may be offensive to the
ethnic group. So, the call for us is: understanding the culture of others and be sensitive to
their beliefs and traditions.
Observe the following examples of Cultural Appropriation and Cultural Appreciation:
Angelina Jolie visited Pakistan surrounded by

women in hijabs; wearing one herself is a means to fit in
and respect the culture.
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Katy Perry apologized and

acknowledged that she "did it wrong"
regarding two separate performances
where she was accused of cultural
appropriation. Performing at the American
Music Awards in 2013, Perry dressed as a
geisha and wore a full kimono, tabi socks,
lacquered hair, geiko pancake, and heavily
powdered her face. And in 2017, for her
video "This Is How We Do," the singer
sported cornrows in her hair. "I won’t ever
understand some of those things because
of who I am — I will never understand, but I can educate myself, and that’s what I’m
trying to do along the way,” Perry said in a podcast interview.
(Source: https://www.thewrap.com/celebrities-who-have-been-accused-of-cultural-
appropriation-photos/ Retrieved 4/22/20)
Cultural Practices and their Roles in Communication
Cultures have different sets of behaviors and practices that are unique on their own. To
better grasp a message in the communication process, one has to be aware of a certain
culture and tradition being practiced by a community.
These practices reflect and guide people on how they should act, talk, and behave.
The habits that we repeatedly do and the customs that we practice are unique shapes the
way we communicate.
For example, in the Philippines, one of Filipinos’

customs is the mano, which is a traditional and
customary practice of showing respect to their elders.
This is done by the younger member of the family to
reach for the elder’s hand and place it on one’s bowed
forehead. This is a sign of humility and respect as well
as a form of acknowledgment of someone’s age and
position in their family
(Image from https://medium.com/@jendyrosenabus97/6-practices-1-country-

94cb9100b6b7 Retrieved 4/19/20).
Greetings all over the world
As culture is very wide and varied, there are different ways in how people greet each
other. Apart from handshaking that most people do in greeting, here are some other ways
people greet each other all over the world:
In Japan, they greet each other with a bow. This is

also a form of respect for the elders and those who are in
a high position, especially in business. Bows have
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different angle and duration, depending on the person they are greeting.
In Oman, men greet each other by pressing their

noses together. They do this with eye contact to prove
and show their sincerity and full respect.
Malays usually stretch out their hands, touch the

other person’s fingertips, and then bring their hands to
their hearts. It symbolizes that they’re greeting you
from their hearts.
Tibetan monks stick their tongues out to greet people.

They also press the hands together and place them in front of
their chest to show that they “come in peace.” They started doing
this to prove that they’re not the reincarnation of a true king from
the 9th century that had a black tongue.
(Source: https://www.opodo.co.uk/blog/greetings-around-the-world/ Retrieved 4/19/20
1. Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
2. The Handbook of Communication Ethics, edited by George Cheney et al., Taylor & Francis
Group, 2010. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/667907?accountid=31259. May 14, 2020
3. Scollon, Ron, et al. Intercultural Communication: A Discourse Approach, John Wiley &
Sons, Incorporated, 2012. ProQuest Ebook Central,
4. Overview of cultural diversity. (2014, Jan 01).[Video/DVD] Cypress: Medcom, Inc., Medcom.
Retrieved from https://search.proquest.com/docview/1850361272?accountid=31259. May 14,
2020
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Activity 7. Read each item carefully and choose the most appropriate answer.
Part I. Identify whether the following employs cultural appropriation or cultural

appreciation.
1. Honoring and respecting another culture and its practices as a way to gain
knowledge and understanding.
2. The use of someone else’s culture and practices to make money or to

simply look fashionable.
3. Kylie Jenner attempts to embody black culture physically. She has adopted
box braids - a traditional African hairstyle that is meant to protect the hair, bigger lips, and
curves for the greater purpose of looking “good.”
4. Gigi Hadid is posing in front of the camera for a cover of a magazine

wearing a hijab to promote awareness of the culture of Muslims.
5. Selena Gomez performing “Come and Get It” on Dancing with the Stars in
2013, donned a bindi and did a Bollywood-inspired routine.
Part II. Identify whether the following examples employ ethnocentrism or cultural
relativism:
6. Anna is aware that culture evolves in different contexts and that they
should not be compared but understood in their state of differences.
7. Carlo drives his car every day and has been taught to stay on the right side
of the road when he does. Then, he went to England, where people drive on the left side of
the road. After Carlo has returned home, he goes to his friend’s house for dinner, and then
he says, “It is incredible, all the people drive oppositely. They all drive on the wrong side!”
8. Maria believes that Filipino culture is the best among all others.
9. Anna is concerned with how similar others’ cultural practices, symbols, and
beliefs are to their own and considers one as better than the other.
10. Ysabella affirms that every culture has to be understood in its particular
context and that the cultures should not be thought of as universally valid worldviews but as
particular expressions of people.
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Activity 8. Getting acquainted with the essential concepts of communication in a multicultural

setting, what also matters is you should also be able to apply what you have
learned by answering the following:
It is, indeed, a challenge to communicate with a person in a multicultural setting. This

is because a context may differ depending on the person’s perception of the word's meaning
to their culture. Culture plays a vital role in shaping people’s manner of interaction with one
another. Given such a concept, how do you think you can manage to overcome
communicating with another person from another culture? Cite scenarios/examples
to further your explanation. Please be guided by the rubric found on the next page.
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Activity 8 Rubric
Your answers must be inviting and should

state the goal or thesis. The answers must
provide information that is presented in a
Organization logical order and should maintain the 10
interest of your desired audience. Your
concluding statements must strongly state
a personal opinion.
Your answers must provide excellent
reasons that are stated with great support
Reasons, Support, and
and examples. It must also be evident that 10
Examples
a lot of thought was made in relevance to
your answers.
5
Total points 25
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Activity 9. Based on the concepts of communication in a multicultural setting and the

learning exercises that you have done, please feel free to write your
arguments or lessons learned below:
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Multicultural International Intercultural
Cultural intelligence
Global awareness Cultural sensitivity
(CQ)
Prejudice/Bias Discrimination Ethnocentrism

Cultural
Cultural relativism Cultural appreciation
appropriation
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Week 4-5: Unit Learning Outcomes (ULO):

a. Explain the impact of globalization on society and the world;
b. Determine the varieties and registers of spoken and written English
language; and
c. Apply the concepts of evaluating images and messages by creating
a multimodal text.
ULO-a. Explain the impact of globalization on society and the world.
Metalanguage
In this section, the essential terms relevant to the study of data management and to
demonstrate ULO-a will be operationally defined to establish a common frame of reference as to how
the texts work. You will encounter these terms as we go through the study of data management.
Please refer to these definitions in case you will encounter difficulty in understanding some concepts.
1. Globalization is the process of connection, partnership, and the relationship

between and among nations to develop and mold cultural, economic, and
political partnerships and activities.
2. Virtual interaction is the manner of connecting with people from different

parts of the world through the use of technology such as the internet.
3. Social media power is the dominance of social media in today’s

technological generation.
4. Flight from the conversation is the urge to get away from a real face-to-
face conversation due to an overwhelming connection from the digital world.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and
fifth weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
refer to these resources exclusively. Thus, you are expected to utilize other books,
research articles, and other available resources in the university’s library, e.g., ebrary,
search.proquest.com, etc.
Implications of Globalization to Communication
Communication competence is one factor in the success of an individual, including

business success. However, globalization has created a big impact in dramatic ways on the
way people communicate. Part of this global development is the advent of the fourth industrial
revolution, which brought about massive developments in information technology, including
artificial intelligence.
Nowadays, one needs not fly to other countries to conduct meetings. It is now possible
to do teleconferencing. Moreover, one can communicate via email, Skype, Viber, Facebook,
Instagram, and Twitter, etc., and study via learning management systems.
These developments also entail changes in how we communicate, although the same
ethical considerations and principles would hold. The following are the implications of
globalization to communication:
1. Virtual Interactions
Because of globalization, virtual communication has become in vogue, has thus

accelerated the flow of communication in exponential terms. Around ten or so years ago, one
had to make an overseas call to communicate with a friend or relative in a foreign country.
Nowadays, through the use of the internet and modern gadgets, communicating to any part
of the world has become as easy as the click of a finger.
2. Information Highway
The communication channel has become doubly efficient, brought about by the
availability of numerous service providers offering internet, cable TV, and mobile telephone
facilities.
3. Business Transactions
The speed and efficiency of communication entail new approaches to transact

business around the globe. Traveling to another country to transact business could be
foregone in place of internet facilities and mobile services, a number of them for free.
One can do teleconferencing with a business partner abroad without spending much
on travel. Thus, promotions, marketing, and selling products across the globe have become
easy and very quick because of virtual communication. Moreover, because of the
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availability of quick communication facilities, information flow, has been significantly

facilitated, and decision-making has become faster.
4. Social Media Power
One effect of globalization is the prevalence of social media networks, resulting in

people's social awareness in a global sense. The advent of advanced communication
technology promoted the “massification” of information, views, research studies, opinions,
and prototypes. Before society was fragmented because of geographic separation, now a
global society has become a reality courtesy of social media.
Consequently, this communication revolution's political, economic, and social

impact could only be unimaginable because the world has virtually shrunk like an apple
due to the speed by which communication could be transmitted.
2. Globalization, Communication and the Workplace: Talking Across the World, edited by Gail
Forey, and Jane Lockwood, Bloomsbury Publishing Plc, 2012. ProQuest Ebook Central,
3. International Communication and Globalization: A Critical Introduction, edited by Ali

Mohammadi, SAGE Publications, 1997. ProQuest Ebook Central,
4. Mohammed, Shaheed Nick. Communication and the Globalization of Culture: Beyond

Tradition and Borders, Lexington Books, 2011. ProQuest Ebook Central,
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Activity 1. Now that you know the essential concepts in the implications of globalization to
communication let us check your understanding by reading Sherry Turkle’s “Flight from
Conversation.” After this, answer the following questions in 100-150 words each.
1. According to the writer, what is the difference between “conversation and connection”?
What does face-to-face conversation teach us? How?
2. What does “being alone together” mean? Cite the paragraph/s in the text that supports
your answer.
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3. What does “flight from conversation” do to us?
4. Explain the following lines:

4.1. We expect more from technology and less from one another.
4.2 I share; therefore, I am.
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5. What does Sherry Turkle suggest we do so we can make room for conversation?
*Note: please refer to the rubric found on the next page
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Activity 1 Rubric

convincing examples from the text (Flight
From Conversation) to support your claims
Evidence Citation 15
in your own writing, allowing you to have
an insightful and applicable connection
between the text and you.
Your answers should demonstrate a
conscious and thorough understanding of
the text (Flight From Conversation). Your
Focus and Details answers must have one clear and well- 10
focused topic. Your main ideas must be
clear and should be well-supported by
detailed and accurate information.
5
grammar, mechanics, and spelling.
Total points 30
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Activity 1: Reading Text
The Flight From ConversAtion By SHERRY TURKLE (APRIL 21, 2012)

(Source: https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-
conversation.html)
Note: You may also watch Sherry Turkle’s TedTalk Video on “Connected, but Alone” at:
https://www.ted.com/talks/sherry_turkle_connected_but_alone/transcript?lan
guage=en
1- WE live in a technological universe in which we are always communicating. And yet, we have
sacrificed conversation for mere connection.
2- At home, families sit together, texting and reading e-mail. At work, executives text during
board meetings. We text (and shop and go on Facebook) during classes and when we’re on
dates. My students tell me about an important new skill: it involves maintaining eye contact
with someone while you text someone else; it’s hard, but it can be done.
3- Over the past 15 years, I’ve studied mobile connection technologies and talked to hundreds of
people of all ages and circumstances about their plugged-in lives. I’ve learned that the little
devices most of us carry around are so powerful that they change what we do and who we are.
4- We’ve become accustomed to a new way of being “alone together.” Technology-enabled, we

can be with one another, and also elsewhere, connected to wherever we want to be. We want to
customize our lives. We want to move in and out of where we are because we value most control
over where we focus our attention. We have gotten used to the idea of being in a tribe of one, loyal
to our party.
5- Our colleagues want to go to that board meeting but pay attention only to what interests
them. To some, this seems like a good idea, but we can end up hiding from one another, even
as we are constantly connected to one another.
6-A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk; he
doesn’t call. He says that he doesn’t want to interrupt them. He says they’re “too busy on their e-
mail.” But then he pauses and corrects himself. “I’m not telling the truth. I’m the one who doesn’t
want to be interrupted. I think I should. But I’d rather just do things on my BlackBerry.”
7-A 16-year-old boy who relies on texting for almost everything says almost wistfully,
“Someday, someday, but certainly, not now, I’d like to learn how to have a conversation.”
In today’s workplace, young people who have grown up fearing conversation show up on the job
wearing earphones. Walking through a college library or the campus of a high-tech start-up,
one sees the same thing: we are together, but each of us is in our own bubble, furiously
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connected to keyboards and tiny touch screens. A senior partner at a Boston law firm describes
a scene in his office. Young associates lay out their suite of technologies: laptops, iPods, and
multiple phones. And then they put their earphones on. “Big ones. Like pilots. They turn their
desks into cockpits.” With the young lawyers in their cockpits, the office is quiet, a quiet that
does not ask to be broken.
8- In the silence of connection, people are comforted by being in touch with many people —
carefully kept at bay. We can’t get enough of one another if we can use technology to keep one
another at distances we can control: not too close, not too far, just right. I think of it as a Goldilocks
effect.
9- Texting and e-mail, and posting let us present the self we want to be. This means we can
edit. And if we wish to, we can delete it. Or retouch the voice, the flesh, the face, the body. Not
too much, not too little — just right.
10- Human relationships are rich; they’re messy and demanding. We have learned the habit of
cleaning them up with technology. And the move from conversation to connection is part of
this. But it’s a process in which we shortchange ourselves. Worse, it seems that over time we
stop caring; we forget that there is a difference.
11- We are tempted to think that our little “sips” of online connection add up to a big gulp of
real conversation. But they don’t. E-mail, Twitter, and Facebook do not substitute for
conversation, no matter how valuable.
12- Connecting in sips may work for gathering discrete bits of information or for saying, “I am
thinking about you.” Or even for saying, “I love you.” But connecting in sips doesn’t work as well
when it comes to understanding and knowing one another. In conversation, we tend to one another.
(The word itself is kinetic; it’s derived from words that mean to move together.) We can attend to
tone and nuance. In conversation, we are called upon to see things from another’s point of view.
13- The FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we

communicate on our digital devices, we learn different habits. As we ramp up the volume and
velocity of online connections, we start to expect faster answers. To get there, we ask one another
simpler questions; we dumb down our communications, even on the most important matters. It is
as though we have all put ourselves on cable news. Shakespeare might have said, “We are
consumed with that which we were nourished by.”
14- And we use a conversation with others to learn to converse with ourselves. So our flight from
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Conversation can mean diminished chances to learn skills of self-reflection. These days, social
media continually asks us what’s “on our mind,” but we have little motivation to say something
truly self-reflective. Self-reflection in conversation requires trust. It’s hard to do anything with
3,000 Facebook friends except connect.
15- As we get used to being shortchanged on conversation and to getting by with less, we seem
almost willing to dispense with people altogether. Serious people muse about the future of
computer programs as psychiatrists. A high school sophomore confides to me that he wishes he
could talk to an artificial intelligence program instead of his dad about dating; he says the A.I.
would have so much more in its database. Indeed, many people tell me they hope that as Siri,
the digital assistant on Apple’s iPhone becomes more advanced, “she” will be more and more like
a best friend — one who will listen when others won’t.
16- During the years I have spent researching people and their relationships with technology, I
have often heard the sentiment, “No one is listening to me.” I believe this feeling helps explain
why it is so appealing to have a Facebook page or a Twitter feed — each provides so many
automatic listeners. And it helps explain why — against all reason — so many of us are
willing to talk to machines that seem to care about us. Researchers worldwide are busy
inventing sociable robots designed to be companions to the elderly, children, and all of us.
17- During my research, one of the most haunting experiences came when I brought one of
these robots, designed in the shape of a baby seal, to an elder-care facility, and an older
woman began to talk to it about the loss of her child. The robot seemed to be looking into her
eyes. It seemed to be following the conversation. The woman was comforted.
18- And so many people found this amazing. Like the sophomore who wants advice about dating
from artificial intelligence and those who look forward to computer psychiatry, this
enthusiasm speaks to how much we have confused conversation with connection and
collectively seem to have embraced a new kind of delusion that accepts the simulation of
compassion as sufficient unto the day. And why would we want to talk about love and loss
with a machine that has no experience of the arc of human life? Have we so lost confidence
that we will be there for one another?
19- We expect more from technology and less from one another and seem increasingly drawn to
technologies that provide the illusion of companionship without the demands of a relationship.
Always-on/always-on-you devices provide three powerful fantasies: that we will always be
heard, that we can put our attention wherever we want it to be, and that we never have to be alone.
Indeed our new devices have turned to be alone into a problem that can be solved.
20- When people are alone, even for a few moments, they fidget and reach for a device. Here
connection works like a symptom, not a cure, and our constant, reflexive impulse to connect
shapes a new way of being.
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21- Think of it as “I share; therefore, I am.” We use technology to define ourselves by sharing our
thoughts and feelings as we have them. We used to think, “I have a feeling; I want to make a call.”
Now our impulse is, “I want to have a feeling; I need to send a text.”
22- So, to feel more and to feel more like ourselves, we connect. But in our rush to connect, we
flee from solitude, our ability to be separate and gather ourselves. Lacking the capacity for solitude,
we turn to other people but don’t experience them as they are. It is as though we use them, need
them as spare parts to support our increasingly fragile selves.
23- We think a constant connection will make us feel less lonely. The opposite is true. If we are
unable to be alone, we are far more likely to be lonely. If we don’t teach our children to be alone,
they will know only how to be lonely.
25-I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At
home, we can create sacred spaces: the kitchen, the dining room. We can make our cars
“device-free zones.” We can demonstrate the value of conversation to our children. And we
can do the same thing at work. We are so busy communicating that we often don’t have time
to talk about what matters. Employees asked for casual Fridays; perhaps managers should
introduce conversational Thursdays. Most of all, we need to remember — in between texts
and e-mails and Facebook posts. To listen to one another, even to the boring bits, because it is
often in unedited moments, moments in which we hesitate and stutter and go silent, that we
reveal ourselves to one another.
26-I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes
that Thoreau once walked. Not too long ago, people walked with their heads up, looking at the
water, the sky, the sand, and at one another, talking. Now they often walk with their heads
down, typing. Even when they are with friends, partners, children, everyone is on their own
devices.
27- So I say, look up, look at one another, and let’s start the conversation.
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Activity 2. Now that you know the implications of globalization to communication, I will
require you to reflect on and answer the following:
As technology advances, the world is both getting larger and smaller. Today, we can
communicate with people across the globe at the touch of a button. With the onset of new
technology, globalization is impacting how we communicate and learn in fascinating ways.
We are expanding our understanding of fellowship, and as we become more connected, we
are deepening our educational experiences. The rise in the use of the internet, in particular,
has been incredibly instrumental in improving how we connect.
Technologies like the internet allow us to view diverse perspectives that were outside of
our scope before. We can fully connect with someone thousands of miles away in real-time,
and the effects are profound. With this, reflect on the question:
“Have technologies like the internet created a more harmonious or a more

divided society amidst globalization? Explain your answer.”
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*Note: Please refer to the following rubric:
Activity 2 Rubric
Your answers must be inviting and should

state the goal or thesis. The answers must
provide information presented in a logical
Organization order and should maintain the interest of 10
your desired audience. Your concluding
statements must firmly state a personal
opinion.
Your answers must provide excellent
reasons that are stated with great support.
Reasons and Support It must also be evident that a lot of thought 10
and research was relevant to your
answers.
5
Total points 25
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Activity 3. Based on the implications of globalization to communication and the learning

exercises that you have done, please feel free to write your arguments or
lessons learned below:
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Globalization Virtual interaction Information highway
Social media power Flight from conversation Conversation
Connection Alone together Digital world
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ULO-b. Determine the varieties and registers of spoken and written English
language
Metalanguage
In this section, the essential terms relevant to the study of the varieties and
registers of spoken and written English language and to demonstrate, ULO-b will
be operationally defined to establish a common frame of reference as to how the
texts work. You will encounter these terms as we go through this topic. Please
refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Varieties of the English language is the various types of English language

dialects that are practiced by people from all over the world
2. Language register is the appropriateness of writing and speaking styles.

This also serves as a guide for most writers and speakers in using
appropriate grammar, sentence structures, and vocabulary.
Essential Knowledge
fifth weeks of the course, you need to fully understand the following essential knowledge
laid down in the succeeding pages. Please note that you are not limited to refer to these
resources exclusively. Thus, you are expected to utilize other books, research articles,
and other resources in the university’s library, e.g., ebrary, search.proquest.com, etc.
Varieties and Registers of Spoken and Written English
Globalization leads to different complexities and varieties of communication

processes. Communication has developed different communication styles, which are all
results of globalization. Many linguists and experts acknowledge different forms of Englishes
worldwide.
World Englishes come in different forms. One term or word may have the same
meaning but may be used in different approaches. While American and British Englishes are
deemed as the “correct,” “good,” or “proper,” other forms or varieties of English around the
world are as valid and legitimate.
Using English is more than just the mastery of all. It is grammatical and linguistic
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complexities. In using the language, you have to be very careful with your purpose and
context in delivering your message to your target audience.
Philippine English is, in fact, one of the many varieties of Englishes in the world.
Filipinos use expressions, terms, and words in English, which may be different from any
other variants of English.
Language register is defined as the appropriateness of the level and style of

speaking and writing. It guides a speaker or writer in the use of vocabulary, structure,
and grammar.
At least three language registers have been identified as the most common
ones:
1. Formal – formal register is the style of writing or speaking for

unfamiliar audiences/readers or your superiors in an office.
2. Informal – the informal register, otherwise called casual or intimate, is

recommended when writing/speaking to friends and familiar persons.
3. Neutral – this register is the more objective, impersonal, and

factual type of writing or speaking.
Formal register is the type of speaking/writing appropriate for formal

speeches, articles, studies, technical reports, announcements, business letters,
and emails for business purposes.
Several rules govern the use of formal language register, as follows:
1. Use the third person – the undersigned,

instead of “I,” the reporter, instead of he/she.
2. Avoid contractions – use would not, instead of won’t, cannot instead of

can’t. However, note that apostrophes are used to show possession,
as in Anna’s law office. On the other hand, an apostrophe can be used
to indicate a plural symbol or numbers, e.g., BMW’s, 7’s, etc.
3. Spell out numbers below one hundred –

sixteen, eight, ninety-five, etc.
4. Use formal words rather than slang and clichés – examples of slang
are: “cool” for very good or “dough” for money.
5. Acronyms may be used in formal speaking and writing, but you have
to spell it out first and put the acronym in parentheses, e.g., non-
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government organization (NGO), thereafter you may use the

acronym in other parts of your paragraph.
6. Use complete sentences in your write-up/speech – avoid using

phrases and clauses instead of a complete sentence.
7. The use of active rather than passive sentences is preferred. Use “A

singer entertained the guests” instead of “The guests were entertained
by a singer.”
8. Simple sentences rather than compound and complex sentences

would help make your write-up/speech shorter and easier to
understand.
9. Use conjunctions to indicate transitions or imply continuity or cause

and effect relationship in the ideas of your sentences. Conjunctions
such as, however, nevertheless, similarly, on the other hand, could
help relate or show contrast in the ideas in your sentences.
Informal language register is used for informal and friendly letters/speeches for
your acquaintances, friends, and family members, thus written in an informal style.
This is the type of writing you adopt for the short messaging system (text messages),
friendly letters, personal e-mails, diaries, journals, and blogs. Informal writing is the
opposite of formal letters; hence, it does not require formal and strict rules to follow.
Here you may use figures of speech, personal pronouns, symbols, acronyms,
slangs, and even incomplete sentences, phrases, and clauses.
Finally, the neutral language register is neither formal nor informal, thus
applicable for non- emotional and factual themes. This style of writing/speaking is usually
seen in articles, technical reports, and magazine reviews.
Varieties of Language
The different kinds of English language used around the world led to the varieties
in the use of English. The reason for this is historical: England used English as its
native language for more than 1,000 years. However, eventually, the use of English
spread in many parts of the globe like Canada, the U.S.A, and Australia because of
migration, employment, and economic reasons. Since language is dynamic and
culture-bound, cultural differences eventually resulted in changes in the original
English language.
There are at least three main varieties of English: British English, American
English, and Australian English. However, variety and even sub-varieties had been
noted in other countries where English is used. There may be varieties in spelling.
For instance, color in American English is color in British English.
On the other hand, varieties had been observed in grammar. For instance,
British speakers would say: “Have you eaten all those fruits?” while for
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Americans, they would say: “Did you eat all those fruits?” This is because British
English sometimes uses the present perfect tense of the verb, whereas American
English prefers the simple past tense. More examples could be seen below the
varieties in American and British English.
British English: Have you eaten all those Happybee fried chicken?
American English: Did you eat all those Happybee fried chicken?
British English: Have you ever watched the TV series Ang

Probinsiyano?
American English: Did you ever watch the TV series Ang Probinsiyano?
For tag questions, the following varieties were observed between British and
American English:
British English: I’ll upload these pictures on my Facebook, will I?
I’ll upload these pictures on

American English: my Facebook, right?
Still, variety in English was noted in the use of prepositions. For instance, the
British would say: The time is 15 minutes past five. For Americans, they
would say: The time is 15 minutes after five.
For adverbs, the following varieties in informal speech between British and
American English had been noted:
In American English cases in the use of adverbs without the -ly ending:
American Tagaytay was a real cold

English: last February.
British English Tagaytay was really cold last February
For vocabulary, varieties of English could be seen mainly between American

English (AmE) and British English (BrE), the two most prevalent varieties of English:
Meanings
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In some instances, a variety between British and American
Phone No.:English was
(082)300-5456/305-0647 Local 134
seen, such as in the use of the word cab for Americans while the British use the
word
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taxi, although both refer to only one and the same thing.
However, noted were differences in meaning in the use of the word “quite.” In
American English, the term “quite” is used as an intensifier:
He was upset a while ago, and that was all right,

but now he’s quite upset, so we have to leave!
In British English, however, “quite” is used to lessen the intensity of the term.
He was upset a while ago, so I was thinking of leaving; now, he’s still quite upset, but I
think it’s all right to stay.
2. Seargeant, Philip. Exploring World Englishes: Language in a Global Context, Taylor &
Francis Group, 2012. ProQuest Ebook Central,
3. SlideTalk.net (2020. Lesson 9: Varieties of English. Retrieved

https://www.youtube.com/watch?v=1N5tKEydla8 May 14, 2020
4. Varieties of English, edited by Alexander Bergs, and Laurel Brinton, De Gruyter, Inc., 2017.
https://search.proquest.com/ebookcentral/legacydocview/EBC/5116129?accountid=31259.
May 14, 2020
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Activity 4.
Now that you know the essential terms and concepts in studying varieties and
registers of spoken and written English, let us check your understanding of these terms
and concepts. In the space provided, Identify whether the following underlined word
is British English or American English by using the symbols BrE for British and
AmE for American English.
1. The durian was really sweet.
2. Seeing the rice terraces was truly amazing.
3. The picnic in Boracay was a real experience.
4. Tito bought a pair of beautiful trousers.
5. May I use your toilet?
6. The building is tall, so let’s use the lift.
7. Our office janitor is very conscientious about cleaning our

workplace.
8. Please throw your rubbish in the proper waste can.
9. The plants were arranged beautifully on the ground floor of the building.
10. To avoid accidents, please double-check that your cooker is

properly turned off before leaving your house.
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Activity 5.
Instructions: Watch the video, “Don’t Judge my African American English,” using
this link - https://www.youtube.com/watch?v=j7_rihFMB78. Be ready to answer
the following questions:
1. What is the video about?
2. Describe the features of African American English based on what the different speakers
shared and showed in the video.
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3. In what way is African American English both a form of rebellion and expression?
4. One of the speakers in the video said, “Grammar is a big thing in this society.”
Explain what she means by citing examples.
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5. How is African American English judged by society? Do you share the same
observations? Support your answer.
6. What is the purpose of the video? What message does it convey to the viewers?
*Note: Please refer to the rubric found on the next page.
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Activity 5 Rubric
Your answers must be inviting and should state

the goal or thesis. The answers must provide
information that is presented in a logical order and
Organization 15
should maintain the interest of your desired
audience. Your concluding statements must
strongly state a personal opinion.
Your answers must provide excellent reasons that
are stated with great support. It must also be
Reasons and Support 10
evident that a lot of thought and research was
made in relevance to your answers.
Your sentences must be well-constructed and
Sentence Structure,
have varied structure and length. There should be
Grammar, Mechanics, 5
no errors in your grammar, mechanics, and/or
and Spelling
spelling.
Total points 30
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Activity 6. Based on the implications of globalization to communication and the learning

exercises that you have done, please feel free to write your arguments or
lessons learned below:
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Varieties of English Formal Neutral
Informal British English American English
Language register World Englishes Register
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ULO-c. Apply the concepts of evaluating images and messages by creating a

multimodal text.
Metalanguage
In this section, the essential terms relevant to evaluating images and messages
and demonstrating ULO-c will be operationally defined to establish a common frame
of reference as to how the texts work. You will encounter these terms as we go through
the study of evaluating images and messages. Please refer to these definitions in case
you will encounter difficulty in understanding some concepts.
1. Multimodality is the interweaving of two or more modes using text, images,

audio, and other visual, aural, or spatial resources.
2. A semiotic system assigns the content of signs (semiotics) and their

meanings in a system or structure.
Essential Knowledge
fifth weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to refer to these resources exclusively. Thus, you are expected to utilize other
books, research articles, and other available resources in the university’s library, e.g.,
ebrary, search.proquest.com, etc.
Evaluating Messages and/or Images
Critical evaluation, one of the levels of comprehension advanced by

Benjamin Bloom, requires a thorough analysis and critical look at information,
messages, and images that we get from or use for reading materials, lectures, or
presentations to obtain or use accurate information.
Evaluating Images
Since media messages are developed, they could be altered or disintegrated.

Lately, much fake news and altered media materials have misled people into
accepting and believing them. Thus, media messages and images should be
evaluated to ensure their validity, reliability, and appropriateness.
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The following questions can be used in evaluating messages and/or

images:
1. What is the message?

2. What is the purpose of the messages?
3. How is the message conveyed by the text and/or image?
4. Who is the target audience of the message?
5. What is the effect of the message being conveyed in this manner to the
receiver?
Multimodal Text
A text may be multimodal if there is a combination of two or more semiotic

systems. The following are the five semiotic systems:
1. Linguistic - includes aspects such as vocabulary, generic structure of both oral

and written language;
2. Visual - includes aspects such as colors, vectors, and still and moving images.
3. Audio - includes aspects such as volume, pitch, the rhythm of music, and sound
effects.
4. Gestural - includes aspects such as movements, speed, and stillness in facial
expression and body movement.
5. Spatial - includes aspects such as proximity, direction, the position of layout,
and organization of objects in space.
(Source:http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,3152
2.html?issueID=12141 Retrieved 2/23/20)
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Multimodal Text in Infographic
Infographic is a collection of pictures, charts, and graphs that understand a topic’s

overview. It is used because the human brain recognizes visual patterns faster than reading
texts. This is because our brains scan text sequentially (one word at a time) while we can
picture different places simultaneously.
Source: https://visual.ly/community/infographic/education/cost-college-education-philippines Retrieved 2/23/20
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Multimodal Text in Advertisements
Advertisements, just like infographics, are multimodal texts presenting visuals and
linguistic semiotic systems. Ads are the means of many companies to market and promote
their products, services, and campaigns or platforms.
Source: https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcQRzUZc9lNtHa0xr32VeP66CBRixaB3KmtIQ-
ywPFLNLLjBfPKW Retrieved 2/23/20
Multimodal Text in Editorial Cartoon
Like infographics and advertisements, editorial cartoons are also multimodal in

nature. As seen in the example below, editorial cartoons achieve multimodality by
making use of available semiotic systems in images and words in a single text.
While most editorial cartoons talk about politics, there are varieties of topics that
are covered in editorial cartoons. Since they are used in newspapers and other reading
materials, editorial cartoons cover topics that are currently relevant in society. Readers
take different interpretations of the multimodal text presented in the editorial cartoons.
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Source: https://www.washingtonexaminer.com/editorial-cartoon-back-to-school-supplies Retrieved 2/23/20
Multimodal Text in Fund-Raising (For-A-Cause) Posters
Just like ads, infographics, and editorial cartoons, posters also employ
multimodality. There are different types of posters. There are promotional posters for
films, books, exhibitions, and events. There are also some posters for campaigns or
awareness-raising posters. Look at the example below:
Source: https://www.behindrollingchair.com/dinner-for-a-cause/ Retrieved 2/23/20
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2. Suarez, C., Perfecto, M.R., Canilao, M.L.E., Paez, D.B. (2018). Purposive
communication in English. Ateneo de Manila University Press.
3. Perspectives on Multimodality, edited by Eija Ventola et al., John Benjamins Publishing

Company, 2004. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/769702?accountid=31259.
4. Multimodal Composing in Classrooms: Learning and Teaching for the Digital World,
edited by Suzanne M. Miller, and Mary B. McVee, Taylor & Francis Group, 2012.
https://search.proquest.com/legacydocview/EBC/956967?accountid=31259.
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Activity 7. Getting acquainted with the essential terms and concepts of multimodal text,
what also matters is you should also be able to apply these concepts. Now, I will require you
to search, analyze, and interpret your own multimodal text.
I. Search on multimodal materials (images) that are socially relevant and compelling.
Copy this image and make sure to cite the source.
Images here (Label Image 1 and Image 2)
II. What type of multimodal Image 1 and Image 2 is? They should be any of the
following: (No duplication)
a. Infographics
b. Advertisements
c. Editorial cartoons
d. fund-raising (for-a-cause) posters
III. Carefully evaluate each of them and answer the following questions:
a. What is the message? (30-50 words)
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b. What is the purpose of the messages? (30-50 words)
c. How is the message conveyed by the text and/or image? (50-70 words)
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d. Who is the target audience of the message? Explain why. (30-50 words)
e. What is the effect of the message being conveyed in this manner to the receiver?
(50-70 words)
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Activity 7 Rubric
Exploration and Your answers must demonstrate that you have

10
Argumentation reflected and analyzed the multimodal texts.
Your answers must be inviting and should state the
goal or thesis. The answers must provide information
that is presented in a logical order and should
Organization 10
maintain the interest of your desired audience. Your
concluding statements must strongly state a personal
opinion.
Your answers must provide excellent reasons that
are stated with great support. It must also be evident
Reasons and Support 10
that a lot of thought and research was made in
relevance to your answers.
Sentence Structure, Your sentences must be well-constructed and have
Grammar, Mechanics, varied structure and length. There should be no 10
and Spelling errors in your grammar, mechanics, and/or spelling.
Total points 40
(Adapted from www.readwriteandthink.org and https://courses.lumenlearning.com/ Retrieved:

April 24, 2020)
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Activity 8. Based on the lesson on evaluating images and messages in multimodal texts
and the learning exercises that you have done, please feel free to write
your arguments or lessons learned below:
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Multimodal text Semiotic system Linguistic
Visual Audio Spatial
Gestural Infographic Advertisement
Editorial cartoon Posters (for-a-cause) Multimodality
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a. distinguish the advantages of sign languages in adopting the
environment and adapting with its people;
b. differentiate diverse communication strategies in transmitting and
absorbing information through stimulating and meaningful
manner; and
c. provide illustrations pertaining to communication strategies aided
by technology.
This section presents the indispensable terms relevant to distinguish the

advantages of sign languages in adopting the environment and adapting with its
people. To demonstrate, ULO-a will be operationally defined to establish a common
frame of reference for how the texts work. You will encounter these terms as we
go through the study of sign languages. Please refer to these definitions in case
1. Definitions and Natures of Sign Languages

 A sign language is a language that utilizes signs made with the face,
hands, and other movements.
 Sign language is a way to communicate through hand gestures
and symbols, often used by deaf and mute.
 Sign language is relayed through manual articulations, including
facial expressions, hand gestures, and body movements.
 A sign language is conveyed to have a shared and/or common
understanding of a message.
83
 Sign language also involves encoding and decoding messages to
the target participants.
 Sign language aids you to create connections with others from
different places with diverse beliefs, cultures, and customs.
 Sign language paves the way for a better understanding of other
people and the world.
 Sign language allows you to persuade, inform, and entertain the
people around you.
2. The flexibility of Human Language. Human language shows its

adaptability that when deafness leads to speech inactivity, it seeks another
way thru signs and symbols.
3. Sign Language Relativity. Sign languages are not universally

understandable across cultures. The signs and symbols may be offensive
while communicating with people who convey a different language.
4. Advantages of Sign Language. Sign language offers varied

opportunities to parents and their hearing-impaired children and others and
their target audience, paving the way to adopt and adapt to people and the
world.
To perform the aforementioned big picture (unit learning outcomes)

intended for weeks six and seven (6-7), you must fully understand the following
essential knowledge, which will be presented in the subsequent pages. Kindly
remember that you are not primarily chained to these resources. Hence, you
are expected to utilize other references such as books, journals, articles, and
other resources that are accessible in the university’s library, e.g., library,
1. “Communication between cultures is facilitated by the

availability of a common language.”
The said premise of Castigador (2019) is analogous with the
concept that there must be a common understanding through sounds
84
And symbols that people utilize for talking or writing
(COBUILD Advanced English Dictionary, 2020).
Living in vast diversity, though, it’s possible to
experience a language barrier during work, travel, or
everyday life. Say, for instance, meeting people who
speak a different language can be challenging. How
will individuals connect
in the absence of a common language then? With a little patience and
creativity, still, it is possible to communicate despite language barriers
(Evans, 2014).
2. Rising above language barriers.

One way of rising above language difficulty is using sign language. As
people move across borders, explore opportunities, and interact with others,
a common language becomes a need to thrive. For that reason, the
contribution of sign language is gaining momentum and showing evidence
that it is a necessity in today’s society (Berry, 2020).
3. The Birth of Sign Languages.

In retrospect, sign language is traced back before Christ and during
the Renaissance. Though varied theories arise as to why and how these
sign languages evolve, nobody can accurately determine their early origin
(Larson & Hallen, 1998). Perlmutter (2013) added further that in the second
half of the 20th century, several observed that numerous thoughts are
differently expressed in signs assumed as an ungrammatical form of
English. Afterward, sign languages are utilized to substitute for speech.
In Castigador (2018), words, a sign language, is perhaps older than
spoken language, which may comprise of hand gestures, shrugs, facial
expressions, or coded manual signals strengthened through the use of words
reflected in the alphabet.
4. The flexibility of Human Language vis-à-vis Sign Languages

Perlmutter (2013) conveyed that sign language as a language has
been discovered over the past half-century. With that occurrence, it’s about
the discovery of sign language and an exposition of language itself. It
magnifies that a human language is “more flexible than had been imagined”
because it exists either in the auditory or visual aspect. Undeniably
85
human language shows its adaptability that when deafness leads to speech
inactivity, the human language looks for another way thru signs and
symbols.
5. Sign Language and its Existence.

A sign language is a language that involves encoding as well as
decoding messages through the use of hands, face, and other body
movements. Messages are conveyed through gestures, facial expressions,
and body movements. Sign language is done to achieve a shared and/or
common understanding of a message. It allows people to persuade, inform,
and entertain. A better experience of other people and the world happens
through sign language because it creates connections with others from
different places with diverse beliefs, cultures, and customs.
6. Some Examples of Sign Languages.

Shown below are a few examples of sign languages that exist in our
local setting and the world.
Italy
Sign of Inquiry
USA
“What is it?” or “What do you
Sign of approval
want?”
“To rock on” as adopted by
(It’s followed by a flick of the
rockers
wrist)
Italy, Brazil, Portugal & Spain
Democratic Republic of Congo
Sign of cheating
Sign of small amount
(It is telling someone that his
wife is a cheater) Egypt
THE HORN FINGERS
Sign of time
FINGER ALTOGETHER
(It’s a motion that you only have a
minute)
USA, Philippines
Sign of Peace Philippines, Japan & Singapore
“To rock on” as adopted by Sign of Rudeness
rockers -This sign is tantamount to
Australia, Ireland, UK, & NZ calling dogs.
Sign of Rudeness -It should not be used to let
(It signifies contempt/defiance someone come over to you.
THE “V” towards authority) FINGER
SIGN SUMMONING
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USA, UK & Philippines
Sign of OK
“Absolutely fine” Ghana & Philippines
“Everything is good” Sign of Money
(It indicates money is coming)
France & Belgium
Sign of Worthlessness
(It means zero or worthless)
A-OK Japan ITCHY
SIGN Mor PALMo
Sign of Money
e f
©Google Images (2020)

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Eyebrows Eye Contact
If raised, this signals discomfort. If staring takes very long, it may
indicate lying.
Voice
If the voice goes up and
down, this means interest.
Legs
Legs
If crossed, this signals resistance and
If expansive and authoritative
low-receptivity.
posture, it shows leadership.
Legs
If shaking, this signals a
precarious inner state.
7. Sign Language Relativity

Although having similarities among languages, sign languages are
relative, which means that these are not mutually understandable across cultures
(Larson & Hallen, 1998; Sandler & Lillo-Martin, 2006). Consequently, words may
have different meanings, and the gestures may deem offensive while
communicating with others who speak a different language. Hence, “what works
in one culture doesn’t work in another.” When interacting with individuals who
speak a different language; thus, people may tend to be self-conscious for not
understanding the words being used. In the process, the preferred gestures to
reinforce the conversation are not intended to be offensive (The Newman Group,
Inc, 2020).
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8. Advantages of Sign Language.
Learning sign language can open varied opportunities to parents and
their hearing-impaired children and others and their target audience.
Indeed, sign language paves the way for a better understanding of other
people. It truly creates a connection with others from different places with
diverse beliefs, cultures, and customs may happen. Sign languages,
therefore, lead us to adopt and adapt to people and the world.
1. Acredolo, L., and Goodwin, S. (2017). Seven benefits of sign language.

Retrieved from https://www.health24.com/Medical/Hearing-
management/Hearing-in- children/Many-benefits-of-sign-language-
20120721
2. Perlmutter, D. M. (2013). What is sign language? Retrieved from https://

www.linguisticsociety.org/sites/default/files/Sign_Language.pdf
3. Shiel, WC. (2020). Medical definition of sign languages. Retrieved from

https://www.medicinenet.com/script/main/art.asp?articlekey=39158
Activity 1A: Sign Languages

Instructions: Insert pictures of sign languages practiced in the Philippines. Then,
indicate the meaning of each picture. Kindly refer to the rubric presented after the activity
templates.
Sign Languages in the Philippines Meaning
1)
89
2)
3)
4)
5)
Activity 1B: Sign Languages

Instructions: Insert pictures of sign languages practiced in the global setting. Then,
indicate the meaning of each picture. Kindly refer to the rubric presented on the next
page.
Sign Languages in the Global Setting Meaning

1)
90
2)
3)
4)
5)
Activity 1. Rubric
The main ideas must be clear and

Focus and
well-supported by accurate details 10 points
Details
and information.
Images must synchronize with the

Congruence 5 points
details or information provided.
Mechanics Sentences must be well

(grammar, constructed. Errors in grammar,
10 points
punctuation, mechanics, and/or spelling are
and spelling) avoided.
(Adapted from www.readwritethink.org. Retrieved: April 24, 2020)
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Learning sign language can open practical ideas for adopting and adapting to
people and their environment (Lera, 2020). Distinguish the advantages of sign languages
in society and the world, in general. Please refer to the rubric found on the next page.
_
_
_
_
_
_
_
_
_
__ .
Writing Rubric
The main ideas are well-supported by

Focus and Details details 5 points
and accurate information.
The introduction is inviting. It states the
main topic and provides an overview of
Organization the paper. Then, the information is 5 points
relevant and presented in a logical order.
Lastly,
the conclusion is convincing.
The author’s purpose in writing is very
clear that catches the attention of the
Voice 5 points
readers. The writer’s extensive
knowledge with the topic is/are evident.
The word choice and placement seem
Word Choice 5 points
accurate and natural (not forced).
Sentences are well constructed, which
have varied structure and length. Errors
Mechanics 5 points
in grammar, mechanics, and/or spelling
are avoided.
92
1.
2.
3.
4.
5.
Communication Human Language Sign Language
Encoding Shared Understanding Decoding
Gestures Facial Expressions Body Movement
93
This section presents the essential terms relevant to differentiate diverse
communication strategies in transmitting and absorbing information through a
stimulating and meaningful manner. To demonstrate, ULO-b will be operationally
defined to establish a common frame of reference for how the texts work. You will
encounter these terms as we go through the study of sign languages. Please refer
to these definitions in case you will encounter difficulty in understanding some
concepts.
1. Definitions and Natures of Communication Strategies

 Communication strategies refer to the techniques of conveying a
message.
 Communication Strategies pertain to the methods which smoothen
the sending and receiving of the message.
 Communication Strategies allow free flow of information, where better
understanding happens.
 Communication strategies are employed to assist the speaker in
sending his messages and help the receivers process the
information quickly.
 Communication strategies resemble a fact-filled and fun-laced
presentation of data.
2. Audio-visual Aids are learning devices that assist in clarifying,

establishing, correlating, coordinating, interpreting, and appreciating
concepts. These may include illustrations, pictures, charts, graphs, and
film clips that may be utilized.
3. PowerPoint Presentation is a technological device that has been

widely used to relay messages through slides, bullets, tables, images,
illustrations, links, and videos.
94
4. Web-based Applications comprise any program which is retrieved
through a network connection using HTTP. One may access light
applications such as flash games, online calculators, calendars, and
others through this connection.
To perform the aforementioned big picture (unit learning outcomes)

intended for weeks six and seven (6-7), you must fully understand the following
essential knowledge, which will be presented in the subsequent pages. Kindly
remember that you are not primarily chained to these resources. Hence, you
are expected to utilize other references such as books, journals, articles, and
other resources that are accessible in the university’s library, e.g., ebrary,
Audio-Visual Aids
What do you prefer more in learning? Is it through in-person teaching? How
about seeing texts, images, and videos? What do these instructional methods
appeal to you? Learners may differ in learning styles due to individual preferences.
Everybody has choices on how to take, process, and impart information. Some
may likely grasp info when presented orally, whereas others may learn better when
the information is presented through images (Smith, 2019).
Activating Audio and Visual Senses

Audiovisual aids are considered instructional
materials that help learners to understand the topic easily.
Through hearing (audio) and seeing (visual), knowledge is
made clear with the help of these senses. Audio aids are
devices that can be heard only.
Image © www.google.com
95
Meanwhile, visual aids are materials that help to envision
the meaning. With these concepts, audio-visual aids transform a
learning environment as meaningful as possible through hearing
and seeing. Therefore, any material which can be utilized to create
learning encounters more realistic and engaging can be
considered audiovisual material (Instructional Technology 3, 2011).
Similarly, audio-visual aids are learning devices that assist in

clarifying, establishing, correlating, coordinating, interpreting, and
appreciating concepts. In doing so, illustrations, pictures, charts,
graphs, and film clips may be utilized. Few examples of these
audiovisual aids are PowerPoint presentations, web-based
applications, blogging, vlogging, and multi-modal texts. Eventually,
these learning materials enable the learner to absorb the information
more interesting, inspirational, and meaningful.
PowerPoint Presentation
Most individuals are familiar with PowerPoint presentations. Be it in education or
career, and this technological device has been widely used to relay messages through
slides, bullets, tables, images, illustrations, links, and videos. Through these, learning
sessions, board-level presentations, business meetings, or any occurrence may transform
into fact-filled and fun-laced encounters.
Considering the advantages which PowerPoint offers, people in the academe,
business, and industry are encouraged to delve into the utilization of this technological
advancement. Through this, cost-effective and captivating
presentations pave the way for engaging content for learners,
customers, and investors alike (New Horizons, 2015).
97
In the lens of Castigador (2019), the following are
helpful tips in preparing a PowerPoint presentation:
Images © www.google.com
1. Time and Venue.

The time and venue of the presentation must be taken
into consideration. These concerns also include the
lighting, which will positively or negatively affect the
presentation. Whenever in an open area, an LCD/ LED
projector is not appropriate. In that case, a chart or other
visual aids may do.
2. Audience.
The demographic profile of the audience is also a factor
to consider. This may comprise the number, profile, age,
norms, and culture. Likewise, using the crowd’s common
language suggests an advantage to gain attention.
3. Preferences.
The listeners’ likes and dislikes, too, must be looked
into. Aside from that, it must be noted that anything
offensive to the listeners must be avoided. As to the young
audience, they may prefer colorful and cartoon-like
materials, unlike adult listeners.
4. Purpose.
The presentation must be guided by a clear purpose.
The planning and preparation should be aligned with this
purpose and the presentation's audience, location, and
time. In doing so, drafting is the first step to warrant
appropriate sequencing of ideas. After drafting through
sketching the framework, one can start working on the
PowerPoint presentation.
98
5. Insertions.
These refer to the pictures, graphics, videos, graphs,
tables, and charts inserted in the PowerPoint slides.
99
It must be ensured that these insertions are relevant and
interesting, which gets the listeners' attention.
6. Texts.
The size and font of the texts must be visible enough
that even the last person occupying the venue can see.
Depending on the number of listeners, the texts must be
suitable or readable.
7. Design.
The design of the PowerPoint presentation must help
the viewers understand important concepts or details. The
number of bullets must be limited to five to seven lines.
Anchored on the 555 principles, there must be five lines
per frame, five words per line, and five frames of text. In
that case, crowded and heavy slides are avoided. In the
same context, sentences or paragraphs are not
encouraged. Similarly, important details must be
summarized so that phrases in bullet points and compact
details are presented in each slide.
8. Rehearsal. It is advised that a rehearsal be demonstrated.

It is to ensure familiarity with the presentation details.
Consequently, the coordination of the presentation and
equipment works alongside mastery and self-confidence.
Likewise, rehearsals help to improve audio-visual devices
because glitches may be detected early. Also, rehearsals
help the presenters visualize the impact of the
presentation, thus, giving them the idea of whether to
retain or reconfigure some parts of the presentation.
10
0
9
.
10. Scrutiny. It is recommended to check the equipment and

venue before the presentation. It comprises the position,
outlet, and manner of presentation. Addressing these
concerns makes the presentation smooth for the
presenter and convenient for the listeners.
Visual thrills, collaboration tools, easy access, and effective relay of information
are some of the advantages that a PowerPoint offers. With these, speaking anxieties may
be lessened because the presentation can divert the speaker’s attention towards the
screen (Bell, 2020).
may be client-based,
Web-based Application
where parts of the
With the advent of technology, how do we suppose
program are
to respond? Do we prefer to be left behind or step
downloaded
forward? Web-based applications are increasing
nowadays, which are deemed useful in terms of
communication strategies. What does it mean? What is it
really about? A web-based application, also known as a
web app, refers to any program which is retrieved over a
network connection using HTTP.
Some confusions are arising about application terms
such as web-based, internet-based, and cloud-based. Web-
based applications comprise all the applications that connect
with the user via HTTP. As a clarification, this technological
tool
consists of light applications such as flash games, online
calculators, calendars, and others.
Besides, major applications such as word processors and
spreadsheet applications are also the coverage of web-based
applications. All of these exist inside a web browser; yet, these
99
Images © www.google.com 9
.
10
0
to a user’s desktop. Then, the processing is done over the
internet on an external server (Techopedia, 2017).
Specifically, what can web-based applications do? Well,
these web-based applications are a valuable tool in many
fields such as education, business industry, and other
organizations because these are capable of assisting in
different forms.
These may include tracking performance records, managing
passenger/cargo transportation, working with payroll/salaries,
monitoring financial procedures, controlling employees’
workflow, allowing booking accommodations, online processing
payments, and so on. These complex tasks can be
accomplished through programming languages and multiple
technologies via a server.
Likewise, a web-based application will run on the client
computer’s browser no matter what operating system is installed.
This makes web-based apps a universal cross-platform solution
available today. In a nutshell, web-based applications are unique
and updated, which can provide any institution or organization with
various multifunctional online tools capable of solving complexities.
Astoundingly, we may not be aware that the majority of us are
using or patronizing web-based applications in our daily lives
(Lvivity, 2020).
1. Cartwright, J. (2020). 14 PowerPoint presentation tips to make creative

slideshows. Retrieved from https://blog.hubspot.com/marketing/easy-
powerpoint-design-tricks-ht
2. Johns, A. (2020). What are communication strategies? Definitions, types &
100
examples. Retrieved from https://study.com/academy/lesson/what-are-
communication-strategies-definition-types-examples.html
3. Techopedia. (2017). Web-based application. Retrieved from

https://www.techopedia.com/definition/26002/web-based-application
4. Shafique, K. (2016). Audio-visual aids. Retrieved from https://www.

slideshare.net/KhawajaShafique/audio-visual-aids-70499929
Activity 2: Audio-visual Aids

Instructions: Rate each of the PowerPoint presentation slides on the following
pages. Use the rating scale provided and justify your assessment. Your output will be
rated based on the rubric presented after the presentation slide.
PowerPoint Slide Assessment Rating Scale
Numerical Qualitative Verbal Description

Rating Equivalent
5 Excellent The visual aid is clear, colorful, and interesting.
4 Very Good The visual aid is very satisfactorily clear, colorful, and
interesting
3 Good The visual aid is satisfactorily clear, colorful, and
interesting.
2 Fair The visual aid is fairly clear, colorful, and interesting.
1 Poor The visual aid needs improvement in clarity, color, and
quality to stimulate the viewer/s.
(Adapted from Castigador, 2020)
101
PowerPoint Slide Assessment Task
(1)
Rating:
Justification: _
_
_
_
_
_
(2)
Rating: _
Justification: _
_
_
_
_
_
(3)
Rating:
Justification: _
_
_
_
_
_
102
(4)
Rating: _
Reason: _ _
_
_
_
_
_
_
(5)
Rating:
Justification: _
_
_
_
_
___
_
(6)
Rating:
Justification: _
_
_
_
_
_
103
(7)
Rating: _
Justification: _
_
_
_
_
_
_
(8)
Rating:
Justification: _
_
_
_
_
_
_
(9)
Rating:
Justification: _
_
_
_
_
_
104
(10)
Rating:
Justification: _
_
_
_
_
_
_
Rubric for Student’s Output
Justifications must be clear and

Focus and
are well-supported by details and 10 points
Details
accurate information.

10 points
Communication strategies are employed to assist the speaker in sending his

messages and aid the receivers in processing the information easily. Elaborate on the
significant role of communication strategies in your learning experiences.
1.
105
Audio-visual materials enable the students to absorb the information more
interesting, inspirational, and meaningfully (Instructional Technology 3, 2011). In that
connection, cite at least one specific instance wherein you’re able to absorb more relevant
information through audio-visual materials.
2.
Web-based applications are unique and updated, providing various multifunctional online
tools capable of solving different complexities (Lvivity, 2020). Share your experience/s as
to the role of web applications in your daily life.
3.
106
The introduction is inviting. It states
the main topic and provides an
overview of the paper. Then, the
5 points
Organization information is relevant and presented
in a logical order. Lastly, the
conclusion is
convincing.
The author’s purpose in writing is very
clear that catches the attention of the
Voice readers. The writer’s extensive 5 points
knowledge and experience with the
the topic is/are evident.
The word choice and placement
Word Choice seem accurate and natural (not 5 points
forced).
Sentences are well constructed,
which have varied structure and
Mechanics 5 points
length. Errors in grammar, mechanics,
and
spelling is avoided.
1.
2.
3.
107
4.
5.
Communication
Communication Technological Device
Strategies
Web-based
Audio-visual aids PowerPoint Presentations
Applications
108
In this section, the essential terms are presented to provide illustrations
about communication strategies aided by technology. To demonstrate, ULO-c will
be operationally defined to establish a common frame of reference for how the
texts work. You will encounter these terms as we go through the study of sign
languages. Please refer to these definitions in case you will encounter difficulty in
understanding some concepts.
1. The Reverberation of Communication Strategies

 Communication strategies refer to the techniques of conveying a
message.
 Communication Strategies pertain to the methods which smoothen
the sending and receiving of the message.
 Communication Strategies allow a piece of free flow information
where better understanding happens.
 Communication strategies are employed to assist the speaker in
sending his messages and aid the receivers in processing the
information easily.
 Communication strategies resemble a fact-filled and fun-laced
presentation of data.
2. Communication Strategies Intertwined with Technological Aids

Communication strategies are often associated with technological
devices as an essential part of achieving good teaching-learning exposures.
Through the use of technology, completion of work and relaying of
information is achieved efficiently. Thus, communication strategies through
technological devices lead learning to a new level of experience.
3. A blog is more of a personal diary that people share online. This online
109
the journal lets an individual talk about daily life or shares things with
the target readers.
4. Multi-modal Texts involve the complex interweaving of word, image,

gesture, movement, sound, and speech. If these mentioned are
combined in different ways and presented through a range of media,
multimodality is utilized (Bearne & Wolstencroft, 2007).
Blog
Have you heard about blogs? How to do blogging?
Who are capable then to become a blogger?
Traced back in 1994, a blog is a clipped word of a weblog.
It has been said that a blog was more of a personal diary that
people shared online. In this online journal, one could talk about
daily life or share things that are done.
Subsequently, people saw an opportunity to communicate

any information in a new way. Eventually, the interesting world of
blogging arises. Blogging then presents information through an
online journal in reverse chronological order, with the latest posts
appearing first. It is a platform where a writer or blogger imparts
his views on an individual subject (Skraba, 2019).
What is the purpose of the blog? Accordingly, there are

many reasons to start a blog, which include personal and
business reasons. As mentioned, blogging for personal
reasons entails sharing own experiences with the readers. To
relay information, inspiration, entertainment, or persuasion
may be the motivation.
110
Meanwhile, blogging for a business that might bring
money has a particular purpose. It is considered as one way
of keeping the buyers patronizing the products and services.
Eventually, business enterprisers are searchable and

competitive whenever the curiosity and attention of the
consumers are caught through blogs. The more recurrent
and relevant your blog posts are, the higher the possibilities
for your website to get discovered and visited by the target
audience.
Castigador (2019) offered a summary on how to set up a blog,

which is reflected below:
1. Purchase your blog hosting. The writer installs
WordPress and hosts the recurrence of the blog’s files,
articles, and images.
2. Install word press from your new panel. WordPress must
be installed with just a few clicks from inside the host’s
control panel.
3. Choose a free theme for your blog. The theme, which
includes the colors, branding, and blog goals, must be
chosen strategically. It is installed then to the new Word-
Press blog’s dashboard.
4. Publish your first post. After going through the previous
steps, the writer may start to create blog posts that may
assist people, attract readers, get email/subscribers, and
more.
111
Therefore, blogs and blogging are an effective tool that allows the blogger to
showcase authority and build a brand. Creating relevant and engaging blogs establishes
trust with the audience leading to authority or credibility (Knapp, 2019).
Multi-modal Texts: Refresher Inputs vis-à-vis Previous Insights

What do you observe when you read newspapers, magazines, leaflets, or
pamphlets? What else do you see aside from words?
Surely, you also see images, charts, diagrams, or drawings. How about the font
sizes and shapes? Yes, the print is designed in varied sizes and shapes. Let’s talk about
something as handy as your mobile phones; what catches your attention? Certainly,
mobile phones transmit not only words and images but also sound and speech.
All those mentioned are within the range of multimodality, which involves the
complex interweaving of word, image, gesture, movement, sound, and speech. If these
mentioned are combined in different ways and presented through a range of media,
multimodality is then utilized (Bearne & Wolstencroft, 2007).
Additionally, a text is categorized as multimodal if and when two or more semiotic

systems are involved. These are applied to create meaning as relayed in print, physical,
or digital delivery. These semiotic systems or communication modes are:
Linguistic. It contains vocabulary, structure, and

grammar of oral/written language;
112
Visual. It comprises color, vectors, and viewpoint

still and in moving images;
Audio. It encompasses volume, pitch, and rhythm of

music and sound effects;
Gestural. It involves movement, facial expression, and

bod language; and
y
Spatial. It refers to proximity, direction, the position

of layout, and the organization of objects in space
(Hughes & Pike, 2010).
In the words of Castigador (2019), the attraction of multimodal text lies in the fact
that people may apply one or more modes that can be complementary. Consequently, it
allows an easier understanding of a given topic. The following then are enumerated as
advantages of multi-modal texts:
 Multi-modal texts cater to human senses, including sight, hearing, touch, smell,
and even taste, which are considered effective tools in communication.
 Persons using multi-modal texts may transfer messages through communication
mode/s, which they are comfortable and confident of using.
 The semiotic system or communication modes are clear that permit an easy
understanding of the subject.
 Easy understanding of the topic through multi-modal texts leads to a smooth flow
of communication.
113
 Multi-modal texts provide maximum stimulus whereby the target recipients are
drawn to engage with.
 The communication process is aided by the multi-modal texts, thereby
accelerating understanding vis-à-vis the shorter attention span of people
nowadays.
Poster Comics
Leaflet
Social Media Presentation Slide

Blog Vlog
114
With the given information, multi-modal texts can be
very beneficial for teachers, students, employers,
employees, sellers and customers or producers, and
consumers.
In the field of academe, teachers can make learning

environments updated and innovative through the use of the
internet, which is interesting to the students. With that, the
learners are provided with a wide range of multi-modal texts
since the communication modes are not limited to printed
technology.
Moreover, students may work on the written output via

blogging, which is more interactive than writing on paper.
Amazingly, students who need assistance in class may access
free tutorials through videos and other online resources. Since
learning takes place in varied forms, multi-modal texts are true,
beneficial by addressing a lack of attention, thereby refining
students’ engagement in their own learning (Weebly, 2020).
Activity 3A. Name that Text: What is that?!

Instruction: Identify the type of multi-modal texts which are provided below.
1. 2.
115
3. 4.
5. 6.
116
7. 8.
117
Activity 3B. Multi-modality Preference
Instruction: Paste one example of multi-modal text, then share its usefulness to
your daily activities. You will be rated based on the rubric provided below.
The main ideas must be clear

Focus and
and are well-supported by 10 points
Details
accurate details and
information.
Images must synchronize with
Congruence the details or information 5 points
provided.

(grammar, constructed. Errors in
10 points
punctuation, grammar, mechanics, and/or
and spelling) spelling are avoided.
Multi-modal Text Usefulness

(Pls. paste)
117
Learning takes place in varied forms. These multi-modal texts are truly beneficial
in addressing a lack of attention, thereby improving students’ learning engagement in their
learning (Weebly, 2020). Mention other contributions of multi-modal texts to society.
Type of Social
Multimodal Contribution
Text
(1) (1)
(2) (2)
Main ideas must be clear and are

Focus and
well-supported by accurate 10 points
Details
details and information.

10 points
118
1.
2.
3.
4.
5.
Communication Technological
Blog
Strategies Devices
Linguistic Multi-modal Texts Visual
Gestural Audio Spatial
119
a. compare and contrast the types of speeches;
b. determine the different strategies applied in speech; and
c. discover public speaking techniques that attract attention
or promotes change.
This section presents indispensable terms to distinguish the comparison

and contrast of the different speech types. To demonstrate, ULO-a will be
operationally defined to establish a common frame of reference for how the texts
work. You will encounter these terms as we go through the study of sign
1. Definitions and Natures of Speech

 A speech is spoken or expressed in conversation or written words
(The Free Dictionary, 2020).
 A speech is defined as a formal talk given to an audience on
particular occasions or events (Cambridge Dictionary, 2020).
 A speech delivers a formal address or discourse to an audience
(Oxford Dictionary, 2020).
 A speech is described as the power of expressing or communicating
thoughts through speaking (Merriam-Webster Dictionary, 2020).
 A speech is a powerful medium for peacefully addressing issues and
problems, making it an effective way of communication (Social
Mettle, 2020).
120
2. Read Speech
It is the practice of reading a manuscript or written speech. As the speaker
delivers his talk, he refers to a printed document, a projector, or a
teleprompter (Social Mettle, 2020).
3. Memorized Speech
It is a talk that entails memorizing a manuscript. Similarly, it is a speech
recited rather than read from cue cards or prewritten texts (Castigador,
2019).
4. Impromptu Speech
It is given on the spot allowing a speaker to deliver a talk with little or no
time to prepare (Castigador, 2019), where there are no notes, planning,
or practice before and during the talk (Lumen, 2020; Study.com, 2020).
5. Extemporaneous Speech
It is delivered using a prepared structure such as notes or an outline,
enabling the speaker to organize his speech (Castigador, 2019) and
determine where to proceed next (Study.com, 2020).
Speech Defined
In the accounts of Cambridge Dictionary (2020) and Collins

English Dictionary (2020), a speech is defined as a formal talk given
to an audience on particular occasions or events. Similarly, speech
is described as the power of expressing or communicating thoughts
through speaking (Merriam-Webster Dictionary, 2020). As Social
Mettle (2020) concurred, speech is a powerful medium of addressing
issues and problems peacefully. Because of that, speech becomes
an effective way of communication.
121
Types of Speeches
1. Read Speech
It is also called manuscript speech, which is the practice of reading a prewritten
speech word by word to an audience. Likewise, read speech is done when a prepared
manuscript is read literally. As the speakers deliver their talk, they refer
to a printed document, a projector, or a teleprompter (Social Mettle, 2019).
Castigador (2019) concurred that a read speech is a practice of reading
from a written speech. It was added that it has become common because
people are preoccupied nowadays. Yet, it was noted that this hinders
conversational delivery due to less eye-to-eye contact with the listeners.
Pres. Duterte delivering a state of the a businessman talking about

nation address his business agenda
a best man reading his speech in an anti-terrorism advocate speaking

a wedding reception in a legislative assembly
Photos © www.google.com
122
More
a chairperson speaking about the pope reading a religious

updates in a meeting proclamation
a presenter talking about social relevance a husband delivering a eulogy for his
in a general assembly deceased wife
Photos © www.google.com
2. Memorized Speech
As Castigador (2019) defined, memorized speech is a formal talk that entails
memorizing a manuscript. Similarly, a speech is recited from memory rather than read
from cue cards or prewritten texts. Lumen (2020) accentuated that there is nothing wrong
with memorized speech. There are several precautions. However, that may arise in the
actual delivery. Here, a speaker may forget what he planned to talk about, which may
appear unprepared. More often than not, the delivery becomes too rapid to understand,
which vanishes spontaneity. Also, a speaker tends to concentrate on the
123
words to deliver, not the ideas. Due to these occurrences, there
is minimal feedback or contact with the listeners. Anchored on the
foregoing viewpoints, memorized speech is not highly advised,
leading to a robotic tone. Most likely, the entire talk may be affected if
an audience interrupts or if an untoward situation arises. Eventually,
memorizing a speech puts much pressure on the speaker. If someone
really opts for this delivery model, the speech should be short, so
voice inflection or variation is applied (Reference.com, 2020).
a training officer talking about a chief official delivering his speech on

his company societal issues
an employee speaking from memory a facilitator giving details of their

about business proposal training rationale
124
3. Impromptu Speech
This speech allows a speaker to deliver his talk with little or no time
to prepare (Castigador, 2019). While this may seem scary, this impromptu
presentation is the most common type of public speaking. Being randomly
asked in a class or meeting where you don’t have notes, no planning, or
practice are situations considered as impromptu speaking (Lumen, 2020;
Study.com, 2020).
In the same context, an impromptu speech is a speech given on the spot without
preparation. Khoury (2020) reminded us that it is not how we handle ourselves when
we’re prepared that reveals our leadership or capability. Rather, in times when we are
least prepared, it makes a bigger impact on one’s personal brand.
filling in for a late presenter responding in a job interview
saying farewell to a departing colleague leading a toast in a company party

125
4. Extemporaneous Speech
It is delivered with some prepared structure such as notes
or an outline. These notes or outline enable the speaker to organ-
ize the speech (Castigador, 2019). Because of these guides while
thinking and speaking, Khoury (2020) quipped that extemporaneous
speaking is sometimes called impromptu speaking, which is an improvised type of
delivery. It is stressed that extemporaneous speaking can be one of the toughest types
of speaking; yet, it can also be the funniest and most rewarding to one’s career and
confidence.
While impromptu speaking is tricky because finding the appropriate words without
notice is delicate, extemporaneous speech is considered as a perfect balance. Study.com
(2020) agreed that extemporaneous speaking allows the use of notes during the talk.
Using the notes, cues, or prompts, a speaker is guided from point to point while using his
own words as he speaks. Thus, a speaker is directed as to where to proceed next. As
stated, what makes extemporaneous different from impromptu speaking is the loose
guideline which is
provided. Images © www.google.com
a speaker raising her views about discipline an employee sharing her insights during a meeting
a student discussing her realizations about something an applicant speaking about the compa1n
26y’s vision
1. Creative Commons (2012). Four methods of delivery. Retrieved from https://2012
books.lardbucket.org/books/public-speaking-practice-and-ethics/s17-01-
four-methods-of-delivery.html
2. Lumen Learning, (2020). Four types of speeches. Retrieved from

https://courses. lumenlea https://courses.lumenlearning.com/atd-
fscjpublicspeaking/ chapter/four-types-of-speeches/
3. McKenzie, I.S. (2014). 4 Basic types of speeches. Retrieved from https://www.

ismckenzie.com/4-basic-types-of-speeches/
Activity 1A: Post-it. Share it.

Instructions: Choose at least two photos illustrating the delivery of the reading speech.
Choose Paste in the template below and describe each picture. Kindly refer to the rubric
provided after the templates.
Images Description
(1) (1)
read
Speech
(2) (2)
127
Activity 1B & 1C: Post-it. Share it.
Instructions: Choose at least two photos illustrating the delivery of memorized speech
and impromptu speech. Paste in the template below and describe each picture. Kindly
refer to the rubric provided after the templates.
Images Descriptio
n
(1) (1)
Memorized
Speech (2) (2)
Images Description
(1) (1)
Impromptu
Speech (2) (2)
128
Activity 1D: Post-it. Share it.
Instructions: Choose at least two photos illustrating the delivery of an impromptu
speech. Choose Paste in the template below and describe each picture. Kindly refer to
the rubric provided after the templates.
Images Description
(1) (1)
Extemporaneous
Speech
(2)
(2)
Activity 1. Rubric
The main ideas must be clear and

Focus and
are well-supported by detailed 10 points
Details
Images must synchronize with

Congruence the details or information 5 points
provided.
Sentences must be well

constructed. Errors in grammar,
Mechanics 10 points
mechanics, and/or spelling are
avoided.
129
Speech is a powerful medium for addressing issues and concerns in a peaceful
manner. Because of that, speech becomes an effective way of communication (Social
Mettle, 2020). Share your experience wherein you engage in any type of speech delivery.
What is it all about? When did it happen? Did it help you as an individual? Expound your
responses. Please refer to the rubric found on the next page.
_ _
_
_
_
_
_
_
_
_
_
_
.
130
1.
2.
3.
4.
5.
Communication Speech Read Speech
Extemporaneous
Memorized Speech Impromptu Speech
Speech
131
In this section, the presented are the indispensable terms relevant to
determining the different speech writing strategies. To demonstrate, ULO-b will be
operationally defined to establish a common frame of reference for how the texts
work. You will encounter these terms as we go through the study of sign
1. The reverberation of the Definition and Natures of Speech

 A speech is what is spoken or expressed in conversation or written
words (The Free Dictionary, 2020).
 A speech is defined as a formal talk given to an audience on
particular occasions or events (Cambridge Dictionary, 2020).
 A speech delivers a formal address or discourse to an audience
(Oxford Dictionary, 2020).
 A speech is described as the power of expressing or communicating
thoughts through speaking (Merriam-Webster Dictionary, 2020).
 A speech is a powerful medium for peacefully addressing issues and
problems, making it an effective way of communication (Social
Mettle, 2020).
2. Public Speaking
 Public speaking is presenting a discourse that is delivered live before
an audience. It is driven by different purposes, such as educating,
entertaining, or influencing an audience (Spencer, 2018).
 Public Speaking is the conveying of information before a large
audience. This information is purposeful and meant to inform,
influence, or entertain the said audience (Kadian-Baumeyer &
Wilkerson, 2020).
132
2. The Writing Stage
This is the first stage of public speaking. Here, there are two important
goals, which are as follows: to leave a good impression and stress to the
audience at least two or three important points; and to adopt some
keys/strategies in writing a speech (Castigador, 2019).
3. The Preparatory Stage

This is the second stage of public speaking, where a substantial part of self-
confidence is anchored. Preparation is done to anticipate and manage
possible problems rather than be caught off guard (Spiers, 2017;
Castigador, 2019).
4. The Delivery Stage

This is the last stage of public speaking, where a speaker communicates his
discourse purposefully before an audience. The purpose may be to
educate, entertain, or influence the listeners (Spencer, 2018).
Public Speaking
Spencer (2018) defined public speaking as a presentation

that is delivered live before an audience. In terms of coverage,
public speeches encompass varied topics. These speeches are
driven by different purposes, such as educating, entertaining, or
influencing an audience. In doing so, visual aids like electronic
slideshow are utilized to enhance the speech delivery,
motivating the audience.
In contrast, public speaking is far from online speaking
because the former is done with an audience-specific time and
place. At the same time, the latter is viewed and/or listened at
the viewer’s convenience. Also, online delivery usually involves
133
slideshows or pre-recorded videos of a speaker, including
recordings of a live public speaking presentation. The said
author accentuated further that public speaking is relevant in
business, education, and the public arena.
Since public speaking is delivered before a live listener,
there are several factors that a speaker needs to consider
(Spencer, 2018). As Castigador (2020) said, there will always
be a situation where we will be requested to deliver a speech
no matter who and where we are. The following are useful tips
as we refresh and/or prepare for a speaking engagement:
The Three Stages in Public Speaking:
Anchored on Castigador (2019), the following are the three phases in delivering a speech:
1. The Writing Stage
The Writing Stage

In this stage, there are two important goals, which are as follows: to leave a good
impression and stress to the audience at least two or three important points; and to adopt
some keys/strategies in writing a speech.
Ten Strategies in Writing a Speech

1. Make a memorable Speech.
The theme must be condensed into 15- 20-word lines and build the
speech around that line. It must be ensured then that the message
is striking, which will capture the audience's interest. Additionally,
figurative language may be used in the ideal part of the talk,
preferably near the end.
134
2. Observe a structure in your speech.
The structure of the speech must have a clear direction
and a destination. The audience must know where the speech
is heading and the rationale for that direction. Thus, it would be
wise to present a short outline of your speech at the beginning.
In writing and revising the speech, ensure that the speech
follows a structure.
* Make the speech simple.
Tips: * Delete anything that is not clear or confusing.
* Remove the parts which invalidate the main message.
3. Exploit the opening of your speech.

If the audience’s attention is caught right from the
start, the rest of the talk will follow its natural course. So, the
opening part is crucial. It is advised that the listeners engage
during the beginning by participating or responding to the
opening statement. Speakers are reminded to keep the
opening short, so the listeners won’t lose their interest in
listening. Few
techniques on how to begin are the following: reliable statistics,
a relevant quotation, humorous story, intriguing question,
and/or striking statement.
4. Begin with the right tone.

The speaker must be aware of some basic details
about the presentation. Basic questions include: Who are
the listeners? What is their reason for attending? What do
they want to hear?
Determine your purpose. Is it to educate, to inform,
to motivate, to entertain, or to challenge? Then, make sure
that the expectations of the listeners are met. Next, review
the main points if these suit the theme or the occasion.
135
Answer the following questions: Will my speech inspire
and develop the best in my audience? If the setting is
professional, make your speech upbeat and inspiring.
The speech is successful if the listeners leave the venue
with a smile and a greater sense of hope and purpose.
5. Be convinced of your message.
Speakers must be the first persons who believe in
their material. They are comparable to marketing experts
who are encouraging their listeners to buy their products or
points.
6. Emphasize important points.
The keywords, phrases, and themes must be
stressed. Also, the opportunities to tie up and reinforce
the important points must be observed. These important
points must be repeated to leave a lasting impression.
What will the audience remember a few months after the
speech? That should be the most important question to
be addressed.
7. Connect the important points of your speech by using

conjunctions.
Transitional devices must be used to link one

important point to another. Similarly, transition words
and phrases must be applied to connect ideas within
paragraphs or between paragraphs for ideas to flow
smoothly (Purdue Online Writing Lab, 2020). Moreover,
Reading Rockets (2020) believed that transition words
and phrases help in sequencing ideas, showing the
time, presenting location, indicating ideas, and Images © www.google.com
concluding the paragraphs.
136
8. Integrate some theatrics.
In this part, it is recommended that captivating
or intriguing styles are inserted instead of driving all
the points. It is emphasized, however, that the materials,
storyline, and lessons are simple. Upon completion of the
theatrics/ illustrations, the message must be explained.
9. Observe the “KISS” rule.
KISS stands for Keep it short and simple. Gordin
(2012) reminded that the sentences should be relatively
short so that the speakers don’t need to pause for breath in
the middle. Likewise, a speaker must not exaggerate the
speech material due to the listeners’ shorter attention span
nowadays. Due to the multi-faceted commitments of people,
a long talk makes the audience uneasy and disinterested.
10. Conclude your speech with a bang.
As highlighted, the conclusion is what the listeners will
usually discuss when they leave the hall. Various ways are
suggested to achieve an effective conclusion: visual aids,
video clips, success stories, a relevant quotation, challenging
questions, or a call to action. Images
© www.google.com
1. Mind Tools, (2020). Better public speaking: Becoming a confident, compelling

speaker. Retrieved https://www.mindtools.com/CommSkll/PublicSpeaking.htm
2. Spencer, L. (2018). What is public speaking, and why is it important?

Retrieved https://business.tutsplus.com/tutorials/what-is-public-speaking--
cms-31255
3. Kadian-Baumeyer, K., and Wilkerson, G. (2020). What is public speaking, and why
do I need to do it? Retrieved from https://study.com/academy/lesson/what-is-
public- speaking-and-why-do-i-need-it.html
137
Activity 2. Identify & Justify.
Instructions: Identify the strategy/ strategies used in the given speech excerpts. Answers
for each excerpt may reflect more than one strategy. Justify your answer/s. Kindly refer
to the rubric provided after the last excerpt.
Retrieved: Free Persuasive Speech (2020). April 27, 2020 @ https://www.best-speech-topics.com/free-

persuasive-speech.html
1. Stage & Strategy /Strategies:
Justification:
__ _
.
138
2. Stage & Strategy/ Strategies:
Justification: __
Retrieved: Free Persuasive Speech (2020). April 27, 2020 @ https://www.best-speech-topics.com/free-

persuasive-speech.html
Justification: _
Kileste, F.L. (2020). Response to the interpretation of liberty in terms of values. In Philosophy of Values
Critique. Davao City: University of Immaculate Conception-Graduate School.
139
Justification:
_
.
Speech and Essay Samples (2020). Why everybody needs a healthy body? Retrieved April 27, 2020 @
https://www.myspeechclass.com/speech-samples.html
140
Justification:
Rubric for Activity 2

Justifications must be clear and

Focus and
are well-supported by detailed 10 points
Details

10 points
Writing speech material is one way of disabling the build-up of worries in

connection to public speaking. Incorporating the different strategies in writing a
manuscript, a speaker may consider it a factor in powerful public speaking.
1. Recall an incident when somebody gave a memorable speech. What was it? Were
you able to learn from it? In what way? Elaborate.
141
1.
2.
3.
4.
5.
Communication Speech Public Speaking
The Writing Stage The Preparatory Stage The Delivery Stage
142
This section presents the indispensable terms relevant to discover public
speaking techniques that attract attention or promote change. To demonstrate,
ULO-c will be operationally defined to establish a common frame of reference for
how the texts work. You will still encounter these terms as we go through the study
of sign languages. Please refer to these definitions in case you will encounter
difficulty in understanding some concepts.
1. Public Speaking
 Public speaking is presenting a discourse that is delivered live before
an audience. It is driven by different purposes, such as educating,
entertaining, or influencing an audience (Spencer, 2018).
 Public Speaking is the conveying of information before a large
audience. This information is purposeful and meant to inform,
influence, or entertain the said audience (Kadian-Baumeyer &
Wilkerson, 2020).

This is the second stage of public speaking, where a substantial part
of self-confidence is anchored. Preparation is done to anticipate and
manage possible problems rather than be caught off guard (Spiers, 2017;
Castigador, 2019).

This is the last stage of public speaking, where a speaker
communicates his discourse purposefully before an audience. The purpose
may be to educate, entertain, or influence the listeners (Spencer, 2018).
4. Public Speaking Techniques

These refer to the different strategies to effectively address an
143
Audience. Your ability to communicate with the listeners with clarity and confidence is
developed (CLEVERISM, 2020).
The Preparatory Stage
Adequate preparation, as Spiers (2017) expressed, is not

always amusing. Some are not excited to do it because it’s boring
and tiring. Yet, it is guaranteed that it’s the most valuable skill that
one can master to evade the build-up of anxieties as the appointed
time approaches. Dealing with and managing problems are
sometimes unexpected, making us unprepared. In the case of
reading speech and memorized speech, it’s prudent to anticipate
rather than being caught off guard.
Castigador (2019) uttered that a considerable part of our self-
confidence as speakers would come from our preparation. Grounded
on the said view, the said author suggested the following pointers for
the preparatory stage:
1. Learn from successful speakers.

It is recommended to study how remarkable speakers deliver
their great speeches. Their key messages, styles, techniques, and
forcefulness in presenting their ideas must be considered then.
2. Determine your goals.
It must be noted that speakers should first know the
rationale of the speech so that they can plan it based on that
basis. Then, a speaker should consider what the listeners
want. Since a direct and face-to-face encounter is expected,
the speech must meet the desire of the audience, which is to
have an informative, interesting, and amazing message.
144
3. Prepare your speech in advance.
A speaker must always remember to avoid over-confidence
in thinking that preparation is not needed. This speaking
engagement must involve rehearsing the speech and visual
aids beforehand. Likewise, getting a good sleep must be done.
Also, avoiding toxic alcohol before and during the presentation
must be practiced.
4. Organize your materials.

A speaker is reminded that parts of the speech must be
carefully presented. Time allotment for introduction and
background must also be at par with the time intended for
contents and conclusions.
5. Organize your speech into manageable units.

This part is in connection with no. 4 referring to the
contents of speech material. At least three important points
from the speech must be remembered by the audience.
6. Practice your speech until you become confident.

It is not “practice makes perfect,” but “correct practice
makes perfect.” In that case, a speaker must do the
rehearsal, which includes the speech material and the visual
aids. Eventually, this practice will pave the way for mastery.
7. Study the venue for your presentation.

Several issues and concerns must be checked to
avoid technical issues, such as electric outlets, electric
switch, projector screen, and the LCD/LED projector.
146
8. Anticipate possible adverse situations.
Untoward situations must be foreseen, such as
corrupted files, lost notes, and the like. So, backup
plans must be prepared ahead, like an overhead
projector or basic handouts.
Visual Aids Preparation: Supplementary Ideas concerning

Previous Insights
As discussed in the previous coverage, audio-visual aids are

part of speech preparation. Several communication theories support
that the more senses we can activate, the more we will put across
our message to the audience. With that, we will be more effective
speakers.
It is advisable to prepare the speech so that it can connect
with the sense of hearing, seeing, touching, smelling, and taste
(Castigador, 2019). This is deemed related to Groeger (2012)
previous claims, articulating that our five senses collaborate closely
to enable the mind to understand its surroundings under special
circumstances better.
The communication mentioned above is validated by
theories in holistic language learning, which recommend using
supporting communication systems such as visual aids to make our
transfer of learning effectively. Then, support communication
systems must be maximized to make the speech successful
(Castigador, 2019).
147
In Griffiths and Cansiz's (2015) study, it is highlighted that strategies must not be isolated. Still, it
must be part of an overall picture that gears toward learning characteristics, situation, learning
target. Their study revealed that utilizing several strategies that suited the target goals and
situations indicates successful output. Visual aids may be in illustrations, pictures, charts,
graphs, and film clips. However, we cannot just pick any visual aid.
So, we are reminded to make the visual aids colorful and appealing to tickle and
motivate the listeners’ interest. Consequently, stimulating strategies and effective delivery await
a successful talk.
148
The Delivery Stage

On the day of the presentation, it is expected that a mixed feeling of excitement
and fear exists. Even then, we are reminded to conquer our fear because this fear of the
unknown is a natural feeling to all Speaker. This emotion becomes negative if we allow it
to overcome us. On the other hand, fear may turn positive if we motivate ourselves to be
prepared for the speech.
As proposed, Castigador (2019) relayed some physical, psychological, or even
mental exercises that can help us overcome our fear.
What to do before the speech? As a speaker, you could:
 go to a private place and do some stretching exercise for a few minutes;
 do some mental exercise by imagining that you’re in an open field and pretend to
shout out the fear mentally and intensely;
 prep up psychologically by reassuring yourself that you’re invited to speak, and

you’re prepared to share something. So, there must be trust to the organizers and
the audience;
 maintain a smiling and friendly stance with people around so that you can feel that
they are one of them; and
147
 do some quick mental review of the speech outline and the significant points you
will share immediately before you are introduced.
Also, Castigador (2019) mentioned the following insights to gain more self-
confidence:
1. Make sure you arrive early to settle yourself.
To stabilize the emotion, a speaker is encouraged to visit the venue
beforehand. There, the equipment must be tested, and the location must be
familiarized. Final but quick rehearsal must be done afterward.
2. Use a powerful opening statement.

This is the application of our previous topic, The Writing Stage: Ten
Strategies in Writing a Speech, particularly on exploiting the speech's opening. It is
stressed that if the listeners’ attention is caught from the start, the rest of the talk
will follow its natural course. So, the opening part must be carefully executed
through a few techniques such as reliable statistics, a relevant quotation, a
humorous story, an intriguing question, and/or a striking statement. Further, it is
noted that effective speakers use words that appeal to the audience, fit the occasion,
and are appropriate to the topic.
3. Deliver the speech with regular pacing.

A speaker is reminded not to rush. So, rehearsal is
needed to know the possible outcome. A hint is given that if the pacing is faster
than a news reporter, a speaker is too fast to be understood.
4. Use small notes as a guide.

Notes should be bullet points with not more than 3-4 words per point. In that
way, a speaker is guided in keeping on track. A reminder, however, says that a
speaker must avoid being too dependent to the point of reading these notes.
148
5. Approach the rostrum with enthusiasm.
A speaker must proceed to the rostrum with eagerness when called. Then,
s/he must wait for a few seconds for a “deafening” silence. After getting the
listeners’ attention, that’s the precise time to start the presentation.
6. Show sincerity during the speech.

The audience could sense if the speaker is sincere or not. So, the speaker
must not show insincere gestures.
7. Start with the strongest point.

Start by citing/stressing points where you agree with your audience. Then,
carefully shift to the most decisive or daring points. In some instances, though, the
strongest point is presented at the onset of the speech.
8. Get to the point.

The speaker must be direct in connecting personally with the listeners by
building rapport. During the inquiry stage, let the audience ask questions, then the
speaker must share his/her answers in relation to the topic. Answers must be
detailed so the audience will be satisfied. In cases that you can’t have the answers
immediately, relay that you’ll check your notes and other sources, then promise to
follow up through e-mail.
9. Appeal to your audience’s emotions.

Tap into the feelings or emotions of the audience by using words that may
touch them. Few examples are love, happiness, experiences, and the like.
10. Maintain eye contact with the audience.

The audience expects eye contact to see the expressions of the speaker
when presenting important details, when seeking approval, and when wind-
149
ing up the speech.
11. Keep your audience involved.
Presenting a road map of the speech may motivate the listeners. Letting the
audience get involved in the presentation keeps their focus through charts, graphs,
and anecdotes. At some point, the speaker may raise a question then ask the
audience to give a brief answer.
12. Deliver as naturally as possible.

Natural rapport with the listeners may be obtained through eye contact.
Speaking like having a normal conversation with the audience is recommended.
Also, trying to feel the listeners and be sensitive to their culture, beliefs, and
practices must be demonstrated.
13. Vary the tone of your voice.

Tone variations must be used to stress important points and to show
enthusiasm. The voice, volume, pitch, pace, pauses, variety, diction, and
pronunciation must be controlled. Likewise, the volume and intensity must be
increased to emphasize the important points. Through that, the important details
appear distinct from the rest of the speech.
14. Use gestures and non-verbal cues.

The meaning of important points is clarified and emphasized when gestures
and non-verbal cues are utilized. These gestures, non-verbal cues, and facial
expressions are encouraged to be natural and spontaneous.
15. Avoid rushing the conclusions.

The speaker is reminded to present the main points thoroughly or program
the delivery. Too much time spent in the background and content must be avoided
so that the conclusion part won’t be disregarded.
150
1. CLEVERISM, (2020). Public speaking. Retrieved
https://www.cleverism.com/skills- and-tools/public-speaking/
2. Brian Tracy International (2020). 27 Useful tips to overcome your fear in public
speaking. Retrieved https://www.briantracy.com/blog/public-speaking/27-useful-
tips-to-overcome-your-fear-of-public-speaking/
3. Gleeson, B. (2017). 20 Tips for Mastering the Art of Public Speaking. Retrieved from
https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-public-
speaking.html
Activity 3A. Watch & Learn.

Instructions: Watch at least two video clips of speech delivery. Paste the screenshots on
the template. Utilizing the rubric below, rate the performance. Then, write down your
observations. The output will be evaluated using the rubric shown after the template.
151
Rating: Rating:
Insert
Screen shot/ Insert
Screen shot/
photo here
photo here
Observation Observation
Rubric for Activity 3
152
Activity 3B. Speech Delivery: A Pre-test Activity
Enhancing Capabilities, Enriching Opportunities:

Right Skills and Right Speech in Public Speaking
SPEECH DELIVERY: A Pre-test Activity
Mechanics & Guidelines
1. Choose ONE topic from the following issues:

a. Online Learning f. Fake News
b. Social Distancing g. Mental Health
c. Health Preservation h. Cyber Bullying
d. Social Amelioration i. Climate Change
e. Community Quarantine j. Same-sex Marriage
2. Construct a SPEECH MATERIAL about your chosen topic with proper

OUTLINE (Introduction, Body, and Conclusion).
3. Make sure that your manuscript is ORIGINAL. Violation of this guideline means
ZERO in the final score.
4. Check if your speech material fits in a 2-MINUTE PRESENTATION. Do the

addition or deletion of contents, if necessary.
5. PERFORM a 2-minute PUBLIC SPEAKING in front of 5 or more listeners

(family, relatives, or friends).
6. REQUEST someone to take a video of your performance.
7. PowerPoint presentations, cue cards, and other multi-modal texts, including

images, infographics, charts, and statistics, are HIGHLY ENCOURAGED
during your speech delivery.
8. Communication aids ONLY supplement to boost impact on your performance.

Oral reading or read speech MUST BE AVOIDED during delivery.
153
9. ENGLISH LANGUAGE must be used in the delivery of information.
10. Vulgar or offensive languages are not advisable. The showcase of this
inappropriateness is STRICTLY PROHIBITED.
Deduction of points will be imposed based on the professor’s discretion.
11. SUBMISSION of output will be made through UM official virtual learning

environment, the LMS Blackboard. In cases that submission is deemed
impossible, the agreement between the professor and the student must be
made.
12. RATING SCALE presented below will be used in evaluating your

performance.
SPEECH WRITING
Organization The introduction is inviting. It also states 10

the main topic and provides direction.
Then, the body is relevant and presented
in a logical order. Lastly, the conclusion is
convincing.
Word Choice The word choice and placement are 5
deemed accurate and natural.
Mechanics Sentences are well constructed, which 10
(structure, have varied structure and length. Errors in
grammar, grammar, mechanics, and/or spelling are
punctuation, and avoided.
spelling)
SPEECH DELIVERY
Communication Different communication aids are utilized 5

Devices during the delivery of the message.
Mastery and There is knowledge about the topic. 10
Delivery Variation of tones and application of
gestures are demonstrated.
Persuasion and/or The discourse appeal captures the interest 10
Conviction of the viewer/s.
TOTAL 50
Note: Post-test will be the 4th Exam

154
Public speaking can yield some benefits. Among these is its power to help improve
the personality of a person. Another is its impact on providing a new world of
opportunities. Aside from those mentioned, there are a lot more (Social Mettle, 2020).
With your knowledge in public speaking, what is the relevance of being conscious about
the RIGHT SPEECH in society and the world?
Right Speech means more than just correct speech.
It is abstaining from lying, divisive, and abusive
speech (O’Brien, 2019).
_
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_
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_______
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_
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1.
2.
3.
4.
5.
156
Communication Speech Public Speaking
Public Speaking
The Preparatory Stage The Delivery Stage
Techniques
157
General Education – Language
Phone No.: (082)300-5456/305-0647 Local 134
Week/s 10-13: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to:
a. Describe the Nature and Importance of Communication for Work Purposes
and apply it to Business, Health, Education, Science, and Social Media.
b. Employ the Character in the Workplace or Work Ethics.
c. Reproduce the Basics of Writing Technical Reports such as Application Letter,
Resume’, Minutes of the Meeting, and Memorandum.
In this section, the essential terms relevant to the study of the nature of Communication for
Work Purposes and to demonstrate ULO-a will be operationally defined to establish a
common frame of reference for how the texts work. You will encounter these terms as we
study the nature of Communication for Work Purposes. Please refer to these definitions in
case you will encounter difficulty in understanding some concepts.
1. Definitions and Descriptions of Communication for Work Purpose:

a. Work Communication is the procedural manner of giving and exchanging both
ideas and information; also verbal and non-verbal between one person or group
and another person or group within an organization.
b. Work Communication is immensely significant to various organizations because
efficiency and productivity tend to increase through this.
c. Communication in the Workplace plays a significant role in companies
becoming efficient and productive.
d. Employers who love to spend time and energy in creating open
communication lines will quickly produce trust among employees, resulting in
productivity, performance, and overall self-esteem.
e. An Employee can experience increased morale, productivity, and
commitment if he/she can communicate up and down a company’s
communication chain.
f. An employee who communicate effectively with his/her colleagues, managers,
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and customers continue to be valuable assets to a company.

g. On the other hand, poor communication in the workplace will
unsurprisingly lead someone to non-motivated working staff that can begin to question
his/her confidence in his/her skills and organizations.
Source: http://www.incorp.asia › importance-of-good-communication-at-the-workplace
1. There are five (5) reasons why Communication in the Workplace are important
to reckon:
a. Innovation. This will manifest when employees may have the opportunities to
express their ideas openly without fear of being ridiculed or retaliated. Thus,
innovation depends highly on this, and an organization that encourages
communication is more likely to be advanced.
b. Growth. Communication can be seen internally and externally. By associating

themselves internally and by establishing strong communication lines, they
ensure the consistency of the externally delivered message. Each growth project
is based on solid communication and the fact that all internal or external
stakeholders are on the same page.
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c. Effective Communication. If those in executive or administrative positions are

strong communicators, there’s no single reason why they can’t better manage
their teams. When you are a strong communicator, it is much simpler and easier
for you to delegate activities, manage conflicts, motivate, and build relationships.
Effective communication defines people and gives them the opportunities to talk
to each or other. Strong communication channels are indeed, very essential.
d. Team Building. The making of effective teams requires communication,

understanding, and mutual cooperation. They will effectively build effective
teams by employing effective strategies such as those listed below to
improve communication. This will increase thedetermination and satisfaction
of employees.
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e. Giving A Voice to All. When Employees have the voice to be listened to by

top management, this will give him/her assurance of being confident and
satisfied. To voice out his/her precious ideas, opinions, and suggestions, or
even complaints. Consolidated communication lines will give wondrous
opportunities for everyone to communicate freely with his/her colleagues,
peers, and superiors at any level. For example, in Corporation does an
Employee and Interdepartmental survey every year and tries to implement at
least 70% of the changes/recommendations are being suggested by the
employees.
2. Effective Ways How You Can Improve the Communication in Your Workplace:
Source: http://www.incorp.asia › importance-of-good-communication-at-the-workplace
Explanations of some of the key areas where organizations can increase and develop
communication between their teams.
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a. Include Everyone – to give assurance or guarantee that the communication

lines are always open. Always search and actively update and promote progress
reports and project updates. This will benefit remote personnel.
b. Listen and Show Empathy – Communication is a two-way process where
one speaks while the other listens or vice versa. If they don’t listen to
encourage dialogue with the other party, no job or person can survive for a long
time. This means listening shows respect and allows someone to become
familiar with the extraordinary problems that he/she may have to solve as an
employer.
c. Define Objectives and Expectations – Managers should provide clear,
manageable, and achievable goals for teams and individuals that define what is
required for a particular project and that all of the team is aware of the project's
objectives, the department, and the workplace as a whole. In so doing this, will
boost the confidence and potentials of workers or employees.
d. Send Your Message Clearly – Make sure his/her message intended is clear,
accessible, and, most of all, understandable to the desired audience. To do this,
it is important that he/she speaks clearly and respectfully. In other words, to
transmit his/her message clearly without misunderstanding or fault.
e. Choose Your Medium Carefully – After the message was made, he/she needs
to make sure if it’s in the best possible format or at his/her most convenient.
Nobody can deny the fact that face-to-face communication is the best way to
build trust with employees. It is not always a choice. Giving him/her ample time
to think and decide if the given information or data on a printed copy works better
than an email or whether a general note is satisfactory.
Source: https://www.business.qld.gov.au/running-business/marketing-sales/managing-relationships/communicating-effectively
Metalanguage
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Communicating Effectively for Business
a. Effective communication is a vital tool for any business owner. Your success at getting
your point across can be the difference between sealing a deal and missing out on a
potential opportunity.
b. You should clearly explain company policies to customers and clients and answer
their questions about your products or services. It is crucial to communicate
effectively in negotiations to ensure you achieve your goals.
c. Communication is also important within the business. Effective communication can
help to foster a good working relationship between you and your staff, which can, in
turn, improve morale and efficiency.
Understanding Communication
a. Success in any conversation is likely to be achieved through both parties listening to

and understanding each other. Practice the following skills in any business situation
where you communicate with others.
Key Communication Skills
Useful communication skills for building positive interpersonal relationships include:
a. Active listening.
b. Understanding non-verbal signals.
c. Maintaining eye contact.
d. Assertiveness.
e. Being mindful of people's individual space.
f. Using positive body language.
g. Dealing with different points of view.
Personal awareness skills that help with communication include:
 Understanding the benefits of a positive attitude

 Awareness of how others perceive you
 Self-confidence
 Presentation - dressing appropriately for different occasions.
It also helps to consider the circumstances surrounding your communications, such as the
situational and cultural context. Verbal Communication
a. Verbal communication can bring great rewards to your organization when carried out
successfully, but it can also be hazardous to your business when approached the
wrong way.
b. b. The words you use are important, but equally important is the way you express
them.
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Using Positive Language
You are more likely to achieve positive outcomes when you use positive rather than negative
language.
Positive language is helpful and encouraging; it suggests alternatives and offers solutions to
problems. It is a language that stresses positive actions and consequences.
For example, suppose you are negotiating with a supplier who is not willing to budge on
price. In that case, your language should convey the desire for a 'win-win' scenario (i.e., a
situation that both parties can be happy with). This is likely to make your supplier more willing
to negotiate (perhaps on issues other than prices, such as delivery costs or payment terms)
than if you also refuse to budge and accuse them of being inflexible.
Using 'I' statements
'I' statements, rather than 'you' statements, often yield better results in verbal exchanges.
For example, 'I need more information to make a decision' sounds much better than 'You
need to give me more information before I can make a decision.' The 'I' statement sounds
better because you are saying what you need rather than telling someone what they should
do.
Assertiveness versus aggression
Assertiveness (often through the use of 'I' statements) is stating what you plan to do. Instead
of coming across as hostile, you are making a statement about something you feel or
perceive.
Aggression is completely different and is usually perceived as hostile or unfriendly behavior. It

often uses the word 'you.' People can become unhappy when you tell them what to do. Even
when talking to employees, it is wise to soften language when asking them to perform tasks,
as they are likely to respond better to requests than orders.
Consistent assertiveness shows others that you're confident and open to suggestions but
won't be taken advantage of, leading to a mutually acceptable outcome.
Speaking Style
Speaking style means the tone, pitch, accent, volume, and pace of your voice.
The same sentence can be conveyed and understood in entirely different ways based on how
it is said. People you speak to can be motivated by a positive speaking style, just as negative
ones can put them off.
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You should always try to speak with a positive voice - avoid monotone responses or talking
too quickly or slowly. Be as clear as possible, and try to engage the listener, as this is far
more likely to promote the response you are after than if they leave the conversation deflated.
Asking Questions
The more you can find out about a person's needs, wants, interests, and situation, the easier
it is to reach win-win outcomes. You learn more about people by asking them the right
questions and by taking the time to listen to their answers.
People also tend to respond well when they feel their opinion is being sought genuinely by
another person, particularly in a business situation where conversations can have important
consequences for both parties.
Types of Questions
You can use the following types of questions in any business situation:
 Open questions - questions that require a person to elaborate or explain, helping to

build rapport and encouraging them to open up. Well-chosen open questions
encourage responses to questions you might not have thought to ask; for example,
'How has your business changed in the last few years?'
 Closed questions - questions that require only a short, specific answer, such as 'yes'
or 'no,' such as 'Are you happy with the proposal?' These are good for finding out
facts, limiting or guiding a discussion in a particular way, and gathering specific
information from which you can generate an open question.
 Probing questions - more targeted questions designed to develop a more specific
understanding of the other party's view on a matter. For example: 'How could I change
my offer so that this proposal will be a win-win for both of us?'
 Confirmation questions - used when you need to be sure the other party understands
your message. 'What benefits do you think this proposal will bring to your organization
in the next year?'
 Summary confirmation questions - used to clarify your understanding of the other
party's needs. For example: 'Could I summarize what you've just told me so I can
check I've understood you? You said that you want a computer system that will allow
you and your staff to complete their tasks in half the time and train all your staff on
using this new system?'
Using Questions in a Conversation
Generally, you will have the most success when using a range of question types in a
conversation. Using open and closed questions together can help you guide a conversation
and encourage the other party to contribute.
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Using only open questions can result in digression - a conversation straying off course. Using
only closed questions can make it too easy for the answering party to say just yes or no.
Because they only encourage a basic response, closed questions are not good rapport
builders or conversation starters. It is, therefore, important to use both types of questions
for maximum success and engagement.
Question styles to avoid
Some types of questions do not lend themselves well to business situations. These include:
 Destructive questions - 'So you're saying it's my fault?'

 Leading or manipulative questions - 'You'll have that done by tomorrow, right?'
 Multiple questions at once - 'When will you want it? Or don't you want it? You can't
get it anywhere else, can you?'
Asking these kinds of questions does nothing for your credibility or your ability to negotiate
efficiently and effectively.
Listening Effectively
It's one thing to ask good questions - it's another to really take on board the answers. You can
often be distracted by your own thoughts, feelings, and opinions and so tend to hear what you
want to hear or, more usually, what you expect to hear.
You're often thinking about your next move or what you should say next, or you're trying to
second guess where the other party might be leading you. To listen effectively, you need to
suspend these internal thoughts and give your full attention to the speaker. Only then can you
really hear what they're saying?
Active Listening
Active listening means paying attention to the speaker – both to verbal and non-verbal cues.
For example, if you see them look down or appear uncomfortable in some way while saying,
'That's all I can tell you at the moment,' you might deduce that they are withholding
information.
This type of active listening alerts you to the opportunity for a well-constructed open or
probing question to gather the missing information. If you're not listening actively, it can be
easy to miss signs like these.
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Paying Attention
It is vital to make sure you don't let your attention wander. Important pieces of information can
be missed if you are not alert and engaged. This can lead to misunderstandings later on or
possibly embarrassing situations where you appear to have forgotten something you have
been told.
One way to help you concentrate during a business conversation is to ask the speaker
questions. Not only will this help you to guide the conversation where you want it to go and at
the pace you want, but it can also ensure your mind is focused on the subject at hand.
Confirm your Understanding
Active listening should ultimately lead to a complete understanding of what another person
has said. You can do this by feeding back to them, in your own words, your understanding of
what they've said.
An easy way to do this is to clarify, paraphrase, or summarise. Examples of a summary

question in these cases include:
 'So what you're saying is...?'

 'So what you need from me is...?'
 'So in summary what we've agreed is...?'
It's usually a good idea to check your understanding regularly during a conversation. You can
paraphrase or summarize:
 when the other party has provided a large chunk of information

 whenever something is unclear to you
 when moving to a new topic or area for discussion
 at the end of the discussion.
Clarification is also a useful tool when the other party seems to be asking for a lot of
information. If their questions are poorly structured, too broad, or ambiguous, you might give
away too much information by answering them straight away. It's often a good idea to clarify a
question before you answer it.
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What Is the Importance of Communication in Health Care?
Source: https://online.regiscollege.edu/blog/importance-communication-health-care/
For hospitals and health care institutions, ensuring that patients receive proper care takes
more than performing procedures and making diagnoses. Communication is a crucial
component in all steps of the health care process. Whether it be a clinic accurately sharing
patient information with another facility, or a group of doctors, nurses, specialists, and other
staff at a hospital discussing how to treat current and incoming patients, the need for concise,
effective communication is always present in the health field.
Organizations with strong communication policies can enrich their patients’ health, while those
that don’t have effective procedures in place can negatively impact patient well-being. Health
care professionals and institutions need to recognize the importance of communication in
health care to thrive.
How Better Communication Practices Are Beneficial
Poor communication has been a factor in 1,744 patient deaths and over $1.7 billion in
malpractice costs nationally in the past five years, according to a study published in Fierce
Healthcare. This shows that better communication methods would benefit both patients and
health care providers. Effective intrahospital and interhospital communication is important
for health care providers to protect their patients, save on costs, and increase day-to-day
operating efficiency. Meanwhile, patients benefit from increased access to their medical
histories, which reduces the chances of medical errors.
A Focus on Patient Safety
When considering the importance of communication in health care, patient safety is one of the
top reasons to create an effective communication structure in any health care organization.
Inadequate communication is often a leading cause of in-hospital deaths. “In a retrospective
review of 14,000 in-hospital deaths, communication errors were found to be the lead cause,
twice as frequent as errors due to inadequate clinical skill,” notes a 2006 study in the Clinical
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Biochemist Review. While communication errors can have severe consequences, these
issues are often relatively easy to fix, meaning many patient deaths caused by communication
errors are preventable. That fact alone is one of the most important reasons why
communication is so important for patient safety.
Interhospital vs. Intrahospital Communications
There are two types of communication methods that health care institutions use that are
crucial to patient safety and well-being: interhospital and intrahospital.
Interhospital
Interhospital communications involve information sharing among multiple sites or institutions.

This includes transmissions between facilities owned by the same organization and between
completely separate health care entities. Moving patients from one facility to another, sending
medical records, and transporting vital medical equipment all require clear communication
between sites.
However, hospitals often encounter obstacles in communicating effectively with one another.
A study conducted by the Center for Health Information and Decision Systems (CHIDS) found
that poor interhospital communication costs the industry upward of $12 billion annually.
Inadequate communication drives up costs by preventing institutions from accessing patients’
medical files, which may create a need for duplicate tests and second opinions that would not
otherwise be necessary.
Intrahospital
Problems with communication also occur among personnel within the same hospital.
Intrahospital communication is any information sharing within a singular institution — whether
it involves coordinating room changes, scheduling surgeries, assigning further tests, or even
setting up appointments. When doctors, staff, and patients are not effectively sharing
information, the efficiency of each process may decrease, potentially resulting in unnecessary
costs or even danger to patients. Patient record delays, lack of procedural coordination, and
even serious medical errors may all be consequences of poor intrahospital communication.
Common Communication Methods
Each health care system has multiple forms of communication that administrators and staff
must be trained to use properly and efficiently. When even one of these communication
methods fails, patient safety can be put at risk. A minor printing mistake could lead to incorrect
dosages or incomplete information that may keep a doctor from knowing about a crucial
allergy.
Understand how standard communication methods work is the first step in ensuring that a
hospital is running as smoothly as possible, for both the patients’ and the hospital’s sake. To
that end, here are some of the most common ways that hospitals and other health care
systems communicate and share information.
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Transmitting Patient Data
Patient records are shared securely via inter-and intrahospital communications. Delays in
receiving records can cost hospitals millions of dollars each year in unnecessary expenses.
Patient data are used to create a thorough medical history and provide appropriate medical
care. When patient data aren’t shared between departments or other health care
organizations, there may be a much higher chance of practice errors and subsequent
increased costs.
Sharing Research Findings
The health care industry relies on research to create and improve tools and procedures.
However, some third-party researchers — such as those who work for private companies or
pharmaceutical labs — are reluctant to share their findings with providers because of
competitive pressures in their industries. According to an article published by Forbes, lack

of access to the latest research can stall medical advancement, waste funding, and
negatively impact health outcomes. For health care techniques to evolve, providers must
implement communication systems that allow researchers to quickly and easily collaborate,
both within the same organization and across multiple organizations.
Collaborating with Colleagues
Intrahospital communication relies heavily on collaboration between colleagues. Patients, lab

technicians, doctors, and staff all need to be in constant communication to create a system
that operates as smoothly as possible. Inter-colleague collaboration also includes entering
information accurately into databases, especially shared ones. Inaccurate communication
between departments can lead to errors in database entry, which, in turn, can potentially risk
patient safety.
Coordinating Hospital Leadership
Whether publicly or privately funded, hospitals are businesses, and they need to operate as
such. Hospital managers and other leaders must frequently communicate with doctors, staff,
and patients. All hospital leaders and managers oversee administrative staff and tasks and
can also play a vital role in individual patient health care plans. To be effective, they should
maintain open lines of communication with those around them and facilitate information
sharing between hospital departments and other institutions.
Telemedicine Advancements
Health care professionals are increasingly embracing telemedicine, which involves using a
variety of internet-connected technologies to serve patients remotely. These technological
tools play essential roles in health care communications, according to the American
Telemedicine Association.
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Hospitals and other health care organizations use internal online networks, or intranets, to
create more efficient communication processes. This makes patient record sharing and cross-
departmental communications much easier. What once may have been
Communicated via printed files and memos can now be shared electronically and sent
to other organizations.
Telemedicine goes even further by allowing patients to receive medical care and advice from
the comfort of their own homes. Using state-of-the-art communication tools, patients and
health care providers can discuss health concerns via video chat, often eliminating the need
for the patient to visit the provider’s office. Not only does this cut down on costs for both the
provider and the patient, but it also creates a seamless communication experience for
everyone involved.
Source: http://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Effective-communications
Education Working Communication

Leader's (Principal) Role
Managing effective communications is a crucial dimension of leadership. This is stressed in

Kiwi Leadership for Principals (Ministry of Education) and in Tātaiako: Cultural competencies
for teachers of Māori learners (Education Council). The cultural competencies of Wānanga
and Whanaungatanga contain useful behavioral indicators and outcomes specific to leaders
that can be applied in all situations.
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Effective communication underpins the knowledge, skills, and dispositions principals require
to, directly and indirectly, influence student outcomes, as identified in the Best Evidence
Synthesis on leadership.
Taking time to review your communications strategy and ideas will be time well spent. In
and out of schools, many problems can be directly traced to the effectiveness of your and
your school's communications – whether the information was communicated or not, what
was communicated, how it was communicated, and who communicated it.
Taking time to think about what you want to say will also ensure you maintain your integrity
and professionalism, that of your school, and the wider educational community.
Communication Planning
Principals apply a range of formal and informal communication skills every day.
Communications may be deliberately planned or ad hoc, face to face or virtual, written, video,
or verbal; digital or non-digital.
Use a Table like the one below to help you get an overview of your communications:
Who? Why? How?

Students
Leadership team
Teachers
Parents, whānau – current and Facebook, LMS, newsletters, face to face,
prospective presentations, phone, special events, learning
conferences, parent-teacher evenings
Support staff: office staff, learning
assistants, executive officer,
caretakers
Local iwi and hapū
Board chair
Board members
Local principals, other schools,
mentors, or supervisor
Outside agencies – for
example, the Ministry of
Education
Parent-Teacher Association,
alumni association
Media
Other
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Then Consider How Effective Your Existing Communication Strategies are:
 What are your key reasons for communicating with your audiences? What are your key
messages?
 Are your reasons for communicating helping you lead change or lead learning in your
school?
 How do you ensure your key messages are communicated clearly and consistently?
 How does the way you are communicating help you to build trusting and respectful
relationships with your audiences?
 How do your communication strategies change over time? Are there two or three
aspects of communication that you should emphasize during the next year?
 When did you last review your strategies? What feedback on them do you have or
need?
It may be useful for the board to have a policy or a practice on who communicates formally on
behalf of the school, for example, if contacted by the media.
It is essential to understand the requirements of New Zealand's privacy and copyright laws.
In-school Communication
Internal communication is just as important as communicating outside the school. Elements of

good practice for internal communication include:
 championing and being a good role model for clear and consistent communication
 matching your words to your actions – this is part of developing integrity as a leader
 being committed to open, two-way communication
 face-to-face communication
 communicating with empathy – communicating bad news as effectively as good news
 seeing communication as an essential leadership capability, not as a set of techniques.
Things to try to Improve your Communication
External Feedback
Consider using an interviewer from outside the school, such as your mentor or principal’s
appraiser, to carry out a fact-finding review. The interviewer needs to be someone you can
rely on to give you honest and constructive feedback.
Prepare yourself to handle any criticism that may be brought up. Try to view any criticisms as
constructive. When you establish that you appreciate feedback and actively take it on board,
people will keep you well informed.
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You might ask an interviewer to:
 ask what the two or three most important school development actions and intentions
you have communicated to staff are.
 ask a range of staff what they think you have been communicating about and your
effectiveness in communicating about those topics. The interviewer simply takes notes
and does not comment on the descriptions, apart from seeking clarity. Four or five staff
from a range of contexts is plenty; in a small school, maybe one or two at most.
 interview five or six students across a range of year levels. Ask each to describe what
you have been communicating. This may be best done in small groups to assist the
description flow and bring out the range of views.
 write up what has been discovered and report back to you on the style and
effectiveness of your communication.
You may be able to identify gaps and issues with the interviewer. Check whether the choices
you've made about the methods you're using are the best ones to focus on.
After getting this snapshot of your communication, use it to help shape new communications.
Include this review and your reflections as part of your appraisal.
Internal Feedback
Ask a trusted and experienced colleague to provide honest and constructive feedback on any
presentations you make. Ask for feedback on a few specific aspects, such as the clarity of
your message, quality of your message, audience response, and presentation style. Or ask
for feedback on one thing you did well and one thing you could improve on or do differently
next time.
Use this feedback strategy several times a year, and remember that this evidence of
professional growth and reflection can also feed into your appraisal.
Visiting Staff Workspaces
By recognizing the individual natures and circumstances of staff members, principals

strengthen trust and connectedness across the staff.
In any good communication, it is important to establish trust and confidence, without which
your message may be lost, misconstrued, or, worse, ignored.
Build understanding and rapport with staff by meeting with them in their own workspaces from
time to time. Staff talking in their own workspaces will be able to put their views across more
clearly in context and are more likely to tell you the reality of what is going on more quickly.
Consider informal walks through classrooms; or going along to faculty meetings in an informal
capacity.
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Conversely, reprimand, criticism, or any disciplinary communication should take place in your
office, where you set the stage and the level of formality you want. Remember praise in
public, correct in private.
Listening
Effective communication is a two-way process. Bear in mind that you will learn more when
you are listening than when you are speaking, and that people will not open up to those they
consider poor listeners.
Consider:
 Focusing on the moment and the person speaking – adopting a listening attitude
 Avoiding distractions, for example, move away from your computer and put away
your phone
 Asking questions instead of just giving answers
 Giving your full attention to what the other party is saying – not just thinking about what
you want to say next
 Focusing on what you might learn instead of what you want to teach or instruct
 Asking how you might help
 Seeking clarification and explanation, especially when the tone of the speaker is
somewhat critical
 Restating what you think they have said to seek clarity and agreement
 Checking whose voices are missing or underrepresented.
Adopt a listening approach for:
 'sounds' of learning at your school, such as evidence of curiosity, inquiry, earnest

endeavor, shared thinking and collaboration, and teacher facilitation
 'sounds' of teachers’ shared approach to teaching, such as team teaching,
collaborative planning, questioning, and supporting.
Adopt an analytical ear for the sounds:
 you want to hear that are absent

 you hear but would prefer not to hear.
Add all these sounds to your knowledge bank about the school and use them at appropriate
times to make progress on development.
Community Communication
Begin with the end in mind. Remember that principals strengthen partnerships and networks
to enhance student learning.
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Extend your knowledge so that you become an expert in your school community. Share so
that education becomes everyone’s business.
Have a broad and simple community communication goal that is appropriate to your school’s
setting. For example:
 a new principal in a small rural school may decide to 'develop and maintain strong
interactive communication patterns with each family about their children’s education.'
 a new principal in a large urban school may decide that 'during the first year, my
communications within and across the school community will help me gain a clear
understanding of how things are done around here.'
Check that you are listening and communicating with all of your school community: students,
staff, whanau, iwi and hapū, and the local community. Go to them as well as finding ways to
make them feel welcome at school.
Communication Methods
Personal
Your mood, actions, and demeanor
Your body language, moods, and actions convey powerful messages.
 Confidence in what you are saying and doing is essential. Studies suggest that if you
appear confident, others are more likely to agree to what you might propose.
Conversely, the less confidence you appear in your own message, the more
objections you are likely to meet.
 Failure to complete or carry out a routine task suggests the routine is not important.
Similarly, failure to follow through on a goal or promise will undermine your credibility.
Ensure the link between what you say and what you do remains close. If a disparity
develops between them for any reason, explain why.
 Remaining approachable while being regarded and consulted as a professional leader
with significant knowledge about teaching and learning requires principals to maintain a
cheerful demeanor even if the going is tough. The irritability of a principal can quickly
pervade their school.
 Remember that you are now a public figure and subject to much more scrutiny than
you were as a teacher. Be clear, consistent, and transparent so that all community
members know that what they see is what they get. Enjoy answering questions and
discussing the school vision and goals, and listen attentively to all community
members.
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Phone calls and emails
Treat calls and emails as an important part of the job. These are often the first experience
people have in your school.
 Have an enthusiastic phone voice and manner, even on the worst day.
 Clearly identify yourself.
 Use the email subject line to your advantage that is, as a short summary.
 Put aside time to answer phone calls and emails. This helps you with time
management. Perhaps publicize the best time to ring in newsletters.
 Answer phone messages and emails within 24 hours if possible, but don't rush
answers that you need longer to think about.
 Try for a balance of five calls home to praise students for everyone that is critical.
 Check that the school's answerphone messages, hold music, and so on are compatible
with school goals and context. Make them warm, welcoming, and inclusive.

 Face-to-face Communication
 Always listen carefully. Try not to interrupt – think about how much you would dislike it
yourself.
 Appreciate critics and thank them.
 Treat each conversation as being crucial.
 Ensure your agendas are applied; take advantage of face-to-face meetings to initiate
a new discussion about things of importance to you and your school.
 Make notes. In particular, record agreed times and dates. Tell the person you are
talking to what you are recording. Put follow-up actions in your calendar.
 Work on reducing your use of conversation dead-air fillers like ‘um’ and ‘er,’ as well as
clichés and phrases such as ‘you know,’ ‘basically,’ ‘to be honest,’ ‘at the end of the
day,’ ‘the fact of the matter is,’ ‘sort of thing,’ and so on.
 Difficult conversations with adults will occur. Don't become defensive – breathe and
count to 10.
Communication Channels
Internet Presence
What's your school's digital footprint like? You and the board of trustees have ultimate
responsibility for it.
 Decide whether you need to be closed or public access channels and for whom.
 Choose platforms that are easy to use for your school and the audience(s).
 Be clear, concise, professional, and safe in your content; for example, do not
post images of children without parental permission.
 Check content enhances your school's key messages, values, and beliefs.
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 Have protocols in place to manage the content.

 Have more than one person responsible for producing content, moderating content,
and monitoring for inappropriate responses.
School Events
Treat all events as great communication opportunities.
 Make events as culturally reflective and responsible as possible.

 Personally meet and greet as many parents and community members as possible.
 Try not to speak for too long. Keep the focus on student achievement and your school’s
current goals. Make it clear what the school’s core business is.
 Ensure students feel included and rewarded for their effort and achievement.
 Thank and acknowledge parents for their support in the learning of their children and
the school.
Newsletters
Newsletters may be digital or paper. Find out how parents and the local community wish to
receive news about the school and its events. Offer a range of options.
School community newsletters should provide the means to inform, promote, gather, and
educate. Decide on how you want the balance of these four tasks to work in each newsletter.
To get your intended audience to read your news, it’s best to make it brief, to the point, and
customized. Take into account the number of information people are dealing with today.
People have become very discerning information consumers.
 Ensure the newsletter provides the means to convey important messages about your
school’s vision, values, strategies, and plans.
 Align the messages to support your key leadership activities: leading change, leading
learning, and problem-solving.
 Establish and stick to a regular publication timetable.
 Use a template for the easy preparation of each edition.
 Enlist others as reporters to gather copy, for example, students and staff.
 Quality is important but stick to the budget. Establish the highest standards for
accuracy of detail and grammar. Have a neutral proofreader.
 Make sure the school has parental permission to use any photos of students included.
 Set aside a specific time to do your part of the newsletter, preferably several days
before publication is due.
 Make sure digital newsletters are easy to read online or to download and open.
Remember, you have overall responsibility for your newsletters. You must have the final
say on what is included and how it is said.
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Principals' Views on their Communication
Ash Main Donald – Principal
Communication is clearly key. I tried a couple of things at my previous school that seemed to
make a difference.
I visited all the classrooms and asked the children:
What do you love about our school?

What could make it cooler?
What do you expect of me?
What can I expect from you?
What ideas do you have to help us build a family here?
With staff, I prepared one hour of the My Education Life Journey presentation. I covered who I
was, and why, what I believed in, how I saw my role, the mistakes I'd made, and the joys and
successes. I was very open, honest, and spoke totally from the heart. They understood what
they were to me, what they were to the children and community, and what the possibilities
were for our journey forward together.
I published a pretty awesome newsletter, lots of highest-possible quality photos of kids, and
many different ways of getting our core messages and beliefs through to families. It went out
every week – sometimes even twice a week.
The three focuses for our newsletter were to inform, to challenge, and to celebrate:
Inform – to keep you in touch with upcoming events, news, and information.
Challenge – we want to produce a new generation of thinkers. We will teach children

structured and systematic approaches to thinking and provide lots of opportunities to use
these skills. Look out for plenty of brain challenges in our newsletter.
Celebrate – our most precious resource is our people. We want to take every opportunity to
share with you the wonderful learning experiences that happen here each week.
The quality of our newsletter was very important to us.
Board meetings featured slideshows of the school in action.
We welcomed and encouraged parents to come to our weekly whanau time – school
assembly. The purpose of whānau time was regularly shared: to share family time together,
celebrate the cool and clever things our family members had achieved, and learn more about
our family and ways we could be a better family than before.
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Building Relationships with Parents
A principal has offered these comments about the importance of relationship-building:
I have found that establishing relationships with each parent who has a child at the school to
be quite beneficial. I always use the common ground that we, parents and teachers, have the
child's best interests at heart. This has always been a great starting point.
Initially, the process used to be quite time-consuming. I try to make time for every parent,
whether it is 5 or 10 minutes. I have found that it makes a huge difference for our parents that
they are acknowledged.
Even parents of children who regularly find themselves in some form of strife at school value
this open relationship with the school. They have said that they prefer being kept in the loop,
even during the tougher times for their children. As a result, I know that they are just a phone
call away and are always willing to support their child or other school initiatives.
Term gatherings help. Sometimes it is just a simple morning tea to say thanks. At other times
it is a whole school hang. Turnout at our last parent–the teacher-student interview was more
than 90 percent. Parents want to make time for their children. I have told them that one way
to do so is to come and listen to their child report back on progress/student achievement at
the p-t-s interview.
I think back to a few years ago ... things were a lot different. It was difficult to get most parents
through the school gate how things change! I put it largely down to relationship building.
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Source: https://blogs.scientificamerican.com/guest-blog/effective-communication-better-science/
Effective Communication, Better Science
Science communication is part of a scientist's everyday life. Scientists must give talks, write
papers and proposals, communicate with various audiences, and educate others.
By Mónica I. Feliú-Mójer on February 24, 2015
Science communication is part of a scientist’s everyday life. Scientists must give talks, write
papers and proposals, communicate with a variety of audiences, and educate others. Thus to
be successful, regardless of field or career path, scientists must learn how to communicate.
Moreover, scientists must learn how to communicate effectively. In other words, to be a
successful scientist, you must be an effective communicator.
Before I go on, I should note that for this post, I am defining science communication
broadly, meaning any activity that involves one person transmitting science-related
information to another, from peer-reviewed articles to tweets.
Effective communication means transmitting your message clearly and concisely so that it is
understood. It’s about engaging your audience – it’s about the ‘So what?’ and ‘Why does it
matter?’ of your message.
Advertisement
When scientists communicate more effectively, science thrives. Science is increasingly

interdisciplinary, and the ability to communicate more effectively across disciplines fosters
collaboration and innovation. Being able to communicate the relevance and impact of their
ideas and discoveries can enhance scientists’ ability to secure funding or find a job. It allows
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them to write better and more comprehensible research papers. It also allows them to be
better teachers and mentors for next-generation scientists.
When scientists can communicate effectively beyond their peers to broader, non-scientist
audiences, it builds support for science, promotes understanding of its wider relevance to
society, and encourages more informed decision-making at all levels, from the government to
communities to individuals. It can also make science accessible to audiences that traditionally
have been excluded from the process of science. It can help make science more diverse and
inclusive.
Although having more scientists who are effective communicators benefits science and
society greatly, there are still relatively few training opportunities for science students and
professionals to develop these skills.
Fortunately, effective communication skills are no longer perceived as soft skills. Increasingly,
they are becoming part of the core professional skills every science student and professional
should have.
Many science communication training programs and courses for scientists use the public
communication of science as a tool to develop effective communication skills. See, for
example, this list of training opportunities compiled by COMPASS, an organization dedicated
to improving science communication. Here are several other resources:
Social Media’s Impact on Workplace Communication
By Mark Craemer on March 24, 2017, at 12:06 PM
Source: ttps://blog.seattlepi.com/workplacewrangler/2017/03/24/social-medias-impact-on-workplace-communication/
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The Internet age has led to enormous changes in how we communicate in virtually every
aspect of our lives. Social media lets us connect with others in a way that was previously
unheard of. With a smartphone in hand, we can now access anyone and anything around the
world at any time.
But do these technological innovations mean we are experiencing improved communication?
Wael Ghonim, aka the “Google guy,” who used Facebook to help launch the revolution
against the Egyptian government in 2011, said that “if you want to liberate a society, all you
need is the Internet.” Years later, he explained that while the Arab Spring revealed social
media’s greatest potential, it also exposed its greatest shortcomings. “The same tool that
united us to topple dictators eventually tore us apart.”
In his TED Talk, Ghonim discussed five critical challenges facing today’s social media in the
political arena. He explained the most critical of these is that our social media experiences are
designed to favor broadcasting over engagements, posts over discussions, and shallow
comments over deep conversations.
“It’s as if we agreed to talk at each other instead of talking with each other,” Ghonim said.
While emailing, texting, posting, blogging, and tweeting enable us to send out messages, and
they don’t necessarily enable the opportunity for give-and-take conversations. Today’s social
media doesn’t encourage meaningful dialogue where we engage enough to bring about
greater understanding. It’s still, for the most part, one-way communication: sender to receiver.
This is not necessarily bad in and of itself, but it is limited and may undermine our ability to
connect and understand one another truly.
Workplace Communication
Today’s social media experiences can’t help but spill over from our personal and political lives
into the workplace, and this is where I am concerned. Without the exchange of meaningful
dialogue, we cannot maximize our ability to solve problems and innovate with new products
and services collaboratively. Sending messages only in one direction isn’t effective
communication.
This degradation in communicating can show up in every aspect of our lives, including
the workplace. Examples include:
 Failure to actively listening when the other person is speaking
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 Being too concerned with what we want to say rather than fully hearing and
understanding what the other person says and what is left unspoken
 Not ensuring our overall physical behavior that includes tone of voice, facial
expressions, eye contact, etc. are congruent with and supportive of our message
 Not making our intention clear, so there is no misunderstanding in what we say
 Using the wrong medium to communicate our message (e.g., using email instead of
face-to-face; using the phone when video conferencing would be better; using text
messaging instead of a phone call, etc.)
 Demonstrating that we are listening, yet not ensuring the other person is feeling heard
Some research suggests that spoken words convey only 7 percent of communication. The
other 93 percent is conveyed by tone, inflection, and other elements of voice and body
language, movements, eye contact, etc. When communicating is conducted by any other
method than face-to-face, a serious drop-off in understanding and learning will result.
Knowing how little the words alone can enable proper communication should be a warning
sign that the medium impacts the message's effectiveness.
Workgroup Effectiveness
Researchers from Google’s Project Aristotle concluded that understanding and influencing
group norms were the keys to improving Google teams. They determined that the right norms
could raise a group’s collective intelligence, whereas the wrong norms could hobble a team,
even if all the individual members were exceptionally bright.
The two behaviors all good teams generally shared were: 1) members spoke in roughly the
same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of
conversational turn-taking,” and 2) members had high ‘‘average social sensitivity,’’ or they
were skilled at intuiting how others felt based on their tone of voice, facial expressions, and
other nonverbal cues.
This means the group norms of taking turns speaking and listening with empathy were the
most important factors for improving team outcomes. These are also fundamental to
successful communication.
While social media continues to influence every aspect of our lives, it’s important to remember
its limitations concerning effective communication. In the workplace, this means choosing the
right medium to convey the message, ensuring there is an appropriate feedback loop, and
responding to the feedback in a way that results in true understanding.
With that, I encourage your thoughts on social media’s impact on your workplace.
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To perform the aforesaid big picture (unit learning outcomes) for the third three (3) weeks
of the course, you need to fully understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that you are not limited to refer to these resources
exclusively. Thus, you are expected to utilize other books, research articles, and other available
resources in the university’s library, e.g., ebrary, search.proquest.com, etc.
1. Workplace Communication is vital to an organization's ability to be productive and

operate smoothly.
1.1 Workplace Communication improves worker productivity.
1.2 Research has shown that effective lateral and workgroup communication leads to an
improvement in overall company performance. It was also discovered that employees who
were graded as highest in production received the most effective communication from their
superiors. For example, Gertrude works in engineering, and her prototypes of toys receive
accolades. She is an effective communicator about her designs and how they will be played
in real life by kids. In addition, she receives specific guidance from her superiors, allowing
her to create designs quickly and efficiently.
1.3 Workplace communication can increase employee job satisfaction.
1.4 Employees feel empowered if they are able to have upward communication. This type of
communication is when information flows upward in an organization and usually consists of
feedback. If bosses or managers are able to listen to employees and respond, this leads to an
increase in employee job satisfaction.
1.5 In addition, employees are also happy if there is intense downward communication,
which flows from superiors or managers to direct reports. Gertrude recently sent an email
to her boss recommending that her department upgrade its design software. Her upward
communication feedback was acknowledged and acted upon, resulting in a very happy
design team.
1.6 Workplace Communication can also have a positive effect on absenteeism and turnover
rates.
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1.7 Communication flow is very important to workers. Employees have to feel secure that
they are receiving truthful and updated information from superiors. They also want to have the
ability to share ideas, thoughts, and concerns within the company. Studies have shown that
companies with excellent communication can retain the surviving employees even after a
layoff.
1.8 Regardless of the type of organization, communication is the element that maintains and
sustains relationships in it. What person A says to person B cannot only impact those two
people but, since organizations are systems, it can also have a meaningful impact on the total
system. His/her communication with his/her co-workers and supervisors in the organization will
be a major determinant of how satisfied he/she is with his/her work and how satisfied others are
with his/her work. For example, in one organization where he/she worked, there was a very
gossipy, control-oriented person who would subtly let others know what he/she thought of
his/her co-workers. Eventually, this type of communication made it impossible for others to work
with this individual. When asked to work with this person, others would find excuses not to or
would become "ill" when the time to do the work rolled around. This, of course, had a negative
impact on the work of the total unit. The communication behavior of individual employee plays
a more significant role in organizational life than some think. Organizational communication is
central to organizational success.
1.9 The Nature of Communication in the Organization’s system. Companies may
communicate as channels through television, radio, the Internet, the world wide web, film,
billboards, telephones, etc. In organizations, people often become the most important channels.
For example, supervisors function as channels between upper levels of management and lower-
level employees. Secretaries often serve as channels between people on different levels and/or
in different parts of the organization. People serving as channels make up the informal
communication network in organizations—the Receiver. Just as the source is the person who
originates a message, the receiver is the person who acquires the source's message. As the
source, the receiver can be an individual, a group, or an entire organization. Also, like the
source, the receiver has three functions: 1) receives the source's message, 2) decodes or
translates messages into ideas or information or the message into some meaning, and 3)
responds to the message. Again, it is typical for one person to handle all three functions, but
not uncommon for more than one person to be involved. For example, a new employee might
receive the manager's message but have an older, more experienced employee interprets it for
her/him and has another employee respond to the interpretation. For communication to become
effective, employees and managers need to consider the backgrounds and experiences of each
other or one another. This may require that they should "put themselves in the other person's
shoes." A manager needs to know the employees to have effective communication with him/her;
likewise, on the part of an employee.
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1. https://study.com/academy/lesson/workplace-communication-importance-strategies-
examples.html
2. http://www.incorp.asia › importance-of-good-communication-at-the-workplace
3. J. C. (2001). An introduction to rhetorical communication. (8thed.).Needham Heights,
MA: Allyn and Bacon.Richmond, V. P.
4. McCroskey, J.C., & Richmond, V. P. (1996). Human communication theory and
research: Traditions and models. In M.B.Salwen & D.W. Stacks (Eds.).An integrated approach
to communication theory and research.Mahwah, NJ: Lawrence Erlbaum Publishers, 233-242.
Let’s Check
Activity 1. Now that you know the most essential concepts in studying the nature of
Communication for Work Purposes. Let us try to check your
understanding of these concepts. In the space provided, write the
term/s or concept/s being asked in the following statements:
_ 1. What are the benefits of creating open communication

lines of employers to their employees?
_ 2. How can employees become valuable assets to

Companies?
_ 3. What is the transparent effect of poor communication in the

Workplace among working staff?
Items 4-8: Give the Element that is being defined in each numbered item to have strong
Communication that will run deep within the Workplace
4. Consolidated communication lines should enable

everyone to communicate freely with his/her colleagues, peers, and superiors at any
level.
5. When employees can express their ideas openly, they

are more likely to present their ideas without fear of ridicule or retaliation.
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6. Creating effective teams requires communication and

mutual cooperation.
7. Communication can be seen internally and externally.
8. It does not only talk to people but also gives them the
opportunity to talk to each other.
Items 9 & 10: Identify the key areas in which organizations can enhance and improve
communication between their teams as described in each numbered item.
9. Communication is a two-way process, and if they don’t

listen and encourage dialogue with the other party, no job or person can survive for a long
time.
_ 10. Make sure that the communication lines are always open.
Let’s Analyze
Activity 1.
Getting acquainted with the essential terms and concepts of the nature of Communication
for Work Purposes, what also matters is you should also be able to explain or articulate its
inter-relationships. Now, I will require you to explain your answers to the following questions
thoroughly.
1. In your own level of understanding, how will you define Communication in the
Workplace and state its significance between Employer and Employee?
__
_.
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2. State what are the Roles of Communication for Work Purposes and explain their
importance in the following Fields:
a. Business
b. Health
c. Education
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d. Science
__
__
.
e. Social Media
In a Nutshell
Activity 1.
Based on the definition and explanation of the essential terms and concepts in studying the
nature of Communication for Work Purposes and the learning exercises you have done,
please feel free to write your arguments, insights, or lessons learned below.
1.
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2.
3.
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Do You Have any Questions for Clarification?
1.
2.
3.
4.
5.
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Work Communication Open Communication Communicate

Effectively
Upward
Downward Workgroup
Communication
Communication Effectiveness
External Feedback
Internal Feedback Communication Lines
Metalanguage
In this section, the essential terms relevant to the study of the nature of Character in
the Workplace and demonstrating ULO-b will be operationally defined to establish a common
frame of reference for how the texts work. You will encounter these terms as we study the
nature of Character in the Workplace or Work Ethics. Please refer to these definitions in case
What is the Role of Character in the Workplace and how Important to Maintain Ethics in the
Workplace?
a. How is the character in your workplace? Is everyone in your workplace doing all they
can to make it a place of good ethics and great working conditions? Is it all
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wonderful, no gossips, no backstabbers, no dishonesty, all just super great people

with good character. Being of good character (making ethical decisions) can be
difficult. In a world full of economic, professional, and social pressure, moral issues
can get buried. And, often workplace managers and employees do not have enough
experience with character/ethics to determine what or how to improve them.
b. People are not automatically born with good character, so someone like a parent, a
school teacher, or some kind person helped develop our individual character.
Just as in our individual lives, sometimes character issues arise in a workplace, views
can clash, and we are forced to rank the issues according to the consequences of our
choices.
c. It can be very difficult to make a decision that has consequences not agreeable with
what we want to do.
 Let’s try an experiment and see if those statements above are easier to
understand.
 Here’s a Story for You to make some choices.
THE STORY
Your car is rear-ended by another car, damaging your rear bumper. The other guy is insured.
When you go to the body shop for an estimate, the estimator suggests that he can fix a
rear fender dent that you had before the accident. He says you can claim that the
damages were caused by the same collision. Otherwise, fixing the fender will cost you
$350. He assures you that he has done it many times before and that you will have no
trouble with the insurance company. WHAT WOULD YOU DO?
Poster Board 4 suggestions:

1. Do It (Accept the offer).
2. Refuse politely.
3. Refuse angrily and tell him this is illegal.
4. Refuse, tell him this is illegal, and then report this to your insurance
company.
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Illustration (Modified)
STORYTIME
Accept the Deal.
Thank you but “No!”
Refuse and express

irritation at dishonesty.
Refuse, express irritation

& report to the insurance
company.
Source: http://www.academia.edu › CharacterInTheWorkplace
 What is the meaning of Ethics?
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 Ethics or moral philosophy is a branch of Philosophy that

“involves systemizing, defending, and recommending
concepts of right and wrong
behavior.
 Ethics seeks to resolve questions of human morality by
defining concepts such as good and evil, right and wrong,
virtue and vice,
Justice and crime.
 To contemplate further, Ethics means:
 Standards of duty and virtue indicate how we should
behave.
 It is about right and wrong and how an honorable person
should behave.
 It is about being a good person.
 Is vs. Ought.
 When speaking about Ethics or character, what does it mean?

 Ethics refer to principles that define behavior as right, good, and proper.
 Ethics are non-partisan; they transcend political, cultural, or religious issues.
They are not about what some people call success. We do tend to
judge people by wealth,
position, education, and even beauty. Sometimes we evaluate
them by
their bank account, the care model they drive, or their possession
of the latest and greatest gadgets.
But how much can you really know about a person by looking
at these external things?
 Ethical principles do not always dictate a single “moral”
course of action, such as “this is right. This is wrong,” or this
is good; this is bad.”
but provide a means of evaluating and deciding among several
competing options.
 Ethics is not the same as values.
 Ethics is what you do when no one else is watching.
Imagine you were invisible and were able to do anything
without the consequences or repercussions.
 Most people have convictions about what is right and
wrong based on a variety of reasons. Some are religious
beliefs, cultural roots, family background, personal
experiences, law, organizational values, political habits.
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 Character requires more than knowing right from

wrong—It also requires ethical sensitivity to the
outcome of decisions, and it requires a procedure
for applying these procedures to problems.
 Ethics and Character are the same, but VALUES are not
interchangeable with these two. Why? Because ethics
apply to how a person SHOULD behave, values are a
personal inner judgment that determines how you will
behave.
 And values can change with time. Our values are what
we prize, and our VALUE SYSTEM is the order we prize
them. Because values rank our likes and dislikes, our
value system determines how we will behave in certain
situations and creates many clashes in our lives. For
instance, the desire to be rich may clash with our desire
to be honest. A desire for personal independence may
clash with a desire for intimacy.
 WHY BE ETHICAL?
 It’s just good business.
 It’s the smart thing to do.
 People have a lot of reasons for being ethical:
 Inner benefit. Virtue is its
reward.
 It gives us a personal
advantage.
 It leads to approval, self-
esteem, admiration, and
respect of peers.
 Good behavior can please or
help you serve your GOD.
 Some people are ethical out of
habit; they were trained as
children.
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Illustration of Workplace Function (Modified)
OUR
WORKPLACE
SKILLS CHARACTE SYSTE
R MM
Source: http://www.coursehero.com › file › CharacterInTheWorkplace
Look at this chart. To make any workplace function properly, we know we need to have a skilled
staff, a system that works, and both leadership and staff with character.
Imagine a skilled employee without character---He/She just will not fit in. Character is a highly
respected trait. The most desirable employee is the selflessness one.
A selfless person is filled with humility, while a selfish person is filled with pride.
Selfless people are healthy and know and practice the “It’s not about me” program.
Let’s look at the system; I feel that most of you have good systems in place. Past
performance proves that. But the system is set up in a way that rewards individuals. If
is given a 1,000 reward for work that was done by him that you could have or have done
in the past, how should you feel? If you are a person with character, your character should not
and is not affected by this.
In the war of competencies versus current behaviors, we need to work on all three, skills,
character, and system.
Somewhere out there, I bet there is s list, a policy, a directive that outlines the expectations
of an office. It might not be 100% perfect, but we can build it. Just skills training will not change
the results (if the character is lacking). The system may be great, but some people may not live
up to expected expectations and need a check. If the system is at fault, change it. If not, hold
that person accountable.
An example of the system needing a change is with a teenaged child who goes to the
library to work. The library closes at nine, but his curfew is 8:30. Every day he is late coming
home. Why? Because he loses track of time until they announce the closing. So how can this
problem change? Change his time for curfew.
As the Pepsi slogan says, “If Wealth is lost, nothing is lost. If Health is lost, something is
lost. But, if Character is lost, everything is lost." And this is true.
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As a matter of fact,
In 1992, an eminent and diverse group of educators,

youth leaders, and ethicists from 30 segments of our nation
met in Aspen, Colorado, to formulate a national framework of
what character involves. They issued the Aspen
Declaration, a document asserting the importance of six
core ethical values that “transcend cultural, religious and
socioeconomic differences.”
These are the six
cores that everyone agreed would make any
person that practiced them a PERSON OF
CHARACTER>
So, what did they choose?
The Six Pillars of Character

(Diagram 1)
Source: http://www.powershow.com › view › CHARACTER_IN_THE WORKPLACE
(Diagram 2)
1. Trustworthiness is sometimes misunderstood as a personal value. The

majority of people believe themselves to be trustworthy, yet, their behavior does
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not match their belief. Generally, people believe trustworthiness is keeping your
word, taking care of your belongings, and returning what you borrow from
others. However, trustworthiness embodies much more.
 Be Honest
 Keep Promises
 Integrity
 Don’t Deceive, Cheat or Steal
 Be Reliable,
 Do What You’ll Say You’ll Do
 Build a Good Reputation
 Be Loyal, Stand by your Family,
 Friends and Community
1. Respect. People are not things, and everyone has a right to be treated with
dignity. We are not expected to hold all people in high esteem, but we
should treat everyone with respect. We have a responsibility to be the best
we can be, even when dealing with unpleasant people. Follow the Golden
Rule. Respect prohibits violence, humiliation, manipulation, and
exploitation. Be tolerant of differences. Use good manners, not bad
language. Be considerate of the feelings of others. Don’t threaten, hit, or
hurt anyone. Deal peacefully with anger, insults, and disagreements.
2. Responsibility. Your ability to reason and the freedom to choose makes

you morally accountable for your choices.
You are bound by principles of morality to make choices that honor, rather
than degrade, universal ethical obligations to be trustworthy, respectful,
responsible, fair, caring, and a good citizen.
Your moral obligation is to choose attitudes, words, and actions and to
accept personal responsibility for the consequences of those actions.
Responsibility requires that you recognize what you do — and don’t do —
matters.
SOME THINGS WE CANNOT CHOOSE:
You can’t choose to be good-looking, smart, or athletic. You can’t choose
your parents or the circumstances in which you grow up.
Responsibility isn’t about blame; it’s about accountability. The question for
the responsible person is: “Could I have done something that would have
mattered?”
Responsible people continually pursue excellence, exercise self-control,
restrain passions (lust, hatred, greed, fear) for the sake of a longer-term
vision. These people realize they are as they choose to be, every day, all
the time.
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• Don’t make excuses

• Accept responsibility for decisions
• Fulfill all obligations
• DO NOT over-promise
“Life is full of choices—what you do and don’t do matters”
“Choosing not to choose is a choice.”
3. Fairness.
a. Process
The environment of your workplace is vital to employee satisfaction,
reduction of turnover, and productivity. It is also vital to the legal
stability of your business. A hostile work environment can be the basis
for many employee complaints and causes of legal action.
The Equal Employment Opportunity Commission lists as a basis for
employee complaints the existence of a "hostile work environment."
Creating or continuing a hostile work environment can be the
beginning of a legal quagmire of lawsuits, wrongful termination suits,
and discrimination complaints.
The atmosphere of a harsh and antagonistic workplace can be a
death sentence for your business.
b. Impartiality and Equity
One of the most significant factors affecting hostility in the workplace is
inequity and selective discipline. Employees frequently site favoritism
and unfairness as their reasons for discomfort and intimidation at work.
Establish a written and clear code of employee conduct that must be
applied fairly and without bias. Failure to hold workers accountable to
employee standards of conduct and behavior in a consistent manner
will lead to accusations of bias and favoritism. The consequences of
such accusations are far-reaching and will affect management
credibility at all levels of your organization.
The perception of employees and fellow workers is the key to creating
a work environment that is neutral to the personalities and personal
preferences involved. Fairness is out the window when employees
perceive that they are being treated differently than others. When the
tardiness of one worker is excused because they have to take their
child to daycare, but the tardiness of another worker without such a
valid reason is cited with warnings that can cause the perception of
unfairness. Avoiding the impression of unfairness can go a long way to
maintaining an impartial workplace, the satisfaction of employees, and
the feeling that everyone is being treated in the same way. It also takes
the perception of bias out of the employee relations equation. Though
it means hard choices, it can mean the difference between a hostile
and hospitable work environment.
Able is your newest employee. He’s young, unmarried, and is
your best producer. He gets more work done effectively than any
other employee.
Nettie is a competent worker of four years, a single mother with
three small children at home. She needs the job the most.
Oldham has worked for the company the longest (18 years) and is
two years away from a pension.
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Tryhard is a good producer with a terrific attitude. He’s the

hardest worker you have.
Nepo is a competent employee and the son of one of the owners
of the company.
4. Caring.
3 Golden Rules
a. Be Practical - "Instead of buying gifts for one another in our workplace
holiday gift exchange; we decided to exchange in-kind services," Karen
told me a few days ago. One person offered to get coffee for another
co-worker for a week. Another offered to take out someone's trash
daily. Practical acts of service go a long way to plant positive feelings
in others and create great workplace morale.
b. Be Interested - When you stop trying to be interesting and start being
interested in others, you'll show others you care. Then you'll be
interesting. Guaranteed. It's all in how you see people, either as
enemies or as friends, as competition or as collaborators. See people
as friends and potential collaborators, and you'll be interested in
others. How do you see people?
c. Be Available - What if, once a week, you asked one of your team
members, "How can I help you?" I know you've got enough on your
plate, and so does everyone else. But, as you help another team
member succeed, you'll both succeed. The entire workload will get
much lighter.
d. Bottom Line: Dare to care. Take a risk and invest in the lives of your
team members and watch how your team succeeds.
When dealing with others in your workplace:
* Talk about things that are upsetting you in your work relationship.
* Don’t avoid the real issues.
* Listen to each other’s point of view.
* Don’t try to convince the other person that you are right, and he
or she is wrong.
*Don’t take either/or, this, you/ me positions.
* Assume that maintaining a good working relationship is as important
as, if not more important than, anything happening at work.
If managers and their employees all conscientiously attempt to keep
the work environment clear of the competition, then many potentially
damaging relationship complications and crises will be more easily
handled, doing much less ultimate harm to all those involved than they
might otherwise do.
Quality relationships are what produce quality products and services.
• Compassion and Concern for others

• Kindness and Consideration
• Mercy and Forgiveness
• Empathy
• Gratitude and Expressed Thanks
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5. Citizenship.
A person of good character views the importance of being a good citizen
as an integral part of their core. Helping to improve the quality of life for
others makes them socially responsible and connected to the community.
Citizenship includes civic virtues and duties that prescribe how we ought
to behave as part of the workplace. A good citizen will know the rules and
obey them. But that’s not all. A good citizen will volunteer and stay
informed of issues of the day. She/he will execute her/his duties and
privileges. He/She will do more than the fair share to make the workplace
and society work. The good citizen will never have the “DO WHAT YOU
HAVE TO DO” or “DO WHAT YOU CAN GET AWAY WITH” attitude.
• Play by the Rules

• Respect Authority
• Do your Share
• Within the Workplace Keep Proper Records
• Follow Office Procedures
• Be a good office neighbor and pursue the common good
•
• Enhanced Ethical Commitment
Think of the most ethical person you know!
What characteristics do you associate with that person?
Do you think ethics are important to that person?
If someone asked that question about you, how many people would think
ethics were important to YOU?
How would it feel to know you are a role model for others?
When faced with a difficult decision, think about this person and the integrity and courage they
have. Think about why you admire this person. WHAT WOULD THEY DO> All our
words, our actions, and attitudes reflect choices.
1. We all have the power to decide what we do and what we say.
2. We are morally responsible for the consequences of our choices.
3. Reflect on your choice before you make it.
1. Could someone suffer physical harm?
2. Could someone suffer serious emotional pain?
3. Could the choice hurt your reputation, undermine your creditability,
or damage important relationships?
4. Could the decision impede the achievement of important goals?
THE GREATER THE POTENTIAL CONSEQUENCES, THE GREATER THE NEED
FOR CAREFUL DECISION MAKING.
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Take it to Work.
What Can the Business Community Do?
In just about any dictionary published, the definition of ethics is essential "a set of
principles concerning proper conduct." Unfortunately, for many people, this does not define the
word ethics enough for them to be able to operate a business - or live their lives - in an ethical
manner. So, what does the word 'ethics' really mean?
The chances are good that you live your life and operate your business based on your
own moral code. You may do this without even realizing that you have your own moral code -
but everyone does. Even the worst people in the world have a moral code that they live by. It
comes down to what you are and are not willing to do to achieve or obtain that which you want.
So much for the definition of ethics, huh.
For example, there are some people in the world who are willing to kill other human
beings in order to obtain things that they want, but this is something that you would not even
consider. Some would not go as far as taking life to achieve what they want, but would not be
opposed to ruining someone else's life. Again, you may not be willing to go that far. Some are
perfectly willing to cause others pain or inconvenience in an attempt to get what they want, even
though that pain or inconvenience would not ruin a life, but again, you may not even be willing
to do that if you have a strong moral code.
Your moral code is essentially your sense of what is right and what is wrong, or what is
acceptable and what is not acceptable. Some think that this moral code should be the same for
everyone - but it simply cannot be because we all think differently, and we all have different
upbringings, backgrounds, and experiences.
Because we all do have different views, there is a set of basic behaviors that most people
adhere to. Some of those behaviors have been made law. For example, it is not only ethically
wrong to kill someone or to steal, but it is also against the law, which means that if you are
caught, you must pay the consequences of your actions. You won't just be told that such actions
are unethical or have people look at you with disgust or disappointment - there is an actual
price to pay, which in most cases is financial restitution, time in prison, and
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depending on the crime - or unethical behavior - death in states where the death penalty plays
in.
So, as you can see, while there is a standard definition of the word 'ethics' for everyone,
your own definition of ethics may be different from others. The key to living an ethical life and
running an ethical business is not to do anything that will cause you not to be able to be proud
of what you have done, as well as not doing anything that will disappoint the people that matter
most to you in the world.
Expect all Employees to Maintain these Ethics

• Trustworthiness
• Respect
• Responsibility
• Fairness
• Caring
• Citizenship
(Diagram 3)
So let’s go over the 6 Ethic

Character needs that can make
you proud.
Trustworthiness
• Try to be honest and ethical
in all business dealings.
• Never reveal proprietary
information.
• Do not tolerate lying,
stealing, or deception.
Respect
• Treat everyone with courtesy, politeness, and dignity, valuing individual and
cultural differences in our workplace and among those we serve.
• Listen to and communicate openly with each other and with the customers to build
mutual respect and long-term working relationships.
Responsibility
• Do not make excuses.
• Accept responsibility for our workplace decisions.
• Fulfill all obligations.
• Do not over-promise our customers.
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Fairness
• Listen intently to the concerns of the customers, employees, and vendors.
• Listen to the employees and make decisions that affect them only after careful and
appropriate consideration.
Caring
• Truly care about each and every customer, employee, and vendor.
• Commit to building long-lasting relationships to mutual benefit.
Citizenship
• Play by the rules.
• Keep proper records and follow financial reporting procedures.
• Follow all laws and regulations … to the tee.
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to refer to these
resources exclusively. Thus, you are expected to utilize other books, research articles, and
other resources that are available in the university’s library, e.g., ebrary,
1. Character in the Workplace or Company’s Ethics is its set of moral standards

in defining how the employer and his/her employees transact or conduct
business. Undoubtedly, Ethics is similar to "doing the right thing" in areas such
as making financial decisions and the treatment of employees towards their
customers or clients. Highly ethical organizations and companies display a
number of key characteristics, starting with the very head of the organization
and going down to the lowest-paid workers or employees. Again, let’s be guided
by these Characteristics that should be manifested in our respective
Businesses, Organizations, Companies, Establishments, or Corporations.
a. Honesty. An ethical workplace exhibits the characteristic of honesty. Honesty can occur
in the relationship between employees, such as when one admits a key mistake instead
of blaming it on another. Honesty means that employees refrain from stealing company
property, cheating on an expense report, or abusing sick days or lunch breaks. Honesty
can also occur in the customer relationship, such as when a salesperson discovers he
overcharged the customer for service and ensures a refund or credit is issued.
b. Integrity. Ethical workplaces feature employees who demonstrate a high level of
integrity. Integrity involves treating others fairly and with dignity and respect. Supervisors
act with integrity when they treat all subordinates the same in areas such
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as issuing raises and promotions and when disciplining acts of misconduct. Employees
act with integrity when they put the organization's interest above their own or refrain from
potentially harmful behavior, like spreading false gossip or playing the game of company
politics to their own advantage.
c. Accountability. Ethical employees hold themselves accountable for their results and
actions. They complete their work assignments properly and on time and don't leave
"messes" for other employees to clean up. They have a clear understanding of what is
expected of them and make sure they have the information or resources they need to
get the job done. If a supervisor points out an area that needs improvement, accountable
employees take the necessary corrective actions instead of dismissing the criticism as
invalid.
d. Management Focus. Ethical organizations are typically characterized by top
management personnel, placing a high focus on ethical behavior. Ethics are prominently
mentioned in the company's mission statement. The company implements a written code
of ethics or conduct that all employees must be trained on and agree to participate in
their daily activities. Top management in these organizations sets an example by
adhering to the code of conduct when taking actions or making decisions.
These characteristics should manifest and be included from the lists above between
employers and employees or between employees and customers or clients.
e. Think Before Acting. Being an ethical person is sometimes defined as "doing the right
thing." But what about telling a white lie to avoid hurting someone's feelings? While two
employees are at a trade show and one employee asks her colleague what she thinks
of the trade show booth that he put together? Her real feelings are that she thinks he
should have brought a larger monitor for the running product video. However, there is no
way to get a larger one now. She hesitates a moment not to bruise his confidence and
then answers that the monitor looks great. After the show, she will suggest that he use
a larger monitor the next time. The question is: Is her lie unethical? Being ethical isn't a
clear-cut, black or white answer, so ethical people often stop thinking before deciding
what to do. They weigh the consequences of one action against another until they decide
what the "right thing to do" is in this case.
f. Feel a Sense of Duty. Naturally, you want to hire people who will be loyal, honest, and
who will give 100 percent to the company when they're at work. Loyalty doesn't
necessarily mean staying at one company for most of their career anymore, though. If
an applicant's resume shows short stays at most jobs, you can't expect that person to
show their loyalty by staying for years. In reality, you can never know how long an
employee will remain with the company. Instead, look for them to show loyalty by putting
in a good day's work every day and making decisions that are in the company's best
interests. Asking potential employees during their interview to give examples of difficult
decisions they made at their last job and why they decided as they did will give you
significant insight into how often ethics play a role in their decisions.
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g. Aren't Afraid to Speak Up. The employees who speak their minds often do so because
they feel that keeping quiet wouldn't be right. Often, they believe that if they don't speak
up, then others will think they agree with what's being said or done. Staying silent would
be akin to lying. Of course, you need to distinguish these people from those who complain
loudly about everything and always have something to say about everything. It's those
who speak up when asked their opinion, those you go to when you want an honest
answer instead of an obligatory pat on the back, who are the most ethical. It's easier to
say nothing than to rock the boat by speaking up. They're going out on a limb by saying
something, but they do it anyway.
h. Treat Vendors and Servers Well. Most people will naturally treat their customers well
because they want to please them and keep their business. The real test comes when
the customer has a problem or decides to go with a competitor. How they act at that point
can give your company a five-star reputation or ruin it. If you're at the interview stage,
take the applicant to lunch or the snack bar and watch how he treats the servers and
cashiers. Or, for current employees, see if they give vendors the same respect that they
give prospective customers.
This statement is powerful and striking that everyone commits mistakes now and then,
just as everyone can say and utter all the right, beautiful, and pleasing things during an
interview or when the Boss is around and looking and observing at you. But what is
important is how people behave and handle or manage themselves when nobody is
looking and observing around. Always and consistently, ethical people model ethical
behavior. Pop into meetings unexpectedly, join a sales rep on a complaint call, or forego
alcohol at a happy hour get together or company party. Ethical people are always ethical,
no matter where they go.
1. https://smallbusiness.chron.com/ethical-characteristics-workplace-11934.html
2. https://smallbusiness.chron.com/characteristics-ethical-people-workplace-
15703.html
3. http://www.academia.edu › CharacterInTheWorkplace
4. http://www.coursehero.com › file › CharacterInTheWorkplace
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Let’s Check
Activity 1. Now that you know the essential concepts in studying the Character in
the Workplace or Work Ethics. Let us try to check your understanding
of these concepts. In the space provided, write the term/s or concept/s
being asked in the following statements:
_ 1. What branch of Philosophy that involves systemizing,

defending, and recommending concepts of right and wrong behavior?
_ 2. They deal with a personal inner judgment that determines

how you will actually behave.
_ 3. What document asserting the primacy of six core ethical

values that transcend cultural, religious, and socioeconomic differences in the year 1992
where an eminent and diverse group of educators, youth leaders, and ethicists from 30
segments of our nation met in Aspen, Colorado, to formulate a national framework of
what should character involve?
Items 4-9: Identify the six (6) Pillars of Character being defined in the following numbers.
4. Helping to improve the quality of life for others makes

them socially responsible and connected to the community.
5. Showing compassion, concern, and kindness to others.
6. Treating people in a way that does not favor some over

others.
7. It isn’t about blame, but it’s about accountability.
8. It prohibits violence, humiliation, manipulation,

and exploitation.
_ 9. Able to be relied on to do or provide what is needed or right.
10. It requires more than knowing right from wrong—It also

requires ethical sensitivity to the outcome of decisions, and it requires a procedure for
applying these procedures to problems.
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Let’s Analyze
Activity 1.
Getting acquainted with the essential terms and concepts of the Character in the Workplace
or Work Ethics, what also matters is you should also be able to explain or articulate its
interrelationships. Now, I will require you to explain your answers to the following questions
thoroughly.
1. In your level of comprehension, why is it? An employee's character is far more

important than skills, considering the system that governs the organization or
company?
_ _.
2. Explain the significance of the Six (6) Pillars of Character in the Workplace.
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In a Nutshell
Activity 1.
Based on the definition and explanation of the essential terms and concepts in the study of
the Character in the Workplace or Work Ethics and the learning exercises you have done,
you will write a Reflective Essay with the Title below. Assuming that you are already a Graduate
or Professional in your chosen Course and handling a particular job, position, or designation in
a prestigious Company in line with your chosen Field. The Reflective Essay should have a
minimum of 150 words and a maximum of 200 words. Be guided with the Grading Rubrics
below.
“How Can I Become an Effective Employee in My Workplace?”
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Rubric
Reflective Essay

Content is comprehensive,
accurate, and persuasive.
Major points are stated
clearly and are well
Content & Development 10
supported. Responses are
excellent, timely, and
address topics. Specific
examples are used.
The structure of the paper is

clear and easy to follow.
Transitions are logical and
maintain the flow of thought
Organization & Structure 10
throughout the paper. The
conclusion is logical and
flows from the body of the
paper.
Rules of Grammar, Usage

Grammar, Punctuation, & and Punctuation are
15
Spelling followed; spelling is correct.
Adapted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N4AA82&retrievedApril13, 2020
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Activity 2.
Carefully watch, listen, and observe the Video Clip about Problem or Conflict in the
Workplace (Office Etiquette). After doing so, write a Synthesis Essay on what you’ve observed
based on the lesson that you’ve learned today. Your Synthesis Essay should have 150 to 200
words. Connect to the Link provided below. Enjoy Watching! Be guided by the Grading Rubric
below.
Video Clip: https://www.youtube.com/watch?v=vpAWMccWqso
_.
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Rubric
Synthesis Essay
Introduction and Title Gains attention and clearly 20%

shows what the essay will
cover.
Thesis Statement The thesis is clear and

found at the beginning of the
opening or first paragraph. 20%
The thesis presents a clear
topic for the rest of the
paper, plus an assertion.
Details & Examples The thesis statement is

supported with examples
from the appropriate 15%
resources. Insightful
connections are made
between the statement and
resources.
Organization & Structure Each paragraph flows to the

next paragraph using
transitions. Paragraphs follow 10%
a logical order. Ideas are
logically separated into
paragraphs.
Conclusion The closing paragraph

summarizes work. It mirrors
the thesis sentence and 20%
gives closure to the
paragraph.
Language & Mechanics No errors in punctuation,

spelling, grammar, or 15%
capitalization.
Total 100%
Adapted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W68BA6RetrievedApril13,2020
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Do You Have any Question for Clarification?
1.
2.
3.
4.
5.
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Trustworthiness Fairness Ethics

Respect
Caring Character
Citizenship
Responsibility Aspen Declaration
Big Picture in Focus

ULO- c. Reproduce the Basics of Writing Technical
Reports such as Application Letter, Resume’,
Minutes of the Meeting, and Memorandum.
Metalanguage
What is Technical Writing?
a. Technical Writing is a type of writing where the author writes about a particular
subject that requires direction, instruction, or explanation. This writing style has a
very different purpose and characteristics than other writing styles, such as
creative writing, academic writing, or business writing.
1. The Uses for Technical Writing
a. Technical Writing is straightforward, easy-to-understand explanations and/or

instructions dealing with a particular subject. It is an efficient and clear way of
explaining something and how it works.
2. The subject of Technical Writing can either be:
a. Tangible - Something that can be seen or touched, such as a computer or software

program or information on how to assemble a piece of furniture.
b. Abstract - Something that involved a series of steps that aren't related to a tangible
object. One example of this might be the steps required to complete an office
process.
3. Some examples of Technical Writing include:
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a. Instruction manuals
b. Policy manuals
c. Process manuals
d. User manuals
e. Reports of Analysis
f. Instructions for Assembling a Product
g. Summarization of a lengthy report that highlights and shortens the most
important elements
4. Tips for Good Technical Writing
 Regardless of the type of document written, Technical Writing

requires the writer to follow the properties of knowing their
audience, writing in a clear, non-personal style, and doing
extensive research on the topic. By including these
properties, the writer can create clear instructions and
explanations for the reader.
a. Know your audience. An expert in the field will understand certain abbreviations,
acronyms, and lingo that directly apply to such a field. The novice will not understand
in the same manner and, therefore, every detail must be explained and spelled out for
them.
b. Use an impersonal style. Write from a third-person perspective, like a
teacher instructing a student. Any opinions should be omitted.
c. The writing should be straightforward, to the point, and as simple as possible to make
sure the reader understands the processor instruction. This, at times, may appear as
simply a list of steps to take to achieve the desired goal or maybe a short or lengthy
explanation of a concept or abstract idea.
d. Know how to research. Gather information from several sources, understand the
information gathered to be analyzed thoroughly, and then put the information into an
easy-to-understand format to instruct those who read it. The more
inexperienced your
audience, the more
information you will
need to gather and
explain.
e. Be thorough in the
description and provide
enough detail to make
your points; but, you
also have to consider
that you need to use an
economy of words so
that you do not bore
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your reader with gratuitous details.
Something to think and ponder about….”A Good Technical Writer can make a
difficult task easy and can quickly explain a complex piece of information.”
Source from: https://grammar.yourdictionary.com/word-definitions/definition-of-technical-writing.html
5. How to Write a Technical Report?
a. Engineers, Scientists, and Medical Professionals need to be good writers, and

technical reports prove it! A good technical report presents data and analysis on a
specified topic clearly, highly organized, and effective manner. Before you begin writing,
define your message and audience and outline. Then, write the main body of the report
and surround it with the other necessary sections, according to your chosen layout.
Part 1
Planning Your Report
b. Establish the message you want to convey through the Report. You’ve done your
research and collected your data, so now it’s time to ask yourself what it all means. How
will you define the problem or topic you are addressing, and what conclusions can you
draw based on the data and evidence?[1]
 For instance, you may want to convey that a new technique for extracting a particular
chemical compound is safer and more cost-effective.
 The best technical reports remain clear and focused throughout—they have a specific
purpose and convey the information in a logical order.
 Work with advisors, supervisors, or colleagues to fine-tune your report's message and/or
goal. These can vary widely depending on whether the report is being produced for
academic, business, or other purposes.
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c. Define your Audience before you begin Writing. Who will be reading your report—
fellow researchers, corporate executives, the general public, or someone else? It’s
imperative that your report is written in such a way that its data and findings can be easily
understood by its intended audience.
 If others in your field will be reading the report, it can be more “technical” in language
and detail. In many cases, though, technical reports are intended for those outsides of
your particular discipline. If so, cut back on the jargon for non-expert readers.
 Consider having a non-expert friend look over your report throughout the process to give
you feedback on its accessibility to a broad audience.
d. Create an Outline to follow while you Write. Technical reports are usually very
structured, often with clearly-labeled and numbered sections. Therefore, it’s fairly
straightforward to draw up an outline that identifies each major report element.
 Determine which particular sections your report must or may have. Consult the person
or organization to whom you’ll be submitting the report for any layout requirements.
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Part 2
Writing the Main Body of the Report
1. Create a thorough but focused Introduction to the Report. The introduction to a

technical report lays out the main problem or issue your paper addresses and how you
address it in the report. It should indicate to the reader why the issue at hand is important
and establish the objectives for your report.
 In most cases, the introduction will likely be 1-3 paragraphs in length.

 The end of the introduction should clearly state what the report “does.” It might do so by
way of a direct statement (“This report analyzes…”) or by providing a series of questions
(which may in some cases be bulleted or numbered) to be addressed.
2. Provide Background Information and/or a Literature Review in the next section.

Right after the intro, delve into the basic circumstances surrounding the topic at hand—
a short history of the problem and its relevance today, for instance. If it has been a topic
of sustained debate within your field, you might also walk readers through important
examples of past work on the subject.
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 Essentially, you want readers who may be new to the subject matter to feel like they
have at least a rudimentary grasp of it after reading this section.
3. Follow up with a clear and detailed Project Description. In this section, you basically
tell your reader what it is you actually did to tackle the problem or issue at hand. Tell
them what type of testing or analysis you did, using what methods and equipment, and
any other relevant details.
 If, for instance, your report is focused on a particular experiment, be specific on the way
it was conceived, set up, and conducted.
 This is sometimes called a “methods” section since you describe the methods used to
conduct your research.
4. Present your Data and Describe what it all means in the next Sections. You’ve now
reached the heart of a technical report, in which you clearly lay out and contextualize the
data you’ve gathered. In most cases, you’ll need to provide numerous figures and tables
to present the actual data. Don’t rely exclusively on them, though— use text to put the
findings into a context that is appropriate for your intended audience.
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 It can be hard to determine how much data to present. Giving too little can significantly
weaken your analysis and the overall report. Giving too much, however, can drown the
reader in a sea of tables and figures. Ensure you provide all essential data and err on
the side of providing a bit too much unless otherwise instructed.
 Present your data in a logical order so that each table or figure leads into the next one.
5. Round out the Report with a Conclusion that Bookends your Introduction. In a
technical report, your introduction should raise the “big” questions, and your conclusion
should provide your answers. If, for instance, you listed several specific questions in your
intro, answer them specifically in conclusion. Otherwise, use it to pull together your
findings into a clear, convincing statement.
 Be as bold in your conclusions as your data and analysis permit you to be. Don’t use
terms like “might,” “perhaps,” “could,” and so forth—write something like, “The data
shows that…” However, don’t draw conclusions that aren’t supported by your data.
Part 3
Adding Components in the Proper Layout
1. Check for specific Guidelines with your University, Employer, etc. While there is a fair
amount of standardization when it comes to organizing technical reports, the particular layout
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can vary somewhat by discipline or other factors. The following layout, for instance, is a fairly
standard one that might be used in your particular case:
 Title Page
 Abstract
 Executive Summary
 Table of Contents
 List of Figures / List of Tables
 Main Report: Introduction; Background / Literature Review; Project Description;
Data / Description of Data; Conclusion
 Acknowledgments
 References
 Appendices
1. Create a simple Title Page at the Beginning of your Report. The title page
needs to provide the title of the report and your name and often includes details
like the date and the purpose of the report's submission. Check for any title page
layout guidelines for your discipline, department, employer, etc.[5]
 For a typical title page (and overall report layout), see

http://www.mech.utah.edu/~rusmeeha/references/Writing.pdf
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2. Provide a Condensed Overview of the Report in the Abstract. The goal of a technical
report abstract is to boil down the essentials of the report into about 300 words. You need
to provide a very quick rundown of what the report covers and any conclusions or
recommendations you make in it.
 Write the abstract after you’ve written the actual report. You want it to be a condensed
description of what you have written, not of what you intend to write.
 Check to see if there is a specific word limit for your abstract. Even if there isn’t, 300
words is a good word limit to aim for.
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3. Create an Executive Summary that Condenses the Report by about 90%. Executive
summaries get their name because they’re targeted toward high-ranking executives who
presumably won’t have time to read the whole report. The executive report should be
longer and more detailed than the abstract but still be only about 10% of the length of
the main report.
 The executive summary should focus on your Findings, Conclusions, and/or

Recommendations, and allow the report itself to present the data—although highlights
of the data should be provided.
 Depending on your situation, you may need to write an abstract, an executive summary,
or both.
4. Draw up a Table of Contents, a List of Tables, and a List of Figures. The table of
contents should break down the entire report section-by-section, so readers can quickly
get a feel for the entire report and find any particular section. Technical reports are
data-driven and invariably have many tables and figures, so provide lists of each that
quickly identify them and let readers know where to locate them.
 Check for any formatting guidelines for these sections. If the format is left up to you,
keep things simple and straightforward.
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5. Follow the Main Body of the Report with an Acknowledgments section. While
acknowledgments sections in books or other types of research papers often thank friends
and family, in technical reports, they typically mention those who directly helped facilitate
the creation of the report. Any individual or group that supported your work in a
professional capacity (including financially, such as through grants) should be
acknowledged in this section.
 This section typically runs 1-2 paragraphs and follows a fairly simple “The author would
like to thank…” format.
6. Include Citations in the References section, using a consistent format. Create a

citation for every source you quote from or refer to in the main body of the report. If you
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are not given a specific citation format to follow (for instance, APA or MLA format),
choose one and follow it consistently throughout this section and the entire report.
 In some cases, you may also be expected to provide a listing of works you have
consulted but not specifically cited in work. Check with the relevant department,
organization, individual, etc., if you’re not sure.
7. Use Appendices to provide useful but not essential information. If, for instance, you
have a great deal of raw data that isn’t in itself essential to the report but which is
enlightening, nevertheless, include it in one or more appendices. Never put anything you
consider essential to the report in an appendix—find a place for it in the main body of the
work.
 Use a consistent, easy-to-navigate format when creating appendices. They aren’t meant
to be dumping grounds for random snippets of data or information.
6. What Are the Basics in Technical Writing?
a. Good Style
b. Building Goodwill
c. Half-Truths About Writing
d. Better Style
e. 11 Ways to Build Better Style
f. Draft Testing
g. Organizational Preferences
h. Recommended Resources
a. Good Technical Writing Style

 Varies by the audience; it considers the reader and builds goodwill
 Maintains consistent and “good” style
 Is, above almost all, clear
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Good Technical Writing Style also

 Attends to Visual Impact
 Persuades
b. Build Goodwill: Use “You-Attitude”
 You-Attitude” is a style of writing that

 Adopts the audience’s point of view
 Emphasizes what the audience wants to know
 Protects the audience’s ego (e.g., does not use “you” to make accusations)
Build Goodwill: Avoid Bias

 Use nonsexist language that treats both sexes neutrally.
 Job titles: Chairman vs. Chairperson
 Courtesy titles: Mrs. vs. Ms.
 Pronouns: The nurse and her patients vs. the nurse and his patients
 Don’t make assumptions about your audiences’ sexual orientation, gender, marital
status, etc.
 Use nonracist and nonagist language
 Give someone’s race or age only if it is relevant to your communication.
 Refer to a group by the term it prefers.
 Avoid terms that suggest competent members of a certain group are unusual.
c. Half-Truths about Style

1. Write as you talk
2. Never use “I.”
3. Never begin a sentence with and or but
4. Never end the sentence with a preposition
5. Big words impress people
Write as You Talk: Yes . . . But

 Yes
 Do it for the first draft
 Read draft aloud to test
 But
 Expect awkward, repetitive, badly organized prose
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 Plan to revise and edit
Never Use I: Yes . . . But

 Yes
 I can make writing seem self-centered
 I can make ideas seem tentative
 I should never appear in a resume, but it’s fine to use it in a cover letter.
 But
 Use I to tell what you did, said, saw—it’s smoother
Never Begin Sentence with And or But
 And may make the idea seem like an afterthought

 And gives the effect of natural speech
 But serves as a signpost, signals a shift
 But can make writing smoother
Never End a Sentence with a Preposition: Yes . . . But

 Yes
 A preposition may not be worth emphasizing this way
 Readers expect something to follow a preposition
 Avoid in job application letters, reports, formal presentations
 But
 OK now and then
Big Words Impress People: Yes . . . But
 Yes
 You may want to show formality or technical expertise
 But
 Big words distance you from readers
 Big words maybe
misunderstood
 Misused words
make you look foolish
d. Building Better Style
 Write WIRMI: What I Really Mean Is
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 Read draft aloud to person three feet away

 Ask someone to read the draft aloud
 Read widely; write a lot
 Study revised sentences
 Polish your style with the 11 techniques that follow
e. 11 Ways to Build Better Style
1. Use Accurate, Appropriate Words

 Denotation
 literal meanings; dictionary definitions
 Bypassing—two people using the same word to
mean different things; causes mix-ups
 Connotation
 emotional association; attitude
- / +
 nosy / curious
 fearful / cautious
 obstinate / firm
2. Use Familiar Words

 Words most people know
 Words that best convey your meaning
 Shorter, more common words
 Specific, concrete words
3. Use Short, Simple, Alternatives
 Stuffy Simple
reside live
commence begin
enumerate list
finalize finish, complete
utilize use
4. When you use jargon, consider your audience
 Jargon—special terms of technical field
 Use in job application letters
 Use when essential and known to the reader
5. Use Active Verbs (Usually)
 Active—subject of a sentence does action the verb describes
 Passive—subject is acted upon
 Usually includes a form of “to be”
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 Change to active if you can

 Direct object becomes subject
Passive vs. Active Verbs
 P: The program will be implemented by the agencies.
 A: The agencies will implement the program.
 P: These benefits are received by you.
 A: You receive these benefits.
 P: A video was ordered.
 A: The customer ordered a video.
 Active verbs are better because—
 Shorter
 Clearer
 More interesting
 Passive verbs are better too—
 Emphasize object receiving the action
 Adhere to the standards used in more conservative technical publications
 Avoid placing blame
6. Use Verbs to Carry Weight

Replace this phrase with a verb
 adjust = adjust
 make a decision= decide
 perform an examination= examine
 take into consideration = consider
7. Eliminate Wordiness
 Wordy—an idea can be said in fewer words
 Conciseness; a mark of good writing that contributes to the clarity
 Omit words that say nothing
 Put the meaning in subject and verb
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8. Omit Words that Say Nothing

 Cut words if an idea is clear without them
 . . . period of three months
 . . . at the present time
 Replace wordy phrase with one word
 Ideally, it would be best to put the. . . .
 If possible, put the…
 There are three reasons for our success…
 Three reasons explain the…
9. Put Meaning of Sentence in Subject & Verb:
Example
We recommend the computerization of this process because it will reduce the time
required to obtain data and give us more accurate data. wordy
Computerizing the process will give us more accurate data more quickly. tight
10. Vary Sentence Length & Structure
 Varying sentence length and structure helps keep audience interest
 Use short sentences when the subject matter is complicated
 Use longer sentences to
 Show how ideas link to each other
 Avoid choppy copy
 Reduce repetition
 Mix sentence structures

 Simple – 1 main clause
 Compound – 2 main clauses
 Complex – 1 main, one subordinate clause
11. Use Parallel Structure: Example
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 During the interview, job candidates will

 Take a skills test.
 The supervisor will interview the prospective employee.
 A meeting with recently hired workers will be held. faulty
 During the interview, job candidates will
 Take a skills test.
 Interview with the supervisor.
 Meet with recently hired workers. parallel
Begin Most Paragraphs with Topic Sentence
 Unity—paragraph discusses one idea; a mark of good writing
 Topic sentence—states the main idea
 Tells what paragraph is about
 Forecasts paragraph’s structure
 Helps readers remember points
Use Thesis Statements

 A thesis is, essentially, a one or two-sentence version of the analysis or argument
presented in a communication
 Most reports should contain clear and concise thesis statements
 Readers almost instinctively look to them for guidance
Use Transitions to Link Ideas
 Transition—signals the connections between ideas to the reader
 Tells if the next sentence continues or starts a new idea
 Tells if the next sentence is more or less important than previous
 Don’t get stuck in the
“however” rut; there are plenty
of lists of transitions online
Cite, cite, cite
 Always cite your sources, and use the citation style your audience
prefers. Citations lend credibility and can keep you out of academic and
legal trouble
For CH EN 4903, use a numbered list of references (option 2 in comment T34 in Example
Formal Report A)
f. Test Drafts on actual Audiences

 How long does it take to find the information they need?
 Do they make mistakes using it?
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 Do they think the draft is easy to use?
g. Writing Style Preferences

 Good writing varies by organization, and, of course, from class to class and instructor
to instructor
 Use the style your audience prefers
h. Recommended Resources
 Technical Communication by Paul Anderson

 PocketBook of Technical Writing for Engineers & Scientists by Leo Finkelstein
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7. What Is a Cover Letter (Application Letter)?
a. A Cover Letter contains the job applicant's credentials and interest in the position. It
informs the potential employer what you are enclosing in the email or letter and explains why
you are contacting them. Further, it explains why they should consider hiring you for the
position.
9. What is the Purpose of a Cover Letter?
a. A cover letter is a method of introducing yourself to the company for which you would like
to work. If you do not make a clear and positive first impression, you might be eliminated from
a position without even speaking with the employer.
b. In general, your letter will either be a letter of application or a letter of inquiry, depending
on whether or not you are writing to apply for an open position. A letter of application will
include specific details about the position for which you are applying. In contrast, a letter of
inquiry is asking the employer to consider you for any existing or future positions that suit
your experience.
c. A cover letter is a necessity when applying for a job. There is a basic format that you can
follow, consisting of a salutation, three paragraphs, and a close that can be used to get a
potential employer's attention.
10. Cover Letter Heading
a. There is a standardized format for a cover letter. The top of a cover letter should have a
heading that matches your resume. The format is as follows:
Name
Address, City, State, Zip Code
Home Phone, Cell Phone
Email Address
e. The next line should have the date, followed by a space and the contact information of
the potential employer. It should look like this:
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Date
Addressee's Name, Title

Company Name
Mailing Address
City, State, Zip Code
f. First Paragraph
Most cover letters are glanced at for a total of 45 seconds. The cover letter needs to be
direct, short, and well written. Limit your cover letter length to three paragraphs. A cover letter
should consist of three paragraphs and should all be aligned to the left. The same font, spacing,
and look of your resume should be reflected in your cover letter. A cover letter should begin with
'Dear Mr.' or 'Ms.' or 'Dear Human Resource Manager' if no contact name is mentioned in the
advertisement. Do not use 'Mrs.' as it is not considered professional because there is no way of
determining someone's marital status.
The first task of a cover letter is to capture the reader's attention, so the first paragraph
should quickly explain why you are interested in the position. The next two sentences should
contain why you would be beneficial to the company. This is called a selling point, and it
informs the potential employer about how you could be a valuable asset to the company. For
example:
I am responding to the advertised Marketing Manager position that appeared in the New
Santa Times. As you can see from my enclosed resume, I am extremely qualified for the
position. I have an MBA and over ten years’ experience handling marketing programs for ABC
and NYB corporations.
g. Second Paragraph
The second paragraph of your cover letter should expand on your qualifications and
experiences. The explanation should explain why you would be a perfect fit for the advertised
position. This is also where you should reread the ad and make sure to address each item the
company is looking for with your own selling point. For example, the ad might state, 'Looking
for someone with experience working trade shows.' The second paragraph of your cover letter
could contain:
I spent the last five years organizing industry trade shows, from the initial design phase
to working the floor and educating the consumers about our product. In fact, our booth won an
award at the last trade show for the Most Interactive Display.
It is critical to associate your strengths and accomplishments with what the company is
looking for in its open position. Your second paragraph should not be more than five sentences
in order to keep the reader's interest. For example, if the job advertisement mentions that they
require someone with flexibility, excellent organizational skills, and a knack
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for learning on the job, then you should provide examples from your job history that match
what they need for the position.
11. What should You include in your closing?

a. Close with a strong reminder of why you are a good candidate.
b. Request an interview in some way.
c. Provide contact information.
d. Thank them!
e. Sign your name and
print it underneath.
Example:
I am eager to speak with you and discuss my possible contribution to Country Press,
as I feel my experiences in communication and customer service will be an asset to the
company. Please contact me at 423-512-1143, or email me at anyone@anywhere.com.
Thank you for your time and consideration.
Finally…
f. Proofread the cover letter after a few hours or days (improve sentences,
grammar, typos).
g. Give your cover letter to friends, professors, and/or colleagues for
proofreading and suggestions.
12. What Goes into a Resume?
a. Simply put, a resume is a one- to two-page document

that sums up a job seeker's qualifications for the jobs,
they're interested in. More than just a formal job
application, a resume is a marketing tool that job
seekers use to communicate their value to employers.
b. A resume summarizes the most important information
an employer needs to know when they consider a new
hire. The job seeker's relevant qualifications, training,
and work history are listed under easily understood
resume headings such as "Summary of Qualifications,"
"Professional Experience," or "Education." A typical
resume will include the following:
1. Contact information
Job seeker's name, address, phone numbers, and email.
2. Objective or Summary of Qualifications
Relevant and impressive qualifications for the desired position, presented at the top of
the page, directly under the contact information.
3. Work History
Present and/or past employment, including dates, companies, job titles, and relevant
skills and accomplishments.
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4. Education
Highest level of education completed.
If appropriate for your field or job, it can also include topics under such headings as
Achievements, Licenses, Computer Skills, Professional Affiliations, and Related Coursework.
13. Types of Resumes
Many kinds of resume templates are available, but the top three formats are:
a. Chronological: With work history listed in reverse chronological order (most recent
position first and oldest position last), this traditional type of resume focuses on titles
and dates.
b. Functional: This less-common format focuses on skills and accomplishments rather
than dates and titles. It divides your qualifications into functional categories, such as
Administrative, Marketing, or Project Management.
c. Combination/Hybrid: This format is the most versatile for individual scenarios, featuring
a mix of elements from both of the above resume types. Many feel this format gives
hiring managers the best of both worlds.
a.Chronological
What it is: The most widely used and traditional format. It emphasizes career growth, listing
your work history in reverse chronological order from your most recent position down to your
oldest (relevant) position within the last 10-15 years. It focuses on employment dates, job
titles, and education.
Why it works for you: You've been in the same industry/field for several years and plan to
stay there. Your current or most recent position is one you're proud of and one that can offer
important skills to the prospective employer.
The chronological resume seems to be the most popular resume format used. This type of
resume usually contains an objective and/or career summary statement and a chronological
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listing (from most recent to past) of all your employers along with related accomplishments.
Educational information is included along with certifications and special skills.
This type of resume format may be fine for someone who is experienced, but if you are
switching careers or are just entering the workforce, this type of resume will most likely help
you wind up in the "no" pile. So how do you showcase your talents if you can't lay them out
like everyone else?
b. Functional
What it is: Stresses what you can do, rather than when you did it. It defines your value by
focusing more on skills and less on work history. It calls attention to qualifications and
achievements, listing them under headings that show your areas of expertise, followed by
work history and education.
Why it works for you: You've changed careers frequently or have significant employment
gaps in your work history. Or, you're a parent looking to re-enter the workforce, you took time
off for travel or personal reasons, got laid off, or are just entering the workforce out of college
Take the time to develop a strong functional resume. Functional resumes highlight your
abilities, such as hiring, managing, or coaching, rather than your chronological work history.
You'll still need to summarize your work history, but this is usually done at the bottom of your
resume. Don't panic. By the time the reader has gotten to that point, he is usually sold on
bringing you in for an interview.
Most books on resume writing contain sections on how to write functional or skills-based
resumes. Go to your local bookstore or library and thumb through some books. Then make
your selection.
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One of my favorite books on this topic is an oldie but goodie. It's old enough to be out of print,
but you can still find copies online or at libraries. The book is titled Hire Yourself an Employer
by Richard Irish. It just goes to show that solid advice is just that—solid.
14. Who should use a Functional Resume?
A functional resume format is particularly useful for people who:
 Have gaps in their work history.

 Are reentering the workforce.
 Have frequently changed jobs.
 Are looking to transition into new careers.
 Don't exactly fit the mold of what recruiters are looking for in the positions they want.
The reason functional resumes work well in these situations is that many of us have acquired
skills while working that are very transferable. For example, if you have worked as a retail
manager, chances are you were responsible for hiring, training, coaching, evaluating, and
handling employee relations issues.
Suppose you were to submit this information in a chronological resume. In that case, there's
a good chance a hiring manager (or computer) might skip right by you because you did not
hold the title of human resources manager, even if 50 percent of your day was spent dealing
with HR-related issues.
It all comes down to how you package yourself. You can give employers the same
information, only in a new and improved package. This is bound to get you more interviews,
which will increase your chances of landing the job you want.
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c. Combination/Hybrid
What it is: Combines elements from both chronological and functional formats. It emphasizes
your skills and accomplishments with a balanced emphasis on work history, including
employment dates and job titles.
Why it works for you: You're eyeing a significant career change or promotion in your current
field, or you have work experience in many different fields that are unrelated and don't define
a clear career path.
15. What are Minutes of the Meeting & How to Have a Productive Meeting?
MEETINGS
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a. Meetings allow people to share

information and collaborate to
produce better results than
exchanges of e-mail messages or
other means would allow. Like a
presentation, a successful meeting
requires planning and preparation.
b. A productive meeting is where the
result of the meeting is achieved by
creating something tangible that will
help the company's overall
success. Mixed Up Colors needs a
boot camp to learn the ingredients
to run a successful, productive
meeting.
16.STEPS IN CONDUCTING A MEETING

Planning a Meeting
a. As you plan a meeting, determine the focus of the meeting, decide who should attend,
and choose the best time and place to hold it. Prepare an agenda for the meeting and
determine who should take the minutes.
b. Organizing a meeting can be a monumental task in the workplace. The following are the
key steps to attaining the first ingredient to a successful meeting: preparing,
assembling, arranging, or producing a meeting effectively.
17. Determine the Purpose of the Meeting
a. Create an Appropriate Agenda. This agenda should be distributed to meeting

participants ahead of time. It should have any past review material and the new issues
detailed on the agenda. Mixed Up Colors' next meeting is tasked with creating a new
product for the next year. Past marketing research data is included. The time and
length of the meeting is mentioned.
b. Define the Meeting Objectives. In order for any meeting to be successful, it has to
accomplish something. The meeting objectives detail exactly the point of why the
meeting is being held and what will be accomplished. This meeting will evaluate
whether the company should create glitter paints that glow in the dark.
c. Planning a meeting is to focus on the desired outcome. Ask yourself the following
question to help you determine the purpose of the meeting: What should participants
know, believe, do, or be able to do as a result of attending the meeting?
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18. Decide Who Should Attend
a. Invite the Right People to the Meeting

Once the objectives are created, the meeting should have the correct
players in order to achieve the needed goals. If someone is missing
whose expertise is needed, the entire meeting is a waste of time. Mixed
Up has invited the marketing, production, and engineering teams.
b. Schedule a meeting for a time when all or most of the key people can be
present. If a meeting must be held without key participants, ask those
people for their contributions before the meeting or invite them to
participate by speakerphone, video conference, or remote methods.
19. Choose the Meeting Time

a. The meeting time should be short, and the time used efficiently. If the
meeting runs long, it is important to ask for everyone's consent to extend
the time frame. The meeting time of four o'clock on a Friday is not going
to be very productive or popular.
b. The time of day and the length of the meeting can influence its outcome.
Consider the following when you are planning a meeting:
 Monday morning is often used to prepare for the coming week’s work.
 Friday afternoon is often focused on completing the current week’s tasks.
 Long meetings may need to include breaks to allow participants to respond to
messages and refresh themselves.
 Meetings held during the last 15 minutes of the day will be quick, but few people will
remember what happened.
 Remote participants may need consideration for their time zones.
20. Choose the Meeting Location
a. Having a meeting at your own location can give you an advantage: You
feel more comfortable, which, along with your guests’ newness to their
surroundings, may give you an edge. Holding the meeting on someone
else’s premises, however, can signal cooperation.
21. Assign the Minute-Taking

a. Assign a Note Taker. A note-taker should be assigned to take detailed
notes and then summarize key points at the end of the meeting. Mixed
Up Colors rotates the assignment of the note taker for each meeting.
b. Delegate the minute-taking to someone other than the leader. The minute-
taker should record major decisions made and tasks assigned. To avoid
misunderstandings, the minute-taker needs to record each assignment, the
person responsible for it, and the date on which it is due.
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22. Conducting the Meeting.

a. The next part of a Productive Meeting is related to how it is conducted.
Conducting is administrating or orchestrating a meeting in the workplace
by being an Effective Leader. The leader of the meeting should not take
over the meeting and talk the entire time. A good leader will listen and
ask questions to be productive. Everyone at the meeting should have an
opportunity to talk.
b. Assign someone to write on a board or project a computer image of
information that needs to be viewed by everyone present.
c. During the meeting, keep to your agenda; however, create a productive
environment by allowing room for differing views and fostering an
environment in which participants listen respectfully to one another.
 Consider the feelings, thoughts, ideas, and needs of others—do not let your own
agenda blind you to other points of view.
 Help other participants feel valued and respected by listening to them and responding
to what they say.
 Respond positively to the comments of others whenever possible.
 Consider communication styles and approaches that are different from your own,
particularly those from other cultures.
23. Deal with Conflict

a. Despite your best efforts, conflict is inevitable. However, conflict is
potentially valuable; when managed positively, it can stimulate creative
thinking by challenging complacency and showing ways to achieve goals
more efficiently or economically.
24. Close the Meeting
a. Just before closing the meeting, review all decisions and assignments.
Paraphrase each to help the group focus on what they have agreed to do
and ensure that the minutes are complete and accurate.
25. MINUTES OF THE MEETING

a. A meeting minute is a written document that describes the events of the
meeting, a list of attendees, and, if necessary, action points each
person in the meeting has to carry out. It may also show the decisions
taken during the meeting. This document is useful because it states the
responsibilities of each person and serves as a guide to check what’s
needed to complete the event or project.
For recurrent meetings, a minute is also important because it serves as a
tracking tool to follow up on the issues around the event.
b. Minutes of the Meeting or sometimes called Meeting Minutes can be

defined as written, or recorded documentation that is used to inform
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people of what happened during the meeting and define the next step
planned.
c. Creating meeting minutes, according to Meetingking.com, provides a

written record of what was agreed at a meeting. Good meeting minutes tell
people what was decided and what they need to achieve, and by what date.
d. When meeting minutes are received, it jogs memories about tasks that
people need to do. If a task is not performed, then you can refer back to
the meeting minutes to follow up on it.
26. ESSENTIAL AND GENERAL PARTS OF THE MINUTES OF THE MEETING
a. HEADING
Contains the complete name and address of the company. Every company has its own
template for heading. Sometimes, company contact numbers and email addresses are included
in this part.
b. TITLE OF THE MEETING
Includes the date, day, and starting time of the meeting. Also, the venue or location of the
meeting is included.
c. ATTENDANCE
Is the complete list of names of all the attendees of the meeting? Most of the time, the
attendance of the meeting is listed on a separate sheet of paper that is being attached to the
minutes of the meeting.
The attendance of the meeting is divided into three components:
PRESENT – the complete list of names of all those who are present at the meeting.
REGRETS – the complete list of names of those who have contacted the chairman or
presider to let them know that they will be unable to attend the scheduled meeting.
ABSENT – the complete list of those who are absent at the meeting.
d. CALL TO ORDER
Consists of the exact time of the scheduled meeting. Moreover, in this part, the complete
name and position or designation of the one who set the meeting is stated.
e. APPROVAL OF THE MINUTES OF THE PREVIOUS MEETING
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Contains the motion to approve the minutes of the previous or last meeting as circulated to
approve the minutes as amended. The attendees of the meeting may correct or revise the
minutes of the previous meeting.
f. BUSINESS ARISING FROM THE PREVIOUS MINUTES OF THE

MEETING
Includes some agenda from the previous meeting that are needed to be reviewed and
needed to take immediate action.
g. NEW BUSINESS
Refers to the agenda of the meeting. You may refer to the Notice of the Meeting to follow
the flow of the agenda of the meeting. Other agenda that are not listed may be added to the
other matters.
h. ADJOURNMENT
It is composed of the exact time the meeting was adjourned or ended by the chairman or
presider.
i. SIGNATURE
Contains the signature over complete name of the corporate secretary who prepared the
minutes of the meeting.
Parts of the Meeting Minute
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 Heading: name of the team, date and time, and location of the meeting.
 List of attendees: names of those who attended the meeting.
 Action items: points to every topic or action that needs to be addressed, what needs to
be done, and who will be in charge of such action.
 Announcements: include the announcements or news that participants want to discuss
in the next meeting (if any).
 Next meeting: provide details of where and when of the next meeting.
After the minute is written and ready to be sent, the person in charge of creating it should
copy all people involved in the events of the meeting, whether they attend or not.
j. FORMAL MEETINGS VS LESS FORMAL MEETINGS
k. Best practices to refer to the minutes of the previous meeting which require follow-up in
FORMAL MEETINGS, such as BOARD MEETINGS:
o Have more details;

o Use formal language;
o Have a more structured layout;
o Contain cross-references to other meeting documents
o Best practices to refer to the minutes of the previous meeting which require follow-up in
LESS FORMAL MEETINGS such as DEPARTMENT MEETINGS:
o More brief;
o Use less formal language; and
o Contain jargon and concepts specific to the meeting participants.
l. LAYOUTS IN DESIGNING YOUR TEMPLATE
In designing a template, use:

 Fonts that are easy to read;
 Hierarchy of heading styles to identify the importance of each item;
 Plenty of space;
 Very little bold or italic text;
 Numbers to identify agenda items;
 Estimates of time allotment for discussion of each item;
 Starting time and adjournment time; and
 Scheduled breaks.
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Example:
MINUTES OF THE MEETING

September 13, 2017 (Wednesday), 9:00 AM
Newport Auditorium, BC3 Building,
Vito Cruz, Manila
I. ATTENDANCE
Please see attached attendance sheet.

II. CALL TO ORDER
The meeting was called to order at 10:00 AM by Engr. Antonio Dela Merced,
President and CEO of the Golden Eagle Construction.
III. APPROVAL OF THE MINUTES OF THE MEETING
None
IV. BUSINESS ARISING FROM THE PREVIOUS MINUTES OF THE MEETING
None
V. NEW BUSINESS (AGENDA)
1. Engr. Antonio Dela Merced, the president and CEO of the company, announced
that the company would be expanding in Cebu early next year.
2. Additional managers, supervisors, staff, foreman, electrician, construction
workers, and the likes are needed in connection with the expansion. Mr. JR
Doromal, Human Resources Manager, mentioned that an additional 250
employees are needed.
3. Mr. Dino Cabral, the company’s finance officer, presented the estimated budget
for the expansion.
4. The president also told the head of every department to prepare for the upcoming
expansion and to submit the needed reports and documents next meeting.
5. The need meeting is scheduled after two weeks, said the president, September
27, 2018 (Wednesday), 9:00 AM, same venue.
6. Every department head is expected to attend and present their reports for the
expansion.
7. There are no other matters to be discussed.
VI. ADJOURNMENT
The meeting was adjourned by the presider at 11:46 AM.
Prepared by:
MR. RAYMUND SIBUCO

Corporate Secretary
Approved by:
ENGR. ANTONIO DELA MERCED
President and CEO
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27. Definition, Purpose, and Examples of Memorandum
a. A memorandum, more commonly known as a memo, is a short message

or record used for internal communication in a business. Once the
primary form of internal written communication, memorandums have
declined in use since the introduction of email and other forms of
electronic messaging; however, writing clear memos certainly can serve
you well in writing internal business emails, as they often serve the same
purpose.
b. A memo is one of the most frequently used words in the corporate
world. However, some employees are still confused about what the
memo is.
c. Due to a lack of knowledge and background about the definition and
contents of the word “memo,” it sometimes denotes something negative,
especially if you learn that it came from your superior.
d. Collins Dictionary defines a Memo as a short official note sent by one
person to another within the same company or organization to remind the
recipient.
e. Minas et al. (2010) shared two essential facts about the inter-office
memorandum. First, a good memo passes departments, between
individuals in different departments, between management and the staff,
and others. Second, most firms provide printed forms and restrict interoffice
correspondence to one subject only to encourage conciseness and clarity
and to filing and reference.
28. Purpose of Memos
a. Memos can be used to quickly communicate something brief but important with a wide
audience, such as procedural changes, price increases, policy additions, meeting schedules,
reminders for teams, or summaries of agreement terms.
29. Writing Effective Memos
a. Communications strategist Barbara Diggs-Brown says that an effective memo is "short,

concise, highly organized, and never late. It should anticipate and answer all questions that a
reader might have. It never provides unnecessary or confusing information."
b. Be clear, be focused, be brief yet complete. Take a professional tone and write as if the
world could read it—that is, don't include any information that's too sensitive for everyone to
see, especially in this age of copy and paste or "click and forward."
30. Format
a. Start with the basics: to whom the article is addressed, the date, and the subject line. Start
the body of the memo with a clear purpose, state what you need the readers to know, and
conclude with what you need readers to do, if necessary. Remember that employees may just
skim the memo upon receipt, so use short paragraphs, subheads, and where you can, use
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lists. These are "points of entry" for the eye so the reader can refer back easily to the part of
the memo that he or she needs.
b. Don't forget to proofread. Reading aloud can help you find dropped words, repetition, and
awkward sentences.
31. Sample Memo About Print Schedule Change
a. Here is a sample internal memo from a fictional publishing company informing employees
about upcoming schedule changes due to a Thanksgiving holiday. Production could also have
sent separate memos to separate departments, especially if there were more detail that each
department needed, and that wouldn't pertain to the other departments.
To: All employees
From: E.J. Smith, Production Lead
Date: November 1, 2018
Subject: Thanksgiving Print Schedule Change
Production would like to remind everyone that the Thanksgiving holiday will affect our print
deadlines this month. Any hard-copy pages that would normally go out to the printer via UPS
on a Thursday or Friday during the week will need to go out by 3 p.m. on Wednesday,
November 21.
Ad Sales and Editorial Departments
 Make sure that anyone sending you text or images for publication won't be on vacation
the week of the 19th. Set deadlines earlier for anything coming from outside.
 Please know that internal photography and graphic designers will have more work and
less time to do it, so please route your work to the appropriate department earlier than
normal.
 Please do not send "rush" work later than November 16. Any short-turnaround items
needed Thanksgiving week cannot be guaranteed to be completed by the earlier
deadlines and must go through the scheduler's desk for approval before being
assigned. Be early instead.
Photography and Graphics Departments
 All members of the art department will be allowed to put in overtime during November
as needed to deal with the crunch of the start of the holiday season and the
earlier deadlines.
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Thank you in advance, everyone, for your help in getting materials in as early as possible and
your consideration for the production department staff.
b. Sample Memo About a Meeting
The following is a fictional memo to set up a meeting with team members who are
returning from a trade show.
To: Trade Show Team
From: C.C. Jones, Marketing Supervisor
Date: July 10, 2018
Subject: Trade Show Return Meeting
Upon your return to work Friday, July 20, from the trade show, let's plan a noon lunch meeting
in the east wing meeting room to go over how the show went. Let's plan to discuss what
worked well and what didn't, such as:
 Number of days in attendance

 Amount and types of marketing materials provided
 Booth displays
 How were the giveaways received?
 The location of the booth and traffic at different times of day
 What sparked interest in passersby
 Booth staffing levels
I know that when you get back from a trade show, you have a million things to follow up on, so
we will keep the meeting to 90 minutes or less. Please come prepared with your feedback and
constructive criticism on the marketing aspects of the show. Existing customer feedback and
new customer leads will be covered in a separate meeting with product and sales teams.
Thank you for your work at the show.
Source
Diggs-Brown, Barbara. The PR Styleguide. 3rd ed, Cengage Learning, 2012.
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32. The distinction between Memorandum and Letter
Memorandum versus Letter

Characteristic Memorandum Letter
Destination Internal: External: correspondence is

correspondence written written outside the
to colleagues within a business.
company.
Format Identification lines Includes letterhead
include “Date,” “To/For,” address, date, reader’s
“From,” and “Subject.” address, salutation, text,
The message follows complimentary close, and
these. signatures.
Audience Generally high-tech or Generally low-tech and lay
low-tech, mostly readers, such as vendors
business colleagues. and clients.
Topic One topic only One or more
Tone Informal (peer audience) More formal (audience of

vendors and clients)
Attachments Hard-copy attachments Additional information can
can be stapled to the be enclosed within the
memo. Complimentary envelope. Complimentary
copies can be sent to the copies can be sent to the
other readers. other readers.
Delivery Time Determined by a Determined by the
company’s in-house mail destination (within the city,
procedure. Memos could state, or country). Letters
be delivered within three could be delivered within 3
days (more or less). days but may take more
than a week.
Source from: https://www.slideshare.net/younick143/memo-and-other-letter-formats
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1. The Essence of Technical Writing

a. Technical Writing is writing that describes or explains a product, service, or idea to
the reader. While technical writing has some elements in common with essay writing
and journalism, it is distinctive.
b. Technical Writing plays a vital role in one’s career and pursuit. Low-level employees
can expect to spend up to 20 percent of their time writing, with the percentage of time
spent writing increasing as they climb the corporate ladder.
As cited by Janet Van Wicklen in "Why Dick and Jane Can't Write on the Job,"
American businesses lose more than $1 billion each year from poorly written
communications.
c. Technical Writers produce technical documents. Technical writing can be broken
down into several sub-types, as described below. Some documents may have
elements of more than one sub-type within them, such as marketing-related topics
within a help file.
d. Instructional Writing, which is also categorized as Technical Writing, includes
textbooks, user and owner's manuals, software help files, procedure guides, and
how-to articles. The purpose of instructional writing is to inform, explain, and educate.
e. Marketing writing, which is another category of Technical Writing, includes fliers,
brochures, external newsletters, social media posts, and white papers. While the
purpose of marketing writing is to sell as much as it is to inform, the style of technical
writing used for marketing purposes is one that informs, to sell by telling instead of
overt persuasion.
f. Business Communication, which is still under its category, includes internal
newsletters, letters, reports, corporate memos, corporate intranets, and email. The
purpose of business communication is to communicate company policies, plans, and
progress to those who have a vested interest in the company's success, either as
employees or investors.
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2. Technical Writing Content and Objectives

a. Strive for clarity. Technical writing content should be clearly understood by the person
reading it. Poorly written content can lead to broken equipment, replacement costs, and
possibly the owner suffering injury or suing the company — all of which can damage
public relations.
 One way to ensure clarity is to use specific quantities instead of ambiguous terms: "three"
instead of "several," "every four hours" instead of "frequently," "a week ago" instead of
"recently," and so forth.
 Another way to ensure clarity is to use a given word to represent the same concept
throughout the document. In a software help file, for example, "screen" should always
refer to the computer screen, "window" should always refer to the main display of a
software application, and "dialog" or "dialog box" should refer to any floating portion of
the display that prompts the user for a response.
b. Be brief. Unlike other forms of writing, technical writing is intended to help the reader
accomplish a purpose, often in a limited amount of time. For this reason, technical writing
uses as few words as necessary to make its point.
 Some technical documents are brief because of how they are designed. A car owner's
manual is written concisely because it is designed to fit in the glove compartment, while
the owner's manual for a watch is often designed to fit in the watch case.
 Technical writing for the Internet needs to be brief because many readers find it harder
to read text on a screen than in print. Also, the advent of tablet computers and
smartphones means that many readers are reading with screens smaller than those used
with a desktop or laptop computer.
 One way to be brief is to use the shortest possible word that conveys the concept: "use"
instead of "utilize," "try," instead of "endeavor," "to," instead of " to." Prepositional
phrases can often be replaced with a single adjective in front of a noun or eliminated
entirely.
 A second way to be brief is to omit unnecessary words. Something is unique; it is not
"somewhat unique," "rather unique," or "very unique."
 A third way to be brief is to use the active voice instead of the passive voice whenever
possible. Active voice uses action verbs without linking verbs ("Technical writing uses as
few words as necessary"). In contrast, passive voice uses linking verbs such as "is" or
"was" with participle forms of verbs ("A car's owner's manual is written concisely").
c. Layout the document for easy reading. Technical writing emphasizes how the content
is arranged on the page or screen than other forms of writing. The goal is to present
information so it can be quickly read and understood. Technical documents may use any
or all of the following aids:
 Graphics such as illustrations, photographs, and tables.
 White space in the form of generous margins and block indentations to identify important
text.
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 Headings and subheadings to identify the concepts of the paragraphs that follow them.
 Varying font sizes and types. Headings and subheadings usually use a larger point size
than the body text and maybe a different font than the body text.
 Font formatting such as boldface, underlining, and italics. These are often used
consistently for emphasis, such as the names of virtual buttons on software user
interfaces being written in boldface.
 Bulleted and numbered lists. Bulleted lists often emphasize key points, while numbered
lists often list the steps in following a procedure.
d. Know your audience. Knowing who will read the document you're writing with effects
which words you choose for clarity and succinctness and may also determine how you
layout the document. Audiences can be broadly described as one of three types:
 High-tech peers/Subject matter experts. These readers generally know as much about
the subject as the writer. Someone writing to this audience can use jargon related to that
subject without explaining it.
 Low-tech peers/Knowledgeable people. These readers know something about the
subject but not as much as the writer does. Someone writing to this audience can use
jargon related to the subject if it is properly explained.
 Lay readers/End users. These readers are customers, clients, patients, or anyone else
outside the business. Someone writing to this audience should avoid jargon in favor of
the words used to explain that jargon to low-tech peers and may also have to add a
further explanation.
e. Be accurate. Technical Writing must provide the reader with correct information,
written correctly. Facts presented must be correct, and math must be correct, and the
grammar used must be correct, so the reader focuses on the content without being
distracted by mistakes.
 Most Technical Writing has to be researched in the same way as college essays are
researched, through examining data, interviewing experts, and finding anecdotes and
examples.
1. http://www.coursehero.com › file › Introduction-to-Technical-Writing

2. https://grammar.yourdictionary.com/word-definitions/definition-of-
technicalwriting.html
3. https://www.wikihow.com/Teach-Technical-Writing
4. https://www.slideshare.net/younick143/memo-and-other-letter-formats
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Let’s Check
Activity 1. Now that you know the most essential concepts in the study of the nature
of Technical Writing. Let us try to check your understanding of these
concepts. In the space provided, write the term/s or concept/s being
asked in the following statements:
_ 1. What do you call a type of writing with a specific subject,

specific purpose, and with a specific audience?
_ 2. What is the other term for Application Letter?
_ 3. What are the two (2) types of Application letters?
4. If you would like to be considered for the job, what

you’re going to submit?
5. What are the two (2) common types of Resume’?
6. It is a gathering of people for a particular purpose, such as

to talk about business.
7. A written document that describes the events of the

meeting, a list of attendees, and, if necessary, action points each person in the meeting has
to carry out.
8. This is a short message or record used for internal

communication in a business.
9. What is inevitable despite your best effort, but when

managed positively, it can stimulate creative thinking by challenging complacency and
showing ways to achieve goals more efficiently or economically?
_ 10. What part of the Minutes of the Meeting consists of the

exact time of the scheduled meeting, and in this part, the complete name and position or
designation of the one who set the meeting is stated?
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Let’s Analyze
Activity 1.
Read each sentence carefully. Identify all Active Voice verbs in each sentence by
writing AV before each numbered blank.
However, if the sentences have Passive Voice verbs, convert them to Active Voice
verbs.
_1. The red apple was eaten by my buddy.

.
_2. He took the Exam for me.
_.
_3. This program was being hosted by the CASE Faculty.
_.
_4. She will implement the said policy.
_.
_5. Randy shall pay her tuition fee this month.
_.
_6. They received the challenges willingly despite the obstacles.
.
_7. The sweet lass was welcomed by her suitors.
_ _.
_8. The sparkling red champagne was donated by Section A Senior
High School students.
_ _ _.
_9. Melissa slowly opens the door when her aunt arrives.
_.
_10. The lovely candidate is mishandled by her strict talent manager.
_.
Activity 2.
Applying familiarity of words, replace the italicized stuffy verbs with simple ones before
each numbered blank.
_1. The UM CBAE Major in Marketing students utilizes the Speech

Communication Laboratory 1 Main Bolton Campus English 202A (Communicative
English) subject last 2nd Semester School Year 2019-2020.
_2. The children temporarily reside with their uncle and aunt near their
school.
_3. I said to myself, “I will commence a new chapter of my life this year.”
_4. Please, enumerate all your answered Prayers on a clean sheet of paper.
_5. By next year, the Lao Family will finalize their plan to migrate to
Canada for greener pastures.
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In a Nutshell
Activity 1.
Answer each question clearly and comprehensively.
1. State in Your own words of understanding “Technical Writing,” its purpose,

and its characteristics.
2. Identify and elaborate on the “Tips in Good Technical Writing.”

__
_ _.
3. A Good Technical Writer can make a difficult task easy and quickly explain a
complex piece of information.
Explain the statement at Your level of understanding.
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.
4. Explain in Your own words/understanding of Build goodwill: Use of “You
Attitude” in Technical Communication/Writing.
5. What is the importance or essence of having/conducting a Meeting in a certain

Company?
6. Discuss the necessary steps in Conducting a Meeting.

_
_
_
_
_
_
_
__ _
_
_ _.
7. Explain the concepts of having a Minutes of the Meeting.

_
_
_
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_
_
_
_
_
_
_.
8. Identify and describe the general parts in the Minutes of the Meeting.
_
_
_
_
_
_
_
_
_
Activity 2.
Look for Job Hiring from a Newspaper or Tabloid. Cut the said Job Hiring and
paste it in A4 bond paper. Afterward, write a solicited Application Letter (Cover Letter) in
response to the Ad. Attach with it is Your Resume’ with a scanned recent colored photo.
As an Applicant, be ready and prepared for an Interview from Your Prospective
Employer. The Teacher (Interviewer) and the Student (Interviewee) will have an Online
Job Interview Simulation. Be guided by this Job Interview Video Clip with a very articulate
example of the process. Just click the link given below and get some helpful tips. Enjoy
watching!
Video Clip: https://www.youtube.com/watch?v=OVAMb6Kui6A
Activity 3.
Assuming that You are the University of Mindanao Human Resource Management
Development (HRMD) Head. Write a Memorandum which is addressed to a CASE Faculty
Member informing his/her frequent or habitual tardiness.
Sample Template of Memorandum
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1.
2.
3.
4.
5.
Technical Writing Minutes of the Memorandum

Meeting
Functional Resume’
Chronological Tangible
Resume’
Productive Meeting
Abstract Active & Passive
Voices
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Week/s 14-18: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to:
d. Explain the concepts of Academic Writing.
e. Formulate Research Paper Proposal.

ULO- d. Explain the concepts of Academic Writing.
Metalanguage
In this section, the essential terms relevant to the study of the concepts of Academic
Writing and to demonstrate ULO-d will be operationally defined to establish a common frame
of reference as to how the texts work. You will encounter these terms as we go through the
study of the concepts of Academic Writing. Please refer to these definitions in case you will
encounter difficulty in understanding some concepts.
1. Definition, Characteristics, and Examples of Academic Writing?
a. Academic writing is clear, concise, focused, structured, and backed up by evidence. Its
purpose is to aid the reader’s understanding.
b. It has a formal tone and style, but it is not complicated and does not require long
sentences and complicated vocabulary.
c. Each subject discipline will have certain writing conventions, vocabulary, and types of
discourse that you will become familiar with throughout your degree.
d. However, there are some general characteristics of academic writing that are relevant
across all disciplines.
2.Characteristics of Academic Writing.
a. Planned and Focused: Answers the question and demonstrates an understanding of

the subject.
b. Structured: Coherent, written in a logical order, and brings together related points and
material.
c. Evidenced: Demonstrates knowledge of the subject area supports opinions and
arguments with evidence, and is referenced accurately.
d. Formal in Tone and Style: Uses appropriate language and tenses and is clear,
concise, and balanced.
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3. Examples of Academic Writing.
a. Books and Book Reports.

b. Translations.
c. Essays.
d. Research Paper or Research Article.
e. Conference Paper.
f. Academic Journal.
g.Dissertation and Thesis - These are written to obtaining an Advanced
Degree at a College or University.
1. Academic Writing (scholarly writing), Its Significance in the Academic Realm.
To have the ability to write is a skill that has been taught. We take for granted the fact
that we write every day on various mediums. You can write a letter to your friend or an update
on Facebook, but there are different levels of writing. Academic Writing is a skill that many
don’t learn. Even if you were to write a few essays in school, it does not necessarily make you
an academic writer. Before you can identify how to write an academic piece, you need to
understand what it is.
It is more than just sounding professional. You could be editing a linked-in profile for
yourself and still not be an academic writer. The proof lies in the structure, referencing, and
quality of your writing. Academic writing is like an assignment, and each task comes with its
instructions. If you are able to adhere to instructions, have an academic tone when writing, and
write high-quality content, you are an academic writer. If you do not understand why we need
to learn this skill, let’s break it down into sections of importance.
1. Analytical Way of Thinking
Academic writing kind of forces you to think analytically. You have to take information
and communicate it in a way that makes sense to the reader. Research can only give you the
information you need to write. After that, it is your responsibility to analyze that information and
have an opinion on your findings. When you have the ability to analyze anything, you are
learning a skill that stays with you forever.
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2. Technique Things You Should Know About Office Life
You cannot write an academic piece without having a structure and technique attached
to it. If you have a look at the best link in recommendations, you will see that there is a technique
to it. People who are good at academic writing can create some kind of structure. This is going
to serve you in school, as well as your career going forward. Even though most of the academic
writing you will do requires different techniques, it does not matter. You will read the
requirements and adjust without much effort because you understand the importance of
structure.
3. Sense of Professionalism
Writing in an academic tone teaches you to be professional. Even though you are sitting
in front of your computer, you will still feel good about yourself at that moment. Academic writing
is more than being professional; but it does allow you to feel it. Learning how to be and sound
professional early on is only going to make life easier career-wise.
4. Challenge for Research Skills
You will have to brush up on your research skills if you haven’t done so already. Doing
intensive research is more than just an internet search when it comes to academic writing. It
can take a lot of time to research a topic, but you should look at it as an interesting journey. As
you are researching, you are educating yourself on a specific topic. This education will help you
to think critically and form an opinion. Research skills are important to every person, and each
academic writing piece will require you to have this skill.
5. Educating Oneself to Have Work Ethics
Looking at many linked in summary samples and applying it to your own is not hard work.
You are going to be challenged when you have an academic writing piece to do. Learning a
good work ethic is important, and it can never be taught too early. When you are faced with a
topic in front of you that you know nothing about, it can seem overwhelming. The challenge here
is to educate yourself enough to be able to form an objective opinion. This is not just one step,
but multiple steps which all take a lot of time and effort. When you complete the project, you are
going to be impressed and proud of yourself. It teaches you that you have to work for that feeling
of accomplishment.
1. https://writingcooperative.com/academic-writing-and-its-importance-5-things-
you-should-know-about-c95ad2e2d2b5
2. https://ewritingservice.com/blog/what-is-the-importance-of-
academic-writing-for-a-student/
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3. https://theplagiarism.com/articles/why-academic-writing-is-
important
4. https://www.thestar.com.my/opinion/letters/2018/09/17/importan
ce-of-academic-writing/
5. https://library.leeds.ac.uk/info/14011/writing/106/academic_writin
g
Let’s Check
Activity 1. Now that you know the essential concepts in the study of Academic Writing.
Let us try to check your understanding of these concepts. In the space provided, write the
term/s or concept/s being asked in the following statements:
_ 1. What kind of writing is clear, concise, focused,

structured, and backed up by evidence?
_ 2. What kind of thinking once could you have in

Academic Writing?
_ 3. Through Academic Writing, what skill will you be able to

develop?
Items 4-7: Identify the Characteristics of Academic Writing described in the following
numbers.
4. It uses appropriate language and tenses and is clear,

concise, and balanced.
5. It answers the question and demonstrates an understanding

of the subject.
6. It’s coherent, written logically, and brings together related

points and material.
7. It demonstrates knowledge of the subject area, supports

opinions and arguments with evidence, and is referenced accurately.
8. Give two (2) examples of Academic Writing that one needs

to complete to have Master's and Doctorate Degrees.
9. What skill will you develop in Academic Writing?
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10. Writing in an academic tone teaches you to be what kind of

person.
Let’s Analyze
Activity 1.
Getting acquainted with the essential terms and concepts of Academic Writing, what also
matters is you should also be able to explain or articulate its inter-relationships. Now, I will
require you to explain your answers to the following questions thoroughly.
1. As a College Student, why do you need to get acquainted with Academic

Writing?
__
_.
2. If asked to write a topic in Academic Writing, what will it be and why?
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In a Nutshell
Activity 1.
Read the sample Academic Writing below, try to observe how it is written. Then, you will
write your own Academic Writing Essay with a very timely and controversial topic or issue. Your
Essay will have 150 to 200 words. Be guided by the Grading Rubric.
When Was Jesus Born?
Jesus Christ is one of the most popular figures of history and religion. Though the
historical evidence of him living is not so substantial, there is enough data to claim he was a
real person. However, with his existence assured by information outside the Bible, there are still
many mysteries about him. One such conundrum is when he was born. In fact, “when was
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Jesus born” is a top search on the internet. There are many theories about when he was born
in terms of the year, month, and even day. These theories have been clouded by popular myths,
cultural norms, and a lack of concrete evidence. However, this essay will delve into the various
theories behind his birthdate and try to get to the bottom of the question.
Though most people celebrate the birth of Christ on December 25th in the form of
Christmas, most scholars agree that this is not the date he was born. In fact, as stated by
History.com, “The oldest existing record of a Christmas celebration is found in a Roman
almanac that tells of a Christ’s Nativity festival led by the church of Rome in 336 A.D. The
precise reason why Christmas came to be celebrated on December 25 remains obscure, but
most researchers believe that Christmas originated as a Christian substitute for pagan
celebrations of the winter solstice” (“Christ Is Born?”). So, celebrating his birth on December
25th was more of an adaptation to pagan rituals rather than an adherence to an exact
date.
Some scholars look at the Bible for evidence of when he was born. For instance,
LiveScience states that, “Some scholars think that he was born between 6 B.C. and 4 B.C.,
based partly on the biblical story of Herod the Great. Not long before Herod’s demise, which is
believed to have occurred in 4 B.C., the ruler of Judea supposedly ordered the death of all male
infants who were under the age of two and lived in the vicinity of Bethlehem in an attempt to kill
Jesus. But historians disagree about Herod’s actual year of death” (Castro, Joseph). Also,
scholars generally assume the mass infanticide described in the Bible to be a legend rather
than a historical fact. Also, the Star of Bethlehem expounded on in the Bible appearing on the
day Jesus was born, sometimes connected to an astronomical event that happened in 5 B.C.
that was noted by Chinese astronomers as a slow-moving comet (Castro, Joseph). As a side
note, some Bible scholars believe Christ was born in the spring or summer due to shepherds
watching over their flocks, as stated in the Bible, which would not have happened in winter.
Surprisingly, even computer models have been used to calculate the year of Jesus’ birth
date based on astronomy. According to LiveScience, “In 2008, astronomer Dave Reneke
argued that Jesus was born in the summer. The Star of Bethlehem, Reneke told New Scientist,
may have been Venus and Jupiter coming together to form a bright light in the sky. Using
computer models, Reneke determined that this rare event occurred on June 17, in the year 2
B.C.” (Castro, Joseph). However, opposite assumptions have been made by scientists by
placing Jesus’ birth in autumn with a rare astronomical event happening at 7 B.C.
Finally, with some doubts about its accuracy, it is generally believed that the Roman
empire took a census during the time of Jesus’ life. This census was mentioned in the Bible,
though it seems there might be errors in terms of dates mentioned. Anyways, if there were a
census during Jesus’ life, then there is some evidence for the approximate time he was born.
According to GotQuestions.org, “Quirinius governed Syria during this same time period, with
records of a census that included Judea in approximately 6 B.C. Some scholars debate whether
this is the census mentioned by Luke, but it does appear to be the same event. Based on these
historical details, the most likely time of Christ’s birth in Bethlehem is 6-5
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B.C.” (“What Year Was Jesus Christ Born?”). Thus, with some help from historical records, we
can place Jesus’ date of birth as quite close to the start of the A.D. timeline.
Though we cannot be certain about Jesus’ time of birth, most scholars assume through
historical records, the Bible, and astronomy that he was born around the time of 1 AD in either
the summer or spring. There is a multitude of theories, despite the lack of evidence that we
have. And because of this, there might always be uncertainty about Jesus’ date and time of
birth.
Works Cited
“Christ Is Born?” History.com, A&E Television Networks, 4 Mar. 2010, www.history.com/this-

day-in-history/christ-is-born.
Castro, Joseph. “When Was Jesus Born?” LiveScience, Purch, 30 Jan. 2014,
www.livescience.com/42976-when-was-jesus-born.html.
“What Year Was Jesus Christ Born?” GotQuestions.org, 8 Dec. 2014,

www.gotquestions.org/what-year-was-Jesus-born.html.
The Impact of COVID 19 Pandemic
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Essay Grading Rubric
STUDENT: ESSAY:
Score Points Criteria
40-33 Excellent to Very Good: There is one clear, well-focused thesis. Excellent command of the subject matter.
Evidence of independent thought. Supporting arguments relate to the main claim & are well organized. The
thesis stands out and is supported by details. Relevant, telling, quality details give important information, going
beyond the obvious or predictable.
32-25 Good to Adequate: The thesis is clear, but the supporting information is general. A reasonable command of
the subject matter. A capacity for independent thought, though not fully realized. Sufficient substantiation of
the claim.
CONTENT
Supporting details are relevant, but one or more key issues are unsupported.
40%
24-17 Fair to Poor: The thesis is somewhat clear, but more supporting details are needed. The relative absence of
independent thought. Inconsistent substantiation of the claim. Supporting details and information are
somewhat relevant, but key points are unsupported.
16-0 Failing: Vague or unclear thesis. Inadequate command of the subject matter. Unexamined, cliched
thinking. Inadequate substantiation of claims. Supporting details are a seemingly random collection of
information, unclear or not related to the topic.
. 30-25 Excellent to Very Good: Clear Organization. The introduction is inviting, states the thesis, and previews the
structure of the paper. Details are in a logical order. The conclusion is strong and states the point of the paper.
24-19 Good to Adequate: Clear organization. The introduction clearly states the thesis and previews the structure
but is not particularly inviting to the reader. Details are in a logical order but may be presented in less
interesting ways.
The conclusion is recognizable and ties up almost all loose ends.
ORGANIZATION 18-13 Fair to Poor: Significant lapses in the organization. The introduction states the thesis but does not
30% adequately preview the structure, nor is it particularly inviting. Some details are not in the logical or
expected order, and this is distracting. The conclusion is recognizable but does not tie up all loose ends.
12-0 Failing: Poor, hard-to-follow organization. There is no clear introduction to the main topic or structure of the
paper. There is no clear conclusion. The paper just ends. Little or no employment of supporting evidence -
reader left to fill in gaps; thesis meagerly (if at all) established and introduction vague or too brief + weak or
non-existent conclusion = seeming total disregard for progression of ideas
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. 20-18 Excellent to Very Good: Extremely fluent and articulate ideas; effective, powerful tone and language
use; quotes, paraphrases, and summaries expertly woven into own writing; structural design versatile
and complex. A variety of thoughtful transitions show how ideas are connected. Pacing is well-
controlled.
17-14 Good to Adequate: Reasonably fluent relation of ideas; an attempt at the tone and language use
somewhat effective; quotes, paraphrases, and summaries left wholly or partially disconnected, and/or
repetitiously or formulaically set up; structure lacks variety and/or complexity. Transitions clearly show how
ideas are connected, but there is little variety. Pacing is well-controlled, but there is a lack of elaboration in
some areas.
STYLE
20% 13-10 Fair to Poor: Problematic written voice (possibly halting, blunt, confusing, nonacademic) - ideas unclear;
inappropriate and/or mundane tone & language use; quotes, paraphrases, and summaries few and not
employed properly ("stranded"); no attempt at sentence variability; generally repetitious tone and language.
Some transitions work well; connections between other ideas are fuzzy. Pacing is well-controlled, but
sometimes the same point is repeated.
9-0 We are failing: incoherent relation of ideas; essentially no thought behind tone and language use; few or
no appropriate quotes, paraphrases, or summaries; faulty and/or inappropriate structural makeup and
grammatical sense—inadequate transitions between ideas and paragraphs. Pacing is uneven, the same
point repeated, or too much time on details.
10-9 Excellent to Very Good: Few errors in spelling, punctuation, capitalization, sentence structure, and
grammar.
8-7 Good to Adequate: Occasional errors in spelling, punctuation, capitalization, sentence structure, and
grammar, but the meaning is not obscured.
MECHANICS &
GRAMMAR 6-5 Fair to Poor: Frequent errors of spelling, punctuation, capitalization, sentence structure, and grammar,
10% meaning confused or obscured.
4-0 Failing: Dominated by errors in spelling, punctuation, capitalization, sentence structure, and grammar,
meaning, at times, unidentifiable.
Total Score Overall Comments
Adapted from: http://employees.on eonta.edu/benjamkd/advanced/gradingrubric1.htmMay13, 2020
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1.
2.
3.
4.
5.
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Academic Writing Journal Research Skill
Book Report Arguments

Thesis
Professionalism
Dissertation Evidence

ULO- e. Formulate Research Paper Proposal.
Metalanguage
In this section, the essential terms relevant to the study of the concepts of the
Research Paper and to demonstrate ULO-d will be operationally defined to establish a
common frame of reference as to how the texts work. You will encounter these terms as we
go through the study of the concepts of Academic Writing. Please refer to these definitions
in case you will encounter difficulty in understanding some concepts.
1. Definition, Characteristics, Structure, and Phases of Research

Paper.
a. The word “research” originated from the old French word “ researcher,” meaning
searching and searching again. It implies repeating a search for something and
implicitly assumes that the earlier search was not exhaustive and complete
because there is still scope for improvement. Research in common parlance
refers to a search for knowledge. It may be defined as a scientific and systematic
search for pertinent information on a specific topic/area. Research is the art of
scientific investigation. The Advanced Learner’s Dictionary of Current English lays
down the meaning of research as “a careful investigation or inquiry, especially
through search for new facts in any branch of knowledge.” Redman and Mory
define research as “a systematized effort to gain new knowledge.” Some people
consider research as a movement, a movement from known to unknown. It is a
voyage of discovery.
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b. Research is a scientific approach to answering a research question, solving a

problem, or generating new knowledge through a systematic and orderly
collection, organization, and analysis of information with the ultimate goal of
making the research useful in decision-making. Systematic research in any field
of inquiry involves three basic operations- 1. Data collection: It refers to observing,
measuring, and recording information
2. Data analysis: It refers to arranging and organizing the

collected data so that we may be able to find out what their significance is and
generalize about them.
3. Report writing: It is an inseparable part and an outcome of a

research study. Its purpose is to convey the information contained
in it to the readers or audience.
c. A Research Paper is a piece of Academic Writing based on its author’s original

research on a particular topic and the analysis and interpretation of the research
findings. It can be either a Term Paper, a Master’s Thesis, or a Doctoral
Dissertation. To achieve supreme excellence or perfection in anything you do, you
need more than just knowledge. Like the Olympic athlete aiming for the gold
medal, you must have a positive attitude and the belief that you can achieve it.
That is the real start of writing an A+ Research Paper.
1.1 How to Start a Research Paper?

a. Choose a topic that interests and challenges you. Your attitude towards the topic may
well determine the amount of effort and enthusiasm you put into your research.
b. Focus on a limited aspect, e.g., narrow it down from “Religion” to “World Religion” to
“Buddhism.” Obtain teacher approval for your topic before embarking on full-scale
research. If you are uncertain as to what is expected of you in completing the
assignment or project, re-read your assignment sheet carefully or ASK your teacher.
c. Select a subject you can manage. Avoid too technical, learned, or specialized
subjects and avoid topics with only a very narrow range of source materials.
1.2 Find Information
a. For general or background information, check out useful URLs, general information
online, almanacs, or encyclopedias online such as Britannica. Use search engines
and other search tools as a starting point.
Pay attention to domain name extensions, e.g., .edu (educational institution), .gov
(government), or .org (non-profit organization). These sites represent institutions
and tend to be more reliable but be watchful of possible political bias in some
government sites. Be selective of .com (commercial) sites. Many .com sites are
excellent; however, a large number of them contain advertisements for products
and nothing else. Network Solutions provides a link where you can find out what
some of the other extensions stand for. Be wary of the millions of personal home
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Pages on the Net. The quality of these personal homepages varies greatly.
Learning how to evaluate websites critically and search effectively on the Internet
can help you eliminate irrelevant sites and waste less time.
b. The recent arrival of a variety of domain name extensions such as .biz (commercial
businesses), .pro, .info (info on products / organizations), .name, .ws (WebSite), .cc
(Cocos Island) or .sh (St. Helena) or .tv (Tuvalu) may create some confusion as you
would not be able to tell whether a .cc or .sh or .tv site is in reality a .com, a .edu, a
.gov, a .net, or a .org site. Many of the new extensions have no registration
restrictions and are available to anyone who wishes to register a different domain
name that has not already been taken. For instance, if Books.com is unavailable,
you can register as Books or Books.info via a service agent such as
Register.com.
c. To find books in the Library, use the OPAC (Online Public Access Catalog).
1.3 Check out online resources, Web-based information services, or special
resource materials on CDs:
 Online reference materials (including databases, e.g., SIRS, ProQuest, eLibrary, etc.);
 Wall Street Executive Library;
 Index to Periodicals and Newspapers (e.g., MagPortal.com,
OnlineNewspapers.com, etc.);
 Encyclopedias (e.g.Britannica, Canadian Encyclopedia, etc.);
 Newspapers;
 Google Scholar;
 Answers.com – an online dictionary and encyclopedia all-in-one resource that you can
install on your computer free of charge and find one-click answers quickly;
 Magazines and Journals;
 International Public Library;
 Subject Specific software (e.g., discovering authors, exploring Shakespeare, etc.).
a. Check out public and university libraries, businesses, government agencies, and
contact knowledgeable people in your community.
b. Read and evaluate. Bookmark your favorite Internet sites. Printout, photocopy, and
take notes of relevant information.
c. As you gather your resources, jot down full bibliographical information (author, title,
place of publication, publisher, date of publication, page numbers, URLs creation or
modification dates on Web pages, and your date of access) on your worksheet,
printout, or enter the information on your laptop or desktop computer for later retrieval.
If printing from the Internet, it is wise to set up the browser to print the URL and date of
access for every page. Remember that an article without bibliographical information is
useless since you cannot cite its source.
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2. Characteristics of Research
a. Research is a process through which we attempt to achieve systematically and

with the support of data, the answer to a question, the resolution of a problem,
or a greater understanding of a phenomenon. This process has eight distinct
characteristics:
1. Originates with a question or problem.

2. Requires a clear articulation of a goal.
3. Follows a specific plan of procedure.
4. Usually divides the principal problem into more manageable sub-problems.
5. Is guided by the specific research problem, question, or hypothesis.
6. Accepts certain critical assumptions.
7. Requires the collection and interpretation of data in attempting to resolve the
problem that initiated the research.
8. It is, by its nature, cyclical, or more exactly, helical.
Make your Thesis Statement
Most research papers normally require a thesis statement. If you are not sure, ask your
teacher whether your paper requires it.
A thesis statement is the main idea, a central point of your research paper. The arguments
you provide in your paper should be based on this central idea. That is why it is so important.
Do some critical thinking and write your thesis statement down in one sentence. Your
research paper thesis statement is like a declaration of your belief. The main portion of your
essay will consist of arguments to support and defend this belief.
A thesis statement should be provided early in your paper – in the introduction or second
paragraph if your paper is longer.
It is impossible to create a thesis statement immediately when you have just started fulfilling
your assignment. Before writing a thesis statement, you should collect, organize, and analyze
materials and your ideas. You cannot make a finally formulated statement before you have
completed your research paper. It will naturally change while you develop your ideas.
Stay away from generic and too fuzzy statements and arguments. Use a particular subject.
The paper should present something new to the audience to make it interesting and educative
to read.
Avoid citing other authors in this section. Present your own ideas in your own words instead of
simply copying from other writers.
A Thesis Statement should do the following:
 Explain to the readers how you interpret the subject of the research.
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 Tell the readers what to expect from your paper.

 Answer the question you were asked.
 Present your claim, which other people may want to dispute.
Make sure your thesis is strong. If you have time and opportunity, show it to your instructor to
revise. Otherwise, you may estimate it yourself.
You must check:
 Does my statement answer the question of my assignment?

 Is my statement precise enough? It should not be too general and vague.
 Does the body of my manuscript support my thesis, or are they different things?
Compare them and change if necessary. Remember that changing elements of your
work in the process of writing and reviewing is normal.
 Can my position be disputed or opposed? If not, maybe you have just provided a
summary instead of creating an argument.
 Does it pass a so-called “so what” test? Does it provide new/interesting information to
your audience, simply stating a generic fact?
A well-prepared thesis means well-shaped ideas. It increases the paper's credibility and
makes a good impression of its author—more helpful hints about Writing a Research Paper.
Make a Research Paper Outline
3. A Research Paper has the following Structure:
 Title Page (including the title, the author’s name, the name of a University or college,
and the publication date);
 Abstract (brief summary of the paper – 250 words or less);
 Introduction (background information on the topic or a brief comment leading into the
subject matter – up to 2 pages);
 Manuscript Body, which can be broken down into further sections, depending on
the nature of research:
oMaterials and Methods

oResults (what are the results obtained)
oDiscussion and Conclusion etc.
 Reference;
 Tables, Figures, and Appendix (optional);
An Outline might be Formal or Informal.
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An informal outline (working outline) is a tool helping an author put down and organize their
ideas. It is subject to revision, addition, and canceling without paying much attention to form. It
helps an author to make their key points clear for him/her and arrange them.
Sometimes the students are asked to submit formal outlines with their Research Papers.
In a formal outline, numbers and letters are used to arrange topics and subtopics. The letters
and numbers of the same kind should be placed directly under one another. The topics
denoted by their headings and subheadings should be grouped in a logical order.
All points of a research paper outline must relate to the same major topic that you first
mentioned in your capital, Roman numeral.
4. Phases of Research.
The research work can be divided into three phases: the planning
phase, the project phase, and the documentation phase.
answer four questions: (a) what will be done? (b) why is it an important thing to do? (c) what
are the objectives and scope of the work? And (d) how will it be done?
a.Planning Phase: One of the keys to developing successful research is the

careful planning of it from the outset. The mechanism for project planning is a
proposal. The function of a proposal is to answer four questions: (a) what will
be done? (b) why is it an important thing to do? (c) what are the objectives and
scope of the work? And (d) how will it be done?
b.Project Phase: The actual work on the project is called the project phase. It is
a good idea to keep a diary or project log during the phase. It is a point where a
look back at what has been done and a look forward at what remains to be
done. It is also useful to write up rough statements of what has been done
occasionally to help later in the documentation phase.
c.Documentation Phase: The documentation phase or the preparation of the

research should occur continually during the project. The proposal and progress
reports written during the project phase can form the basis for much of the final
document. The following is a general outline for a research report. Of course, it
is possible to deviate from this outline as the needs of the project dictate.
Beginning Material: i.e., Title Page, Abstract, Key Word List, Table of Contents,
List of Figures and List of Tables, Acknowledgements
Chapter 1: Introduction – Statement of the Problem, Hypotheses, why it is

important, Objectives of the Work, Scope of the Work
Chapter 2: Background and Literature Review – discuss related work and

indicate how it relates to the report
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Chapter 3: Procedure – describe the procedure used in the project, data used,
and how it was obtained
Chapter 4: Results – indicate what happened and interpret what it means
Chapter 5: Conclusions and Recommendations – summarize conclusions

and what they mean (i.e., answer the question, “So what?”). What changes and
further work do you recommend?
Customarily, every research begins with a question or a problem of some sort. The
research aims to know ‘something more’ about ‘something’ or discover answers to meaningful
questions through scientific procedures. Legal analysis is not an exception to this general
precept of research. However, undertaking and executing legal research as a systematic inquiry
is a complex process. It involves a three-stage process. Each one of them warrants skills. The
processes are research planning (Planning Phase), research implementation (Project Phase),
and presenting research findings (Documentation Phase). Research planning requires the
necessary sub-skills for fact collection, legal analysis, legal knowledge, problem identification,
legal analysis, fact analysis, further fact collection, identification of avenues of research, and
generation of key (search) words. Research implementation, as the second-stage process,
involves the skills pertaining to the identification of problems for resolution, identification of
relevant research source materials, location of the source materials, effective use.
The following is a sample Outline of a Typical Proposal:

1. Introduction – including a statement of the problem to be studied – why is it an
important thing to do?
2. Objectives of the work (a clear, concise statement).
3. Scope and limits of the project.
4. A preliminary survey of related work and literature.
5. Proposed procedure (maybe a series of steps, task flow diagram, etc., including a
schedule for when the tasks will be done).
6. Sources of data to be used.
7. Anticipated results (i.e., what questions will the project answer or problems be
solved; what benefits will result when the work is completed?).
8. Schedule of work by the task.
9. A preliminary outline of the research report.
Research Paper Outline Format
I. INTRODUCTION
a. Overview of an issue you are examining – include your main assertion or argument
(thesis statement)
b. Offer a short justification - why your readers or target audience should care about
your research paper (study importance)
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c. A brief explanation of the paper’s scope and planned method to be used in

examining your issue
II. ISSUE
a. The history behind the issue
b. How this issue impacts society
c. Critical factors impacting this issue
d. Possible solutions to be explored in your study
III. LITERATURE REVIEW

a. Theories, constructs, and concepts (journal articles, textbooks, and
relevant publications)
o i. Describe related theories used to explain issues or theories used to propose
a solution to the issue
o ii. How were concepts or theoretical constructs defined?
o iii. Describe the relevance of major theories used to explain the issue
b. Empirical literature (journal articles)
o i. Overview of relevant empirical studies done to date
o ii. Summary of methodology
o iii. What were the major findings of your study?
o iv. What were the limitations raised regarding the findings of the study?
c. Your pathway – based on what you discovered in the literature review
o i. Whose concept(s) and definition(s) are you going to borrow or use in your own
research (if applicable)?
o ii. Describe unique aspect(s) of issue that you will be examining
o iii. Based on what you read so far, describe method that suits best for your own
research
IV. METHOD
a. State-specific research questions that you are examining
b. Describe research method – data and information collection process
c. Justify or provide a rationale - why you chose this specific method
V. RESULTS AND DISCUSSION

a. Describe or list major findings
b. Use tables, charts, and graphical illustrations to help explain findings
c. Discuss the relevance of findings in light of previous studies
d. Did any results surprise you? Was there anything that supported previous finding(s)?
e. What was the main limitation of your study?
VI.CONCLUSION AND RECOMMENDATION
a. A brief recap of the issue examined, the method used, and significant finding(s)
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b. Briefly remind readers about the original goal of this study and what you
accomplished in your research work
c. Describe how future researchers can expand or build on your work
The purpose of an outline is to help you think through your topic carefully and organize
it logically before you start writing. A good outline is the most important step in writing a good
paper. Check your outline to make sure that the points covered flow logically from one to the
other. Include in your outline an INTRODUCTION, a BODY, and a CONCLUSION. Make the
first outline tentative.
5. What is APA in Research Paper Citation and Documentation?
a. APA is the style of documentation of sources used by the American Psychological

Association. This form of writing research papers is used mainly in the social
sciences, like psychology, anthropology, sociology, and education, and other fields.
5.1 How Does APA Style Work?
a. When working with APA, there are two things to keep in mind: in-text citations and
the reference page. In-text citations will use the author’s name and the date within
your research paper. These citations will refer to the reference page at the end,
which lists all the sources you may have used in your research paper.
Note: If you are assigned a research paper in APA style for one of your courses, it’s a
good idea to ask your instructor the questions below. They will be able to explain
details about the requirements for the paper. For now, we will go over the basic
instructions on how to use in-text citations and how to set up the reference page.
5.2 When Would I Have to Cite a Source in APA?
Anytime you summarize, paraphrase, or quote information from another source, like
passages from books or articles in an academic journal, you are required to list within
your text the author’s name and the year the article was published. There are a couple
of ways this can be arranged. Here are a few examples.
o Another theory came from the idea of the “matching hypothesis.” This was
presented by Goffman (1952), who believed that men tended to choose
spouses of similar social status. The sums of these attributes include social
skills, wealth, power, intelligence, attractiveness, and other skills valued in
society.
With the example above, the writer puts the author’s last name in the text and
immediately puts the date in parentheses.
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o In 1971 Berscheid, Dion, Walster, and Walster conducted another “computer

date” dance. This time they paired similar attractive persons together for the
date. An independent panel of judges assessed the attractiveness of each of the
subjects.
Here, the authors’ names and the date of publication are both put into the body of the
text without using parentheses.
5.3 Citing a Journal Article
If I cite a journal article in the body of my text, does it mean that the authors of
that journal article agree with the arguments in my paper?
No, not necessarily. Dr. Sadler, a professor in the psychology department at IUP,
states that you can cite articles that will agree or disagree with your ideas. He goes on
to say:
o The agreement or disagreement should be conveyed by your wording. For

example, “This interpretation is consistent with findings by Smith and Jones
(1999) ....... ” Or, you might say, “If my prediction is confirmed, it will falsify the
theory of episodic memory proposed by Tulving (1984)” Or, “A number of
researchers do not agree with this view (e.g., Brown, 1993; Stevens, 1992;
Treisman, 1994).”
So, not only can you use journal articles to support your ideas, but you can also use
them to show that some authors do not agree with your ideas or have ideas different
from yours.
5.4 Preparing to Cite A Source
How do I let the reader know that I am about to cite a source?
To let the reader know that a journal article is about to be cited in the body of your
paper, you can use signal phrases that are appropriate for the ideas you want to
express. These words include: adds, argues, claims, denies, illustrates, grants, notes,
observes, suggests, etc. You could also use the standard, “said.”
This is expressed in the sample below:
o In an influential article, Terrace, Petitto, Sanders, and Bever (1979) argued that
the apes in the language experiments were not using language spontaneously
but were merely imitating their trainers, responding to conscious or unconscious
cues.
5.5 References Page
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What is the References page, and how is it put together?
The References page lists all the sources you have cited in your paper. The entry for a
journal article should look like this:
o Berscheid, E., Dion, K. K., Walster, E., and Walster, G. W. (1971). Physical
attractiveness and dating choice: A test of the matching hypothesis. Journal of
Experimental Social Psychology, 7, 173-189.
As you can see in the example above, the authors’ names appear first (last name, first
name). Then the year of publication is given in parentheses. Then the title is listed (with
only the first word of the title, the first word after the colon, and proper nouns
capitalized). Then the name of the journal (in italics) is listed, the volume number, and
finally, the pages of the article.
For a book, the entry looks like this:
o Schaller, G. B. (1993). The Last Panda. Chicago: University of Chicago Press.
In the example above, the author’s name is listed (last name, first name), then the date,
followed by the title with only the first word capitalized, the city of publication, and then
the publisher's name.
Written by Mariel Lorenz

This guide for APA was adapted from Hacker, D. (2003). A Writer’s Reference.
(5th ed.). Boston: St. Martin's.
American Psychological Association. (2001). Publication Manual of the American
Psychological Association. (5th ed.). Washington, DC: American Psychological
Association.
Updated January 28, 2005, by Renee Brown Degree at a College or University.
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks
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1. The Research Paper and Its Significance.
a. Research is important for researchers in studying social relations and in

seeking answers to various social problems.
b. Research provides the basis for nearly all government policies in our
economic system.
c. Research has its special significance in solving various operational and
planning of business and industry.
d. Research is needed to develop strategies and models in rural development.
e. The role of research in several fields of applied economics, whether related
to business or the economy as a whole, has greatly increased in modern
items.
f. Research inculcates scientific and inductive thinking, and it promotes the
development of logical habits of thinking and organization.
g. To students who are to write a master’s or Ph.D. thesis, research may mean
a way to attain a high position in the social structure.
h. To professionals, research may mean a source of livelihood.
i. To literary men and women, research may mean the development of new
styles and creative work.
j. To analysts and intellectuals, research may mean the generalizations of new
theories.
Accordingly, research is the foundation of knowledge for the sake of

knowledge and an important source for providing guidelines for solving different
business, government, and social problems. Moreover, Research Paper will improve
the quality of one’s life and, at the same time, a very good venue to gain money if
ever you can publish one, two, three, or more in a Journal not only national but most
of all, internationally acknowledged Journals.
2. The Importance of APA Style: Giving Credit to Get Credit
a. It is nearly impossible to escape college without writing at least one essay or

research paper, and likely many more. That is why it’s vital to understand the
importance of citation or citing your sources. It not only keeps you organized, but
it can protect you from potential problems. APA Style, or American
Psychological Association, is the standard format for almost all social science
research fields. It was designed to standardize scientific writing.
2.1 Giving Credit Where Credit is Due

a. Citation helps the author avoid plagiarism and the serious consequences that come
along with it. If you use others' ideas, research, or findings without citing them, you are
essentially taking credit for their work, which is viewed as cheating by most educational
institutions. Citing is a professional courtesy that acknowledges the work of others. In
doing so, it also strengthens the credibility of your own work. It shows your research is
comprehensive and helps make your arguments more convincing.
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2.2 Consistency Gives Clarity

a. APA Style provides clarity to papers on often complex topics. It makes papers
easier to read and understand. When sources are cited the same way each time
and the paper is written in a uniform format, it gives it better flow and helps keep the
focus on the paper's content. APA style can also help the author better organize
their research and help the reader easily find important information for evaluating
that research.
2.3 The Basics of APA Style
a. APA style typically breaks papers down into eight sections; title page, abstract,
introduction, method, results, discussion, references, and appendices.
b. Each page is numbered in the right-hand corner and has a header with the
paper's title on it.
c. The entire paper should be double-spaced with no extra spaces between
paragraphs.
d. The font should be set at either Times New Roman, 12 points, or Arial, 12 points.
e. Standard margins are one inch all the way around.
2.3 When and How to Cite a Source

a. There should be a citation whenever you use someone else’s words, research,
results, or ideas in the body of your paper. If you are ever in doubt, play it safe,
and cite the source. Citations in the body of the paper, called in-text citations, have
the author’s last name and year of publication in parenthesis. If there is a citation in
the body of the paper, it must also be listed on the reference page and vice versa.
b. On the reference page, all references should be listed alphabetically by the last
name of the author. The reference page requires more information than an in-text
citation. Typically, you should include any of the following information you have in
the following order; author(s) name, date, book's title, article's title, periodical title,
volume, pages, and place of publication and publisher.
c. While it can seem like a daunting task, several websites and software programs are
available to help format your paper correctly. The most important thing is to credit
your sources, or you may find yourself receiving no credit for your work.
1. https://www.scribbr.com/category/research-paper/
2. https://thebestschools.org/resources/how-to-write-
research-paper/
3. https://www.easybib.com/guides/citation-guides/apa-
format/
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4. https://www.citationmachine.net/apa/cite-a-book
Let’s Check
Activity 1. Now that you know the essential concepts in the study of Research
Paper. Let us try to check your understanding of these concepts. In the
space provided, write the term/s or concept/s being asked in the
following statements:
_ 1. It literally implies repeating a search for something and

implicitly assumes that the earlier search was not exhaustive and complete in the sense that
there is still scope for improvement
_ 2. What type of writing is Research Paper?
_ 3. What do you call the central point of your Research Paper?
Items 4-8: Identify the Structure Parts of the Research Paper described in the
following numbers.
4. Statement of the Problem, Hypotheses, why it is important,

Objectives of the Work, Scope of the Work.
5. Discusses related work and indicate how it relates to the report.
6. Describes the procedure used in the project, data used, and

how it was obtained
7. Indicates what happened and interprets what it means.
8. Summarizes conclusions and what they mean.
9. What does APA stand for as documentation or citation used

in writing Research Paper?
10. Give at least five materials to get the information or data

of your Research Paper?
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Let’s Analyze
Activity 1.
Getting acquainted with the essential terms and concepts of the Research Paper, what
also matters is you should also be able to explain or articulate its inter-relationships. Now,
I will require you to explain your answers to the following questions thoroughly.
1. Why is Research Paper writing important for you as a college student?
_ _.
2. If asked to write a topic in Research Paper, what will it be and why?
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In a Nutshell
Acti
vity
1.
The Student will choose a topic of his/her great Interest and write/prepare an Outline and
deliver and present it for 2-3 minutes with an Introduction, Body, and Conclusion. Be guided by
the Grading Criteria.
Criteria:
Organization of Speech 30%

Content 20%
Delivery 30%
Voice 20%
TOTAL 100%
Activity 2.
Students will gather five (5) Articles from newspapers, magazines, or from the Net related
to the topic of his/her own Interest, which he/she delivered and presented with the use
PowerPoint Presentation. The five (5) Articles should be summarized in one paragraph only
and at the end of each paragraph, write the source or citation.
Grading Criteria:
1. Formulation & Creativity of PowerPoint Slides 20%

2. Delivery & Presentation 30%
3. Content & Organization 25%
4. Knowledge & Persuasion 25%
TOTAL 100%
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1.
2.
3.
4.
5.
Research Paper Decision-making References
Scientific Investigation Data Gathering

APA
Documentation/Citat
ion
Outline
Thesis Statement Result & Discussion
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(1) All teachers/course facilitators and students are expected to abide by an honor code of
conduct, and thus everyone and all is exhorted to exercise self-management and self-
regulation.
(2) All students are guided by professional conduct as learners in attending OBD courses. Under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook, any
breach and violation shall be dealt with properly.
(3) Professional conduct refers to the embodiment and exercise of the University’s Core Values,
specifically in the adherence to intellectual honesty and integrity; academic excellence by
giving due diligence in virtual class participation in all lectures and activities, as well as fidelity
in doing and submitting performance tasks and assignments; personal discipline in complying
with all deadlines; and observance of data privacy.
(4) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The University
shall institute monitoring mechanisms online to detect and penalize plagiarism.
(5) Students shall independently and honestly take examinations and do assignments unless
collaboration is clearly required or permitted. Students shall not resort to dishonesty to
improve the result of their assessments (e.g., examinations, assignments).
(6) Students shall not allow anyone else to access their personal LMS account. Students shall not
post or share their answers, assignment, or examinations to others to further academic
fraudulence online.
(7) By enrolling in OBD or DED courses, students agree and abide by all the provisions of the
Online Code of Conduct and all the requirements and protocols in handling online courses.
297
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Prepared by:
CABRADILLA, JONATHAN, Ph.D.

Faculty, Languages Discipline
KILESTE, FER LIVETTE, Ed.D.

VANESSA CUESTA, MAEd-ELT

Reviewed by:
EDWIN L. NEBRIA, Ed.D.

Chair, Languages Discipline
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean, College of Arts and Sciences Education
133

GE 2 Complete SIM (Modified) 8-9-21

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GE 2 Complete SIM (Modified) 8-9-21

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UNIVERSITY OF MINDANAO

College of Arts and Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

GE-2 (Purposive Communication)

Rodelito L. Sazon, MaEd

COURSE OUTLINE POLICY ..................................................................................... 1

BIG PICTURE ......................................................................................................... 59

BIG PICTURE ......................................................................................................... 83

ULO ....................................................................................................................... 216

Course oordinator: Dr. Edwin L. Nebria

Course Outline Policy

Areas of Concern Details

Please note that academic dishonesty such as cheating

However, if the late submission of the assessment paper

All culled from on-campus/onsite sessions (TBA):

Submission of the final grades shall follow the

Student Communication You are required to create a umindanao email account,

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Dean Dr. Khristine Marie D. Concepcion

Contact Details of the Program Dr. Edwin L. Nebria

GSTC Facilitator: Carizza Mari C. Tinanac

CC’s Voice: Welcome to the course GE 2: Purposive Communication.

CO For you to be purposeful with your communication, you must

1. Meaning and definitions of Communication:

2. The evolution of communication is the record of past events on how

4. The communication process is a series of steps that serve as a guide that

5. Elements of communication are components that the sender and receiver

1. The characteristics of Communication. Communication is a process of

1.1 Communication is the blood-line of society

1.2 Communication is basic to success

1.3 Communication allows you to create networks and build stronger

1.4 Communication is everywhere

1.5 Communication is a two-way process

1.6 Communication is complex

1.7 Communication is irreversible

2. Evolution of communication. The communication types and process that we

3. Communication process. This is a guide toward realizing effective

Figure 1.The Osgood-Schramm model of communication

4. The elements of communication. The communication process will not be

1. What is the key element of communication involved in translating

2. Which among the elements of communication allows the sender to evaluate

3. Who is the one who initiates the communication process?

4. What element of the communication process is done by the receiver who

6. What communication characteristic is shown when a teacher and her

7. What is characterized by communication involving a series of steps with

8. In the evolution of communication, what was the invention of Samuel

9. Who transmitted the first radio signal?

10. Among the elements of communication, what is considered to be the

Criteria Description Points

(Adapted from: www.readwriteandthink.org. Retrieved: April 24, 2020)

Do you have any questions for clarification?

Questions / Issues Answers

Communication Channel/Medium Feedback

1. Types of communication according to the number of person/s. This

2. Types of communication according to medium. This is another category of

1. Types of communication according to the number of persons. Communication

1.2. Interpersonal communication. This is mostly “dyadic” in nature. This means

1.3. Group communication. It is composed of three persons or more, but if more

2. Types of communication according to medium employed. Communication may

2.1.1 Written communication. Written communication sends messages

2.1.2 Oral communication. In this type of communication, your message is

2.2 Non-Verbal Communication. This comprises gestures, facial expressions,