1 WORKBOOK Purposive Communication

Distance and Online Program
A Visual Guide for Practical Learning
PURPOSIVE COMMUNICATION
(Using English in Multilingual Contexts)
This material is intended solely

for academic utilization of SFXC Students only
INTRODUCTION
The school year 2016-2017 and 2017-2018 have witnessed major changes in
Philippine education, with the implementation of the K-12 Program,
specifically the introduction of the two years of Senior High School. Of
necessity, changes are taking place as well in in the General Education
program of all college undergraduates, effective school year 2018-2019.
Whereas the old GE program required 51-63 units, the new GE program has
been trimmed down to only 36 units. The former nine units of English and six
units of Filipino have been compressed to only three units for language and
communication, in the course called Purposive Communication
Thus, the role to be played by the course Purposive Communication will be a

large one. And in the first years of implementation of the new GE program, it
is essential that course materials be solid and at the same time trail-blazing.
The book emphasizes the importance of always being aware of one‘s purpose
for communication and one‘s audience. It provides discussion topics of local
and international importance always in the context of a specific purpose and a
specific audience, not in the abstract. It uses different classroom arrangements,
e.g., teacher facing the class and discussing with the whole class, students
doing individual, pair and group work, role-playing, simulations, and
viewing online materials. It uses different modalities, written texts, audio-
recordings, and videos.
Experts tell us and experience has shown us that no textbook is ever complete
and no textbook is ever perfect. But if we find a good textbook, then we are
halfway to getting the job of effective teaching and learning done.
TABLE OF CONTENTS
CHAPTER 1: LANGUAGE AND COMMUNICATION
Lesson 1: The Nature of Language
What is Language? . . . . . . . 1
Task 1.1.1: My Language Biography . . . . 3

Lesson 2: Types of Communication
What is Communication? . . . . . . 5
Types of Communication According to Mode . . . 5
Types of Communication According to Context. . . 6
Types of Communication According to Purpose and Style. . 9
Task 1.2.1: Organizational Culture . . . . 1

1
Task 1.2.2: Individual Activity . . . . . 1

Lesson 3: Communication Processes, Principles and Ethics 2
Communication Models . . . . . . 1
3
General Principles of Effective Oral Communication . . 1

6
Principles of Effective Oral Communication . . . 1

6
Principles of Effective Written Communication: 7Cs . . 1

7
Ethics of Communication . . . . . . 1
7
Task 1.3.1: Effective Oral Communication . . . 1

9
Task 1.3.2: Effective Written Communication . . . 2

0
CHAPTER 2: MODES OF COMMUNICATION
Lesson 1: Forms of Communication
Communication Modes . . . . . . 2
3
Task 2.1.1: Deepening Activity . . . . . 2

Lesson 2: Communication and Technology 6
Communication in Social Media . . . . . 2

7

0
CHAPTER 3: INTERCULTURAL COMMUNICATION
Lesson 1: Communication and Globalization
The Globalization Phenomenon . . . . . 3
1
Task 3.1.1: The Impact of Globalization on Communication . 3

Lesson 2: Local and Global Communication in Multicultural Settings 5
Intercultural Communication . . . . . 3
6
Task 3.2.1: Challenges in Cultural Diversity . . . 4

Lesson 3: Varieties and Registers of Spoken and Written Language 0
Varieties of English . . . . . . . 4
2
Task 3.3.1: What Do You Mean? . . .. . . 4

6
Lesson 4: Exploring Texts Reflecting Different Cultures

Cultural Texts . . . . . . . 4
7
Formal and Informal Language . . . . . 4

8

9
CHAPTER 4: COMMUNICATION FOR VARIOUS PURPOSES
Lesson 1: The Explanation Essay
Writing an Explanation Essay . . . . . 5
1
Task 4.1.1: Writing an Explanation Essay . . . . 5

Lesson 2: The Blog 5
Writing a Blog . . . . . . . 5
7
Task 4.2.1: Writing a Blog . . . . . . 5

Lesson 3: Research-Based Argumentative Essay 9
From Research to Argument:
Producing a Research-based Argumentative Essay . 6
2
Task 4.3.1: Writing a Research-based Argumentative Essay . 6

Lesson 4: The Oral Presentation 4
Preparing a Speech or Oral Report . . . . 6

6
Delivering the Report/Speech/Talk . . . . 6

7
Presenting in Groups . . . . . . 6
7
Overcoming Anxiety or Stage Fright . . . . 6

7
Task 4.4.1: The Oral Presentation . . . . . 6

Lesson 5: The Debate 8
Types of Debate . . . . . . . 6
9
Skills Needed in Debate . . . . . . 7

0
Ethical Considerations . . . . . . 7
0
Task 4.5.1: Debate: Oregon-Oxford Type . . . . 7

2
CHAPTER 5: COMMUNICATION ACROSS PROFESSIONS
Lesson 1: Written Modes of Professional Communication
Genres Across Professions . . . . . . 7
5
Task 5.1.1: Writing Activity . . . . . 7

Lesson 2: The Job Interview 8
The Typical Sequence of Interviews . . . . 7

9
Types of Interviews . . . . . . . 8
0
Job Interview: Basic Guidelines . . . . . 8

0
Checklist for Interviews . . . . . . 8

0
Task 5.2.1: Mock Job Interview . . . . . 8

2
References 8
3
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CHAPTER 1 LANGUAGE AND

COMMUNICATION
LESSON 1: THE NATURE OF LANGUAGE
Learning Outcomes
At the end of this lesson, you should be able to:
a. demonstrate an understanding of the key ideas in language and

communication;
b. relate your personal experience with the input presented; and
c. write you own language biography
Input
Together with the creation of human life is the creation of a wonderful

and dynamic human capacity—language. Animals are said to be able to
communicate with each other. Whales sing, wolves howl, dogs bark, and birds
chirp. The sounds these creatures produce often reflect the state of their
emotions. While it may be true that animals communicate, only human beings
are truly capable of producing language.
What is Language?
What exactly is language? Linguists agree that a language can only be called a
language if it has a system of rules (also known as grammar), a sound system
(phonology), and a vocabulary (lexicon). These are the requirements for
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identifying a means of communication as a language. A monkey may be able

to signal to its partner that it is sharing food. The monkey will produce sounds
and gestures, but will not be able to organize the sounds into a meaningful
system with rules. What the monkey is producing is not a language in the
strictest sense of the word. Human beings, on the other hand, are able to
communicate their desire to share food through several ways that are
understandable to other human beings. They may utter a word (Food!), raise a
question (Want some food?), or give a statement (I‘d like to share this food
with you.).
When people use language, they can understand each other because they
belong to the same speech community. They can understand each other
because in their speech community, people share the same set of rules in the
language system. While growing up, people the languages used by those in the
community. This is the process of language acquisition. The languages
acquired while growing up are known as mother tongues, which may also be
referred to as first languages. People discover later on that other languages are
needed for various reasons. These other languages may be referred to as
second languages. People learn these languages by studying formally in school
or informally on their own. This is the process of language learning.
What happens if people visit another speech community that is different from
their own? Americans and British speak English. However, they spell English
words differently. They pronounce words differently. They have different
ways of expressing the same concepts. It can be said that the Americans and
the British belong to two speech communities which do not have exactly the
same set of rules for their languages. This is why there are differences in their
languages. The opening activity on the previous page illustrates this reality.
What happens if you, for example, who speaks a mother tongue and English,
go to work in China where the residents speak Putonghua (Mandarin) and a
little bit of English? Will you be able to communicate with the Chinese? The
answer is yes. Though it will be a challenge for you and your Chinese friends
to try to understand each other, eventually you will be able to communicate as
you slowly learn each other‘s languages. What is happening here is called
language contact. The result of such contact may be a new form a language. It
is possible that in your attempt to communicate with each other, you and your
Chinese friend will produce a new language form that is understandable to
both of you. Your own languages may also change as you constantly interact
and communicate with each other. Thus, language change is the result of
language contact.
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Language is indeed a complex human capacity. It is, therefore,

important to be aware of its features and behavior to be able to use
language more effectively and productively in communicating
with others Comprehension Questions
Check your understanding of the input by answering the following questions:
1. Can animals communicate?
2. Can monkeys produce language?
3. What is the difference between language acquisition and language

learning? Cite a scenario.
4. What is the difference between first language and second language?
5. What happens after a language comes into contact with another?

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Task 1.1.1: My Language Biography

Reflect on the concepts presented in the input and connect these to your
personal experience of language by creating your own Language Biography.
Begin by filling in the Language Biodata Form below.
Language Biodata Form
How many languages do you speak?
Identify these languages.
What is/are your first language/s or
mother tongue?
How did you acquire your first
language or mother tongue?
What skills can you perform using
your first language?
What is/are your second language/s?
How did you learn your second

language/s?
What skills can you perform using
your second language/s?
What are your language strengths?
What are your language weaknesses?
Which language is your favorite and

why?
With the information provided in your Language Biodata Form, write

your Language Biography, which is a paragraph that tells the story of your
languages.
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LESSON 2: TYPES OF COMMUNICATION
Learning Outcomes
a. determine the differences among intrapersonal, interpersonal, extended,

organizational, and intercultural communication in relation to
communication context;
b. evaluate organizational culture in an organization/company;
c. present a scenario on different types of communication and its features
Input
Depending on what is being considered, communication as a term takes

on different contexts resulting in people having different views on
communication types. Since communication is generally defined as a exchange
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of thoughts, ideas, concepts, and views between or among two or more people,
various contexts come into play. Context is the circumstance or environment in
which communication takes place. Such circumstance may include the physical
or actual setting, the value positions of a speaker/listener, and the relevance or
appropriateness of a message conveyed. It focuses on certain communication
processes and even groupings of people that constitute a communication
situation.
Different contexts can impact one‘s communication. Each

communication type is governed by a particular circumstance. Thus, it is
essential to pay attention to the interplay of factors surrounding the context of
communication which may be physical, cultural, social, and psychological in
nature.
Types of Communication According to Mode
1. Verbal – Non-verbal Communication
Effective communication calls for the blending of these two types. One
cannot be separated from the other. For instance, door-to-door salespersons
who demonstrate product knowledge can only be effective if they know how
to properly punctuate what they say with proper gestures and facial
expressions. Their communication with the customer begins upon greeting
him/her with a welcoming smile then assessing customer needs and
answering customer queries enhanced by gestures and a friendly, happy, and
pleasant disposition. It is only through this mode that salespeople with
excellent communication skills are able to provide the best information needed,
thereby convincing the client to patronize their products.
2. Visual Communication
It is the type of communication that uses visuals to convey information

and/or messages. Some examples are signs, symbols, imagery, maps, graphs,
charts, diagrams, pictograms, photos, drawings or illustrations, and even
various forms of electronic communication.
Types of Communication According to Context
1. Intrapersonal Communication
The Latin prefix intra- means within or inside. Intrapersonal

communication then means talking to oneself. Some label it as self or inner
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talk, inner monologue, or inner dialogue. Psychologists call it with other names
such as self-verbalization or self-statement.
Self-talk can be advantageous as it can enable you to practice what you ought
to say in times when you lack the motivation and confidence to speak.
Furthermore, as you respond to life‘s challenges, you may also find yourself
verbalizing your thoughts and feelings. It is then important that as you
introspect, you are able to improve on your decisions in life and likewise
enhance your self-worth as a person.
2. Interpersonal Communication
As opposed to intra, Latin prefix inter- means between, among and

together. An interactive exchange takes place as interpersonal communication
takes place. However, as it occurs, a transaction does not necessarily take place
since it can only be a simple interaction such as greetings, getting to know a
person, or ordinary conversations that happen between or among the
interactants. This may occur in dyads or small groups, also known as group
communication.
A communication situation is interpersonal if it is meant to establish or

deepen one‘s relationship with others. However, if the objective is to achieve
something at the end of the conversation, it becomes transactional. While
former is characterized by less seriousness and formality, the latter is more
formal and profound. Whereas interpersonal talks meant for maintaining
social relationships, transactional talks aim to accomplish or resolve
something at the end of the conversation. Analyze the following two
situations:
a. Speaker A: Hello! I am Kaeselle Ramos. And you?

Speaker B: Oh, I am Venice Mendoza. Glad to meet you.
How are you related to the bride?
Speaker A: She is my cousin. Her mom and mine are sisters.
How about you?
Speaker B: She was my high school classmate. I never knew
anything about her personal life so we were kind
of surprised when she sent us the invitation. As
always, she is very private.
Speaker A: I see. Well, she‘s really like that. Ever since we
were kids, she has always been a very quiet
person.
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b. Speaker A: Excuse me. Would you know how to get to the

nearest mall?
Speaker B: Yes. In fact, you may go there on foot or simply
take a jeepney. If you walk, it will take you about
20 minutes to get there. You can just take the exit
gate near the hospital then turn left and walk
straight ahead. Jeepneys take the same route and
it should not take you more than 10 minutes even
with the traffic.
Speaker A: Thank you very much. I think I will just take the
public transportation as I am running out of time.
You have been really helpful. Thanks again.
3. Extended Communication
Extended communication involves the use of electronic media. Unlike before

when it only called for the use of television and radio, nowadays, the
description of extended communication may be expanded as to include tele,
audio, or phone conferencing; video-conferencing; Skype calls; and other
technological means. For example, linked by a telecommunication system,
people who are far apart, or are far from the venue, can participate in a
meeting or a conference. In an e-conference like this, participants may not be
physically present but are still able to track down the lectures and participate
actively because of the mass articulation and dissemination of information,
allowing speakers to reach a wider group of listeners. Since extended
communication is public in nature, speakers are expected to be prepared when
they speak, making their language more formal.
4. Organizational Communication
With this type, the focus is on the role that communication plays in
organizational contexts. Organizations comprise individuals who work for the
company. When you graduate, for example, you become a professional, either
working for a company or putting up on your own. Whichever, you should
know that each organization has expectations that you as a communication
professional should meet or that you as the owner may establish.
For an organization to be successful, a system of communication should be put

in place. A set of rules or standards for communication protocol should be
made clear so that interaction patterns are established. On the part of the
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individual, you should be equipped with the needed oral and written
communication skills that the organization expects you to possess.
There are two types of organizational structure:
a. Formal communication – allows communication to take place via

designated channels of message flow between positions in the
organization
Four Approaches:
1. Downward communication – flows from upper to lower
positions. The flow of communication is top-down or from a
superior to a subordinate, usually asking certain individuals to
perform a task
2. Upward communication – message transmission in upward
communication is bottom-up in which subordinates send
communication to their superiors/bosses bearing their
views/feedbacks on organizational policies, issues related to
their jobs, and the like
3. Horizontal communication – is lateral in approach as it takes
place among people belonging to the same level but coming from
different departments or units to facilitate performance or tasks
through proper coordination.
4. Crosswise communication – is diagonal in nature as employees
from different units or departments working at various levels
communicate with each other.
b. Informal Communication – come from unofficial channels of message
flow. Also known as grapevine, messages coming from the different
levels of the organization are transmitted.
5. Intercultural Communication
As the term implies, it is communication between or among people having

different linguistic, religious, ethnic, social, and professional backgrounds.
Even gender differences affect communication.
Types of Communication According to Purpose and Style
Finally, communication may be classified according to purpose and style.

Earlier, formal and informal communication have been discussed in relation to
organization communication. Similarly, the types of communication in relation
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to purpose and style are formal and informal. However, rather than focusing
on the transmission of message and flow, the focus here is on the
communication setting and the mode of delivery. Formal communication
employs formal language delivered orally or in written form. Lectures, public
talks/speeches, research and project proposals, reports, and business letters,
among others are all considered formal situations and writings. Note that
while lectures and speeches are delivered orally, the texts have been thought
out carefully and written well before they are delivered. To inform, to
entertain, and to persuade are the main objectives of this type of
communication.
On the other hand, informal communication certainly does not employ formal
language. It involves personal and ordinary conversations with friends, family
members, or acquaintances about anything under the sun. The mode may be
oral as in face-to-face, ordinary or everyday talks and phone calls, or written as
in the case of e-mail messages, personal notes, letters or text messages. The
purpose is simply to socialize and enhance relationships.
Comprehension Questions
1. How do you differentiate the types of communication in relation to

communication mode?
2. How can visual communication enhance the message conveyed by a

speaker? Cite a particular situation when it is best to employ visual
communication.
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3. How can you listen to speakers‘ opinions through electronic media

without being easily swayed into accepting their opinions?
4. Would you know any strategy or method by which you can reduce the
complexity of understanding another culture? Do you think it will work
with your current set of foreign classmates/friends?
5. How do you differentiate formal communication from informal

communication in relation to purpose and style? Provide situations to
illustrate the differences.
Task 1.2.1: Organizational Culture
I. Interview a certain head of an organization/company and ask him/her

the following questions:
1. What is the culture of your organization?
2. Do you think cultures can be created? Modified? Changed?

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II. In the school where you are currently enrolled, what is the prevailing
organizational culture? What are some of the practices/rituals that you
observe?
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Task 1.2.2: Individual Activity

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Make a conversation which shows the type of communication you are

going to present. Explain the situation and the type of communication
illustrated. Use the space below for your output.
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LESSON 3: COMMUNICATION PROCESSES, PRINCIPLES,

AND ETHICS
Learning Outcomes
a. explain the various communication models and how they help in

understanding the communication process;
b. discuss the value of communication in enhancing one‘s personal and
professional relationships; and
c. evaluate the differences between oral and written communication
Input
In the earlier discussion, you learned about the types of communication mode,
context, and purpose and style. In this lesson, you will review the nature of the
communication process and some important communication models.
Why is it important that you know the communication models? You will
realize their importance because they will help you understand how a
communication process works. It is only by knowing the flow of
communication that you will be able to make the communication process
effective.
Communication Models
A model is often abstract. It is a representation of a real world phenomenon

applied to different forms. The interplay of variables in the model is
represented graphically. Try to assess later what comprises the communication
models and what variables are common to each of them.
There are many conceptual models for human communication but in this
lesson, you will be exposed to only four:
Speaker Speech Audience

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1. Aristotle‘s Communication Model
Classical rhetoric dates back to ancient Greece during the time of Plato,
Aristotle, and the Greek Sophists who were great rhetoricians. Effective public
speaking was an important consideration in the study of communication. They
were good at argumentation and debate and speech was characterized by
repartee.
Aristotle emphasized that there are three variables in the communication

process: speaker, speech, and audience. Note that the speaker variable is very
important. Without the speaker, there will be no speech to be produced.
Depending on the profile of the audience, the speaker adjusts his/her speech.
Some considerations for the audience demographics are age, sex, background,
culture, race, religion, gender, social and economic status, and political
orientation or inclination, among others. Even beliefs, views, and attitudes also
play an important role when talking about audience consideration since
oftentimes, the audience bring these with them when they decode a message in
any given situation.
2. Laswell‘s Communication Model
Who
What Which Whom What
Communicator Message Medium Receiver Effect
In 1948, Harold Dwight Laswell described communication as being focused

on the following Ws: Who says What in Which channel to Whom and with
What effect as seen in the model above.
The whole process of communication begins with the communicator (who)

sending out a message (what) using a medium (in which channel) for a
receiver (to whom) experiencing an effect (with what effect) afterwards. The
process may be analyzed through the content sent, the medium used, as well
as the effect on the recipient of the message.
While this model is similar to Aristotle‘s in the sense that both are linear
and have the same components, Laswell‘s also differs in that there are five
variables involved, with the addition of two: medium and effect.
3. Shannon-Weaver‘s Communication Model

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Sender Encoder Channel Decoder Receiver
Claude Elwood Shannon and Warren Weaver‘s model of communication

was introduced in 1949, a year after Laswell‘s, for Bell Laboratories. Originally,
it was conceptualized for the functioning of the radio and television serving as
a model for technical communication and, later on, adopted in the field of
communication. In this model, other components such as noise, reception,
destination, and feedback have been identified. Other terms such as
information source for the sender, transmitter for the encoder, decoder
(reception), and receiver (destination) were introduced.
4. Berlo‘s Communication Model
Source Message Channel Receiver
ENCODES DECODES
David Berlo‘s model conceptualized in 1960 is probably the most-well
known among the communication models. Initially, Berlo‘s model was called
SMCR which stands for sender of the message, sent through a channel or
medium to a receiver. However, it was modified later on to include noise,
hence the acronym SMCRN.
The major variables involved in the communication process are source,

message, channel, and receiver.
The source being the originator of the message acts as the encoder. As such,
should practice communication skills such as listening, speaking, reading, and
writing. His/Her attitude towards the audience or the subject as well as
his/her knowledge about the topic on hand likewise counts along with the
social system that he/she is in which includes values, beliefs and practices, and
culture.
The second variable which is message includes (1) content; (2) elements such
as the language used and gestures employed; (3) treatment or the manner by
which the message is transmitted; and (4) structure which refers to the
arrangement of parts or flow of the message. The code shows how the message
is sent: that is, the language (verbal code) used and the accompanying gestures
(non-verbal code) employed. Note that there should be no mismatch between
the verbal and non-verbal codes.
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The third variable which is channel refers to the different senses: seeing,
hearing, smelling, tasting, and touching. Finally, the fourth variable is receiver,
the one who decodes the message. Note that the components of this last
variable are similar to those of the first since for communication to be effective,
both the source and the receiver should have good communication skills.
General Principles of Effective Communication
Since communication is a two-way process, it is important that you know the

principles to be observed to make it effective. For both oral and written
communication, you should be able to apply the following principles:
1. Know your purpose in communicating. Are you communicating

basically to inform, to entertain, or to persuade? While you may have
more than one purpose, there is still a more dominant objective or
reason why you communicate.
2. Know your audience. In both speaking and writing, you should know
your audience as it will dictate the speaking or writing style you are
going to employ. Consider the age, educational background, profession,
culture, and other salient features of your listeners or readers.
3. Know your topic. You communicate essentially because you want to
share something. In speaking situations, speakers are invited because
they have something to share. This also applies to writing. You write
because you wish that other people learn something from you. You may
then utilize several or multiple communication techniques to easily
catch the attention of the audience.
4. Adjust your speech or writing to the context of the situation. The
environment in which your speech or writing is to be delivered
determines the kind of language you will use.
5. Work on the feedback given you. Once you receive comments from the
listeners/readers, work on them. Take kindly to criticisms. In the long
run, constructive criticisms will prove beneficial to you as you learn to
address them.
Principles of Effective Oral Communication
1. Be clear with your purpose. You should know by heat your objective in
communicating.
2. Be complete with the message you deliver. Make sure that your claims
are supported by facts and essential information.
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3. Be concise. You do not need to be verbose or wordy with your

statements. Brevity in speech is a must.
4. Be natural with your delivery. Punctuate important words with the
appropriate gestures and movements. Exude a certain degree of
confidence even if you do not feel confident enough.
5. Be specific and timely with your feedback. Inputs are most helpful when
provided on time.
Principles of Effective Written Communication: The 7Cs
1. Be clear. Be clear about your message. Always be guided by your

purpose in communicating.
2. Be concise. Always stick to the point and do not beat or run around the
bush. Be brief by focusing on your main point.
3. Be concrete. Support your claims with enough facts. Your readers will
easily know if you‘re bluffing or deceiving them because there is
nothing to substantiate your claims.
4. Be correct. It is important that your observe grammatical correctness in
your writing. Always have time to revise and edit your work. Even
simple spelling errors may easily distract your readers.
5. Be coherent. Your writing becomes coherent only when you convey a
logical message. The ideas should be connected to each other and
related to the topic. Make sure that you observe a sound structure that
will present a smooth flow of your ideas. Use transitional or cohesive
devices so that the ideas cohere with one another.
6. Be complete. Include all necessary and relevant information so that the
audience will not be left wanting of any information. Always place
yourself in the shoes of the audience, who is always interested to receive
new information.
7. Be courteous. The tone of your writing should be friendly. Avoid any
overtone/undertone or insinuation to eliminate confusion and
misinterpretation.
Ethics of Communication
Communication ethics emphasizes that morals influence the bahaviour

of an individual, group, or organization thereby affecting their communication.
It is important to note that one's behavior should be regulated by honesty,
decency, truthfulness, sincerity, and moral uprightness. Be guided by the
following to achieve ethical communication:
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1. Establish an effective value system that will pave the way for the
development of your integrity as a person. One‘s behavior and decision-
making style affect, in turn the operations of an organization.
2. Provide complete and accurate information. Whether it is needed or not,
the data should always be contextualized and correct.
3. Disclose vital information adequately and appropriately. Never conceal
or hide information that are necessary for purposes of transparency.
Observing a code of ethics is essential as it determines the kind of behavior

that is proper and desirable over one that is displeasing and offensive. A code
of ethics sets the standards to be observed by a person or a company that will
create a good reputation or a positive image not only for an individual but also
for the organization. It will, therefore, pave the way for the attainment of the
desired results leading to the success of an individual or the entire company.
Success in decision-making will likewise impact the company‘s reputation.
Check you understanding of the input by answering the following questions:
1. Why do you think communication models were introduced?
2. If you were to choose a conceptual model for communication, what

would you prefer and why?
3. How do the principles of effective oral communication differ from those

of effective written communication? Do they have similarities at all?
4. How can one observe ethics in communication?

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5. Why is it important to have a code of conduct or a code of ethics?
Task 1.3.1: Effective Oral Communication
View on Youtube the speech of President Rodrigo Duterte at Philippine

China Trade and Investment Forum Beijing, China on October 20, 2016.
Do you think the five principles of effective oral communication were

followed? Which ones were followed? Which ones were not? Why or why not?
What advice would you give to make the speaker more effective? Write
your thoughts on the space below.
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Task 1.3.2: Effective Written Communication
Read the translated English version in 2015 President Noynoy Aquino‘s

speech on the Mamasapano incident below then write your reaction to it. Do
you think the speech followed the principles of effective written
communication? Why or why not? What advice can you suggest? Write your
answer on the space provided after the speech.
I stand before you today to report on what we know about the incident in
Mamasapano, Maguindanao, last Saturday and Sunday. I do this not because I wish
to preempt the board of inquiry tasked to uncover the entire truth, but because you
have a right to know what we know at this point.
On Saturday, January 24, a group composed of members of our Philippine

National Police’s Special Action Force headed to Barangay Tukanalipao,
Mamasapano, Maguindanao. Their mission was to serve outstanding arrest warrants
to the two notorious terrorists who have long been pursued by authorities, namely
Abdulbasit Usman and Zulkipli Bin Hir, alias Abu Marwan. According to the most
recent report of the NDRRMC, 44 of our policemen died in the process of fulfilling
their duties, while 16 others were injured, including 3 civilians.
As President and as father of this country, I am greatly saddened that our

policemen had to lay down their lives for this mission. Without question, these people
are heroes; they who willingly put themselves in danger to address threats to our
security, they who were wounded; they who gave their in the name of peace. To honor
those perished, I am declaring a National Day of Mourning to symbolize the sorrow
and empathy of our entire country.
Marwan and Usman are not common criminals. There is a long string of
outstanding warrant for their arrest. There are no less than 8 outstanding warrants
against Usman alone, while there are no less than 2 for Marwan. One of the earliest
warrants was issued in 2002, which means that they were already being persuade
when I was a member of a congress. Allow me to clarify: when a warrant is issued
against an individual, all of the officers of the law are obligated to serve it. This is
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precisely why, since long ago, our security sector, including the AFP, PNP, and NBI,
has undertaken multiple operation to capture Marwan, Marwan, and other terrorists.
These agencies are not always required to obtain my approval for each and
everyone of their operations, because it would be impractical for them to wait for
clearance before proceeding. My duty: To make certain that they are carrying out there
are elevated to my desk so that I may give guidance, give a more holistic view of the
situation, or explain its wider implications.
A few examples of this are: our response to rogue MNLF elements in Zamboanga,
the capture of individuals high on our list of Most Wanted Persons, and the assault on
our peacekeepers in Golan Heights. In the Golan Heights case, the decision of whether
or not to depart could not simply be left to our battalion commander there. As the
person primarily responsible for foreign relations, I had to be consulted to make certain
that we are likewise upholding our obligations to the United States.
Marwan is part of the Central Committee of the Jemaah Islamiya, which was
responsible for the Bali bombing in Indonesia. In this incident, two consecutive blasts
occurred, which meant that first responders and individuals who had not left the area
were also affected. 202 people died, and Marwan was a suspect in this case. In
Cagayan de Oro in 2012, Mawan attempted to replicate this modus; the second bomb
did not explode, as it was discovered ahead of time, yet two people still died as a result
of this incident. There are allegations that, in 2006, Marwan, along with Umbra Kato,
led a plot to plant a bomb to assassinate the Governor of Maguindanao, Andal
Ampatuan. Marwan’s membership in international terrorist networks means that he
has the capacity to acquire the knowledge, the equipment, the funding, and the
necessary safe havens for his fellow terrorists. This is why he was considered the
primary target of the operation. Usman, on the other hand, is connected to nine
bombing incidents in Mindanao. He is the primary accused in the bombing in General
Santos City in 2002, in which 15 people died, and 60 were injured.
Together with another terrorist named Mawiyah, Marwan and Usman committed
several acts of terrorism in various parts of Mindanao. They are also both known
bomb-making trainers. There are reports that they run factories of improvised
explosive devices, which they sell to fellow terrorists. They have injured and killed
many people, and they continue to threaten the safety of our citizens as long as they
roam free…
…In the face of our grief, in the face of the desire of some to exact revenge, in the
face of the threats to destroy the trust we have forged over such a long period of time,
today, our ability to show compassion to our fellowmen faces a great test. This is why,
to all of my countrymen who desire peace, from lawmakers, to the members of the
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uniformed forces, to the leaders of the MILF, to our countrymen in the Bangsamoro,
and to every decent Filipino: Let us show what heights a country united by a single
aspiration can reach. Let us ensure that the ultimate sacrifice made by some members
of the SAF does not go to waste. We will gain justice, in time, through the right
processes, and without letting go of our dreams to realize a widespread and lasting
peace.
Thank you, and good evening to us all.

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CHAPTER 2:
MODES OF COMMUNICATION
25
LESSON 1: FORMS OF COMMUNICATION
Learning Outcomes
a. identify the various communication modes and how they help in
expressing one‘s communicative intent;
b. show the importance of face-to-face, audio, virtual, text-based, and other
forms of communication particularly in targeting different types of
audiences in local and global settings; and
c. use these communication modes appropriately depending on the
context of the communication situation
Input
In Unit 1, Lesson 3, you learned about the communication types. Note

that this topic overlaps with the lesson on communication mode which is the
focus of this unit. Thus it is important for you to know how communication
types and modes complement each other to achieve good communication.
Communication Modes
Communication mode refers to the channel through which one expresses

his/her communicative intent. It is the medium through which one conveys
his/her thoughts. Views or feelings can be communicated through face-toface
interaction, video, audio. The mode may also be text-based.
The most common of all these modes is the face-to-face interaction. It is an

informal or casual conversation between two or more people. People engage in
social conversations to establish relationships or maintain them. It is one way
of gaining new acquaintances or friends. How to speak, what to speak, when to
speak, and to whom one is speaking are all important considerations in
building relationships.
Another mode of communication is video. Web cameras are used so that
two or more people who cannot interact face-to-face can communicate. If there
are no technical glitches encountered, this could be a very effective mode of
26
communication especially for people separated by distance. For example, you

may engage in a conversation via Skype with your loved ones especially
during significant, meaningful or memorable occasions. You are able to hear
clearly the voice and see up close the face of your beloved.
The third mode of communication is audio. Audio means transmitted

sound. Thus, in this mode of communication, only the voice of the speaker is
heard. Ordinarily, someone‘s voice is heard through the telephone or an
answering machine when the other party is not able to answer a call. An
obvious downside of this mode is not being able to see the body language or
cues of the person you are talking to. This is quite difficult especially if you are
listening to people with different accents.
The fourth and last mode is text-based communication such as e-mail,

facsimile, text messaging, and instant messaging. Social networking sites such
as Facebook, Twitter, and Instagram likewise offer text-based interaction.
While text-based communication mode does not originally provide video and
audio benefits, it has a wider reach and can disseminate information to a
bigger audience quickly.

27
1. Explain Diana Wheatley‘s quote and give one illustration‖

―Meaning is made in conversation,
Reality is created in communication,
And knowledge is generated through social interaction…
Language is the vehicle through which we create our understanding of
the world.‖
2. As a speaker of English as a second language, what can you say about

the difficulty of other speakers in understanding the Philippine English
variety that you use?
3. With the advent of computer-mediated communication or CMC, how

can you be more responsible with what you post in your own account as
a way of conveying messages to the audience?
Task 2.1.1: Deepening Activity

28
Make a conversation for various forms of communication. Present the

conversation made and explain the form of communication presented. Use the
space below for your output.
29
LESSON 2: COMMUNICATION AND TECHNOLOGY
Learning Outcomes
a. identify the positive and negative dimensions of the use of technology in

communication;
b. demonstrate your knowledge about the use of social media in Asia and
in the rest of the world; and
c. convey an idea or deliver a message with your reflections on the use of
social media platforms
Input
There are various modes through which we communicate with each other. In
the past, these modes took the form of handwritten messages, typewritten
messages, short telegrams, computer-encoded texts, as well as landline
telephone conversations, and audio/video-recorded messages. Because each
mode of communication is distinct from the other, the ways in which we craft
our messages differ. For example, there is a greater tendency for us to write a
longer, more visually detailed message, or deliver it through and audio-
recording, the message will not be the same.
Communication in Social Media
Today, with the rapid rise and spread of Internet connectivity, the old
forms of communication have given way to new forms that make
communication easier and faster. Analyze the graphs on news report about the
use of social media in the Philippines.
Pinoys Top Social Media Users According to Study

By Miguel R. Camus (2017)
30
(1) Filipinos spend more time on social media sites than anyone else in the
world, going online roughly four hours and 17 minutes a day, according
to a report released on Tuesday.
(2) Filipinos spend most of their online time on sites such as Facebook,
Snapchat and Twitter, said the report, called Digital in 2007, and
prepared by social media platform Hootsuite and United
Kingdombased consultancy We Are Social Ltd.
US Among Bottom Half

(3) Brazilians and Argentinians followed closely behind, spending three
hours and 43 minutes and three hours and 32 minutes on social media,
respectively, the report said.
(4) The United States, where many of these social media players were
founded, is among the bottom half, with Americans spending an
average of just two hours and six seconds per day. The least active were
the Japanese, who log on an average of just 40 minutes daily.
(5) ―It‘s probably due to the same cultural dynamics that made us the text
messaging capital of the world,‖ said Ramon Isberto, spokesperson for
telecoms giant PLDT and Smart, referring to mobile phone text
messaging in the past decade that is now giving way to internet-based
applications.
(6) ―Filipinos like to keep in touch,‖ Isberto said.
Slowest in Asia-Pacific
(7) The Philippines‘ social media usage was in stark contrast to its internet
speed. Fixed-broadband speed here is among the slowest in AsiaPacific,
while mobile connections are among the fastest, according to the most
recent Akamai report.
(8) There appeared to be a relationship between poor fixed-broadband
speed and time spent on social media.
(9) The Philippines, Brazil and Argentina have an average fixed-line
broadband speed of 4.2 megabits per second (mbps), 5.5 mbps and 5
mbps, respectively.
(10) The fastest was South Korea, with 26.3 mbps, and its citizens just
spend about 1 hour and 11 minutes a day on social media.
Internet Use of the Rise

31
(11) According to the report, the Philippines‘ internet and social

media users grew by over 25 percent, up 13 million and 12 million over
last year, respectively.
(12) Mobile was also a fast-growing platform, accounting for 38
percent of all Web traffic in the country, up almost a third over 2016.
(13) The Philippines, so far, had a social media penetration rate of 58
percent, higher that the average of 47 percent in Southeast Asia.
(14) Around the world, internet users grew 10 percent, or an
additional 354 million people, while active social media users jumped 21
percent, or an additional 482 million.
(15) Global active netizens using mobile phones and other devices
surged 30 percent, or another 581 million people.
Digital Connectivity
(16) The total internet penetration rate stood at 50 percent, or 3.77
billion people, the report showed.
(17) ―Half of the world‘s population is now online, which is a
testament to the speed with which digital connectivity is helping to
improve people‘s lives,‖ said Simon Kemp, a consultant at We Are
Social.
(18) ―The increase in internet users in developing economies is
particularly encouraging,‖ Kemp added.
(19) The report compiles data from the world‘s largest studies of
online behavior, conducted by organizations including
GlobalWebIndex, GSMA Intelligence, Statista, and Akamai in ―a
comprehensive state‖ of social media reference.
(20) The 2016 report has been downloaded 70,000 times and read 2.5
million times on SlideShare so far.
The input above reports about the use of social media by Filipinos. Sharpen
your understanding of the reading text by answering the following questions:
32
1. Through a graphic organizer, illustrate the time spent by various

countries mentioned in the reading text. What conclusions can you draw
out from the graphic organizer illustrated?
2. How would you compare the Internet speed in the Philippines with that
in Brazil? Argentina? South Korea?
3. The author claims that global Internet use is on the rise. What facts does
the author provide to support this claim?

Reflect on your own use of social media. In what ways have you made good
use of social media? In what ways have you done harm to yourself or to others
through social media? Share your answer with the class.
33
CHAPTER 3:
INTERCULTURAL COMMUNICATION
LESSON 1: COMMUNICATION AND GLOBALIZATION
Learning Outcomes
a. demonstrate knowledge about globalization as an economic
phenomenon; and
b. demonstrate understanding of the impact of globalization on
communication; and
c. present a poster about the impact of globalization on communication
Input
The Globalization Phenomenon
‗Globalization‘ and ‗global‘ are terms we often encounter today. These terms
are associated with realities outside the territories of nation-states. All
countries are engaged in globalization. Very few (if any) societies are
unaffected by this phenomenon. Because of this, we need to understand
exactly what it is, and more importantly, how it impacts communication.
34
What is Globalization Anyway?

By Alex Gray (World Economic Forum, 2017)
How Globalization Works

(1) In simple terms, globalization is the process by which people and goods
move easily across borders. Principally, it‘s an economic concept – the
integration of markets, trade and investments with few barriers to slow
the flow of products and services between nations. There is also a
cultural element, as ideas and traditions are traded and assimilated.
(2) Globalization has brought many benefits to many people. But not to
everyone.
Storm in a Coffee Cup

(3) To explain the economic side of globalization, let‘s take a look at the
well-known coffee chain Starbucks.
(4) The first Starbucks outlet opened its doors in 1971 in the city of Seattle.
Today it has 15,000 stores in 50 countries. These days you can find a
Starbucks anywhere, whether Australia, Cambodia, Chile or Duba. It‘s
what you might call a truly globalized company.
(5) And for many suppliers and jobseekers, not to mention coffee-drinkers,
this was a good thing. The company was purchasing 247 million
kilograms of unroasted coffee from 29 countries. Through its stores and
purchases, it provided jobs and income for hundreds of thousands of
people all over the world.
(6) But then disaster struck. In 2012, Starbucks made headlines after a
Reuters investigation showed that the chain hadn‘t paid much tax to the
UK government, despite having almost a thousand coffee shops in the
country and earning millions of pounds in profit there.
(7) As a multinational company, Starbucks was able to use complex
accounting rules that enabled it to have profit earned in one country
taxed in another. Because the latter country had a lower tax rate,
Starbucks benefited. Ultimately, the British public missed out, as the
government was raising less tax to spend on improving their wellbeing.
How did Globalization Happen?

35
(8) We might think of globalization as a relatively new phenomenon, but

it‘s been around for centuries.
(9) One example is the Silk Road, when trade spread rapidly between China
and Europe via an overland route. Merchants carried goods for trade
back and forth, trading silk as well as gems and spices and, of course,
coffee. (In fact, the habit of drinking coffee in a social setting originates
from Turkish custom, an example of how globalization can spread
culture across borders.)
What Drives It?

(10) Globalization has speeded up enormously over the last
halfcentury, thanks to great leaps in technology.
(11) The internet has revolutionized connectivity and communication,
and helped people share their ideas much more widely, just as the
invention of the printing press did in the 15 th century. The advent of
email made communication faster than ever.
(12) The invention of enormous container ships helped too. In fact,
improvements in transport generally – faster ships, trains and airplanes
– have allowed us to move around the globe much more easily.
What‘s Good About It?

(13) Globalization has led to many millions of people being lifted out
of poverty.
(14) For example, when a company like Starbucks buys coffee from
farmers in Rwanda, it is providing a livelihood and a benefit to the
community as a whole. A multinational company‘s presence overseas
contributes to those local economies because the company will invest in
local resources, products and services. Socially responsible corporations
may even invest in medical and educational facilities.
(15) Globalization has not only allowed nations to trade with each
other, but also to cooperate with each other as never before. Take the
Paris Agreement on Climate Change, for instance, where 195 countries
all agreed to work towards reducing their carbon emissions for the
greater global good.
What‘s Bad About It?

36
(16) While some have flourished, others have floundered as jobs and
commerce move elsewhere. Steel companies in the UK, for example,
once thrived, providing work for hundreds of thousands of people. But
when China began producing cheaper steel, steel plants in the UK
closed down and thousands of jobs were lost.
(17) Every step forward in technology brings with it new dangers.
Companies have vastly improved our lives, but cyber criminals steal
millions of pounds a year. Global wealth has skyrocketed, but so has
global warming.
(18) While many have been lifted out of poverty, not everybody has
benefited. Many argue that globalization operates mostly in the interests
of the richest countries, with most of the world‘s collective profits
flowing back to them and into the pockets of those who already own the
most.
(19) Although globalization is helping to create more wealth in
developing countries, it is not helping to close the gap between the
world‘s poorest and richest nations. Leading charity Oxfam says that
when corporations such as Starbucks can legally avoid paying tax, the
global inequality crisis worsens.
(20) Basically, done wisely (in the words of the International
Monetary Fund) globalization could lead to ―unparalleled peace and
prosperity.‖ Done poorly, ―to disaster.‖
The input above provides information about globalization—how it works,
how it happens and what drives it, and what is good and bad about. Check
your understanding of the input by answering the following questions:
1. What does the experience of Starbucks tell the readers about
globalization?
2. What are the driving forces behind globalization?

37
3. What are the benefits of globalization?
4. What are the negative effects of globalization?
Task 3.1.1: Impact of Globalization on Communication
Make a poster about the impact of globalization on communication. Then, on

the space provided below, explain your work in one or two paragraphs.
The outputs will be marked according to the following rubric:

38
LESSON 2: LOCAL AND GLOBAL COMMUNICATION IN

MULTICULTURAL SETTINGS
Learning Outcomes
a. demonstrate an awareness of the reality of cultural diversity;
b. appreciate the benefits and challenges of cross-cultural communication;
and
c. demonstrate an understanding of how cultural diversity affects
communication
39
Input
Intercultural Communication
According to science, each person is genetically unique. Except for

identical twins, each person has a unique genetic composition. This uniqueness
becomes even more heightened because of individual experiences. Humans are
formed by forces other than genetics. Family background, religious affiliations,
educational achievements, socio-cultural forces, economic conditions,
emotional states, and other factors shape human identities. Because of this, no
two people can ever be exactly the same.
This situation – the diversity of people and cultures – impacts
communication. People interacting with those coming from unfamiliar cultures
may have difficulties in communication. Most people tend to conclude that
miscommunication results from a speaker‘s lack of proficiency in a language.
What is not realized is the fact that even with excellent language skills, people
may still experience miscommunication.
Communicating Across Cultures

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

rules that its members take for granted. Few of us are aware of our own
cultural biases because cultural imprinting is begun at a very early age.
And while some of a culture‘s knowledge, rules, beliefs, values, phobias,
and anxieties are taught explicitly, most of the information is absorbed
subconsciously.
(2) The challenge for multinational communication has never been greater.
Worldwide business organizations have discovered that intercultural
communication is a subject of importance—not just because of increased
globalization, but also because their domestic workforce is growing
more and more diverse, ethnically and culturally.
(3) We are all individuals, and no two people belonging to the same culture
are guaranteed to respond in exactly the same way. However,
generalizations are valid to the extent that they provide clues on what
40
you will most likely encounter when dealing with members of a

particular culture.
High-Context vs. Low-Context

(4) All international communication is influenced by cultural differences.
Even the choice of communication medium can have cultural overtones.
The determining factor may not be the degree of industrialization, but
rather whether the country falls into a highcontext or low-context
culture.
(5) High-context cultures (Mediterranean, Slav, Central European, Latin
America, African, Arab, Asian, American-Indian) leave mush of the
message unspecified, to be understood through context, nonverbal cues,
and between-the-lines interpretation of what is actually said. By
contrast, low-context cultures (most Germanic and English-speaking
countries) expect messages to be explicit and specific.
Sequential vs. Synchronic

(6) Some cultures think of time sequentially, as linear commodity to
―spend,‖ ―save,‖ or ―waste.‖ Other cultures view time synchronically as
a constant flow to be experienced in the moment, and as a force that
cannot be contained or controlled.
(7) In sequential cultures (like North American, English, German, Swedish,
and Dutch), businesspeople give full attention to one agenda item after
another.
(8) In synchronic cultures (including South America, southern Europe and
Asia) the flow of time is viewed as a sort of circle, with the past, present,
and future all interrelated. This viewpoint influences how organization
in those cultures approach deadlines, strategic thinking, investments,
developing talent from within, and the concept of ―longterm‖ planning.
(9) Orientation to the past, present, and future is another aspect of time in
which cultures differ. Americans believe that the individual can
influence the future by personal effort, but since there are too many
variables in the distant future, we favor a short-term view. Synchronistic
cultures‘ context is to understand the present and prepare for the future.
Any important relationship is a durable bond that goes back and
forward in time, and it is often viewed as grossly disloyal not to favor
friends and relatives in business dealings.
41
Affective vs. Neutral

(10) In international business practices, reason and emotion both play
a role. Which of these dominates depends upon whether we are affective
(readily showing emotions) or emotionally neutral in our approach.
Members of neutral cultures do not telegraph their feelings, but keep
them carefully controlled the subdued. In cultures with high affect,
people show their feelings plainly by laughing, smiling, grimacing,
scowling, and sometimes crying, shouting, or walking out of the room.
(11) This doesn‘t mean that people in neutral cultures are cold or
unfeeling, but in the course of normal business activities, neutral
cultures are more careful to monitor the amount of emotion they
display. Emotional reactions were found to be least acceptable in Japan,
Indonesia, the UK, Norway, and the Netherlands and most accepted in
Italy, France, the US and Singapore.
(12) Reason and emotion are part of all human communication. When
expressing ourselves, we look to others for confirmation of our ideas
and feelings. If our approach is highly emotional, we are seeking a direct
emotional response: ―I feel the same way.‖ If our approach is highly
neutral, we want an indirect response: ―I agree with your thoughts on
this.‖
(13) It‘s easy for people from neutral cultures to sympathize with the
Dutch manager and his frustration over trying to reason with ―that
excitable Italian.‖ After all, an idea either works or it doesn‘t work, and
the way to test the validity of an idea is through trial and observation.
That just makes sense---doesn‘t it? Well, not necessarily to the Italian
who felt the issue was deeply personal and who viewed any ―rational
argument‖ as totally irrelevant!
(14) When it comes to communication, what‘s proper and correct in
one culture may be ineffective or even offensive in another. The key to
cross-cultural success is to develop an understanding of, and a deep
respect for, the differences.
The preceding input tackles the things to consider when communicating with
people of different cultures. Check your understanding of the reading selection
by answering the following questions:
42
1. How does each of the items in the following contrasting pairs differ
from the other?
a. high-context vs. low-context
b. sequential vs. synchronic
c. affective vs. neutral
2. What does the author recommend that we do to be successful in

crosscultural communication?
Task 3.2.1: Challenges in Cultural Diversity
List at least five (5) challenges/conflicts brought by cultural diversity and

ways to resolve them.
43
LESSON 3: VARIETIES AND REGISTERS OF SPOKEN AND

WRITTEN LANGUAGE
Learning Outcomes
44

a. demonstrate understanding of the concept of the varieties of English in
Asian contexts;
b. distinguish the lexicon of some Asian varieties of English; and
c. display an ability to adjust and cope with communication breakdown
Input
Varieties of English
World Englishes (WE) stands for the localized varieties of English as
they are used or spoken in certain areas. In the Asian context, the concept was
introduced by Braj Kachru. The famous ―Three Concentric Circles of Asian
Three Concentric Circl es of English
The Expanding Circle

China Caribbean Countries Egypt
Indonesia Israel Japan
Korea Nepal Saudi Arabia
South Africa South America Taiwan
CIS Zimbabwe
The Oute r Circle

Bangladesh Ghana India Kenya
Malaysia Philippines Nigeria
Pakistan Singapore Sri Lanka
Tanzania Zambia
The Inner Circle

USA UK Canada
Australia New Zealand
45
Englishes‖ attributed to Kachru presents the three circles: Inner Circle with
ENL (English as a Native Language) member countries; the Outer Circle with
ESL (English as a Second Language) member countries; and the Expanding
Circle with EFL (English as a Foreign Language) member countries.
According to Bautista and Gonzales (2006), the structural characteristics
of these new varieties differ. This is brought about by the mother tongue or
home languages of those who learn or acquire English. And even in terms of
social features, differences can also be highlighted in that there is a continuum
of basilectal, mesolectal, and acrolectal varieties of English within the same
speech community. The acrolect then comes closest to the standard while the
basilect digresses thoroughly from it and comes closest to the pidgin. Mesolect
or the middle variety is midway between the acrolect and basilect.
As regards to structural variation, Kachru and Nelson (2006) claim that

these varieties of English are influenced by the local language(s) in various
areas of their grammars and exhibit specific phonological, lexical, syntactic,
and discoursal characteristics. For instance, in terms of stress and rhythm,
Outer and Expanding Circle varieties observe syllable-timed rhythm rather
than stress-timed rhythm. Nigerians say ‗success for suc‘cess and Indians and
Nigerians say recog‘nize for ‗recognize. Moreover, speakers from the Outer
and Expanding Circle countries observe as in the case of ‗import and im‘port
and do not utilize contrastive stress for focusing (Bamgbose, 1992 & Gumperz,
1982a, 1982b, as cited in Kachru and Nelson, 2006). As regards sounds, Outer
and Expanding Circles do not observe initial aspiration of voiceless plosives
such as p, t, k, and these are often perceived by Inner Circle countries as b, d, g.
Some speakers of Expanding Circle varieties, as in the case of Japanese
speakers, do not properly distinguish between r and l.
According to Pope (1976, as cited in Kachru & Nelson, 2006), in the case
of syntactic features, question-answering systems differ between Inner and
Outer-Expanding Circles. While the former observes the positivenegative
system where the answer follows the polarity of the question (i.e., If the
question is in the positive, the answer confirming the assumption of the
questioner is in the positive, and the answer disconfirming the assumption of
the questioner is in the positive), the latter observes the
agreementdisagreement system which poses difficulty to speakers who follow
the positive-negative system particularly in interpreting the yes or no of the
response unless if it is followed by a clarification (i.e., Yes, I think you‘re right;
No, that‘s not so)
46
With respect to lexicon, vocabulary words peculiar only to some English

varieties in Southeast Asia can be noted as seen in the following examples.
Variety of English Terms Meaning/s

1. Singapore English actsy show off
missy Nurse
chop Rubber stamp
Marina kids Youngsters who spend their
leisure time at around Marina
Square, a shopping center
graduate mothers Graduate (well-educated)
married women, encouraged
to have more children and
accorded certain privileges in
Singapore
2. Philippine English deep Puristic or hard to understand
stick Cigarette
high blood Tense or upset
blow out Treating someone with a snack
or meal
motel A hotel used for pre-marital or
extramarital affairs
manualize To prepare manuals
go ahead Leave before others
studentry Student body
Amboy A Filipino perceived to be too
pro-American
promdi From the province
behest loan Unguaranteed bank loan given
to presidential cronies
3. Malaysian English antilog A male hated by a girl
popcorn A loquacious person
kachang Peanuts, easy
red spot, ope Girls who are popular and
shelf n those who are not
day bugs Those who come to attend
school but do not live in
residence halls
Gonzales (1985, as cited in Bautista, 2000) identified the following lexical

features in Philippine English:
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1. Preference for specific words and collocations specifically shall, could,

such, wherein, of (to signal possession);
2. Unusual words and collocations, specific terms, and word combinations
which may have been originally confused with other collocations but
which, because of frequent use, have become fixed combinations in their
own right (e.g., results to instead results in); and
3. Unusual prepositional usage, including omission of prepositions in
noun phrases, local use of different prepositions in noun phrases
following certain verbs or adjectives.
The syntactic features identified include the following:
1. Word-order features, consisting of the placement of the time adverb
before the place adverb, placement of the adverb between verb and
object, placement of the adverb between noun and prepositional phrase,
placement of the indirect object introduced by to between verb and
direct object, other unusual adverb placements;
2. Use of articles, including absence of the definite article, unusual use of
the definite articles, absence of the indefinite articles;
3. Noun sub-categorization, consisting of the non-pluralization of count
nouns, the reclassification of General American English (GAE), mass
nouns as count nouns, mass noun pluralization of adjectival nouns in
compounds;
4. Pronoun-antecedent incongruence;
5. Subject-predicate incongruence;
6. Reclassification of GAE transitive verbs as intransitive verbs; and
7. Tense-aspect usage consisting of unusual use of verb forms and tenses,
use of the perfect tense where the simple past tense or even present
perfect tense is called for in GAE, lack of tense sequence.
48
Check your understanding of the input by answering the following
question:
1. How do you think can you begin to communicate with people from
other cultures and avoid conflicts and misunderstandings?
2. Have you talked to people of diverse linguistic and cultural

backgrounds? Have you experienced any difficulty? If so, how did you
manage the conversation? What strategies did you employ?
3. What is the importance of intercultural communication?

49
Task 3.3.1: What Do You Mean?

Analyze each utterance—its meaning, context, and register. Fill in the table
with your answers.
Utterance Meaning Context of th Register (Formal

Situation e or Informal)
1. Just a
sec, please!
2. Could you
please hold on
for a while? I will
just call her.
3. I really
apologize. I do
not mean to hurt
you.
4. So sorry for
my mistake.
5. Am not
interested in
your party.
6. I can‘t make it
to your party. I‘ll
make it up next
time.
7. Good
morning, Mr.
Alcaraz!
8. Hello, Sir
Alcaraz!
9. Our sincerest
congratulations
on your
forthcoming
50
promotion!
10. Congrats!
You made it!
LESSON 4: EXPLORING TEXTS REFLECTING DIFFERENT

CULTURES
Learning Outcomes
a. demonstrate an understanding of the importance of cultural contexts in
the communication process;
b. analyze texts that reflect varied cultures and practices; and
c. appreciate various cultural identities and differences
Input
In the previous lesson, you learned that intercultural communication has an

important role to play in effective communication. Indeed, awareness of the
different varieties of English with their features as well as understanding the
registers of English should be the goal of everyone so that there is less
misunderstanding and miscommunication.
Cultural Texts
One cause of miscommunication is pronunciation. Speakers of different

varieties of English have different ways of pronouncing words. This is so
because of differences in phonology. Kachru and Nelson (2006) claimed that in
terms of pronunciation, most Outer- and Expanding Circle varieties display
differences from the Inner-Circle varieties, similar to those found between
regional dialects within the Inner Circle varieties. These differences may lead
to grammatical consequences affecting comprehension.
51
Interpretations then vary because of differences in pronunciation.

In Philippine languages, every vowel is pronounced with a full, distinct
sound. Filipinos pronounce words as they are written or spelled out making it
syllable-timed and not stress-timed. Americans, on the other hand, blend
syllables or sometimes even drop some sounds making the syllables short.
Below are some examples of the feature:
American English: Gotcha!

Philippine English: Got you!
American English: Whatche say?

Philippine English: What did she say?
American English: Can I getche adrink?

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

In the previous lesson, you also studied language register which refers to the
formality and informality of the language which one speaks. As it is, different
registers are used in different situations. Your purpose for communication and
the relationship you have with the listeners/readers will determine if you are
to use formal or informal language. When you are in the gymnasium and a
teenager offers you a seat, you acknowledge the kind gesture by saying:
―Thanks for the seat.‖ However, if you are in an academic forum and an
organizer offers you a seat, you say: ―Thank you very much, (Sir or Ma‘am).‖
When speaking impromptu on a certain topic, you should use ordinary,
conversational language. However, if you are to give a lecture in a conference,
your language should be formal. In the same manner that when you write your
speech and your purpose is to inform your audience on climate change, it is
52
expected that your language is formal. In contrast, if your speech is meant to

entertain your listeners on a light topic, your language should be informal.
1. It is inevitable for us to meet people coming from other cultures. Cite
atleast three ways by which you can avoid miscommunication or
misinterpretation of ideas when talking to them.
2. How non-verbal communication does in general or bodily gestures in

particular pose miscommunication between two persons coming from
different cultures? Cite some examples that you know.
3. Give one situation when you should use formal language and another
situation when you should use informal language. What expressions
will you use? How do they differ from each other?
Write a spoken word poetry that features texts (e.g., words, expressions,
idioms, etc.) from other varieties of English and respects/embraces cultural
identities and differences. Perform it through video recording.
53
CHAPTER 4:
COMMUNICATION FOR VARIOUS PURPOSES
LESSON 1: THE EXPLANATION ESSAY
Learning Outcomes
54

a. demonstrate an understanding of the conventions of the explanation
essay;
b. appreciate the value of clearly explaining a phenomenon; and
c. write an explanation essay on the topic of choice
Input
‗Why questions are very important. If people in ancient times or recent past
did not ask ‗why‘ questions or attempt to answer these questions, we would
have very limited knowledge about many things in our world. If Isaac
Newton, for example, did not ask why things fell down after throwing them
up, he would not have discovered the law of universal gravitation.
Writing an Explanation Essay
Addressing ‗why‘ questions means providing explanations for

phenomena. An explanation essay is one such example of a written piece of
work that addresses ‗why‘ questions. It explains a particular topic to its
readers. Since it is meant to inform or educate the readers, the essay should
present convincing and adequate support for the explaining.
A Mansion of Many Languages

By Danton Remoto (2017)
(1) In 1977, my mentor, the poet and National Artist for Literature and Theater
Rolando S. Tinio, said: ―It is too simple-minded to suppose that
enthusiasm for Filipino as lingua franca and national language of the
country involves the elimination of English usage or training for it in
schools. Proficiency in English provides us with all the advantages that
champions of
English say it does. It gives us access to the vast fund of culture expressed in it
and mobility in various spheres of the international scene. This is especially
true in those spheres dominated by the English-speaking Americans. It also
helps us to participate in a quality of modern life of which some features may
be assimilated with great advantage.‖
55
(2) Professor Tinio continues: ―Linguistic nationalism does not imply cultural
chauvinism. Nobody wants to go back to the mountains. The essential
Filipino is not the center of an onion one gets at by peeling off layer after layer
of vegetable skin. One‘s experience with onions is quite telling: Peel off
everything and you end up with a pinch of air.‖
(3) Written 40 years ago, these words still echo especially now. By some quirk
of history and economics, enrollment in English courses are rising. This is
so because there are many vacant positions for teachers of English and
literature in private and public schools. Moreover, there are many
vacancies, still, for jobs in call centers with entry-level pay of P18,000 plus a
signing bonus. It is also a career that will make you earn twice your present
salary in just a few years. With the opening of the doors of the Association
of Southeast Asian Nations (ASEAN), more Filipinos are being hired to
teach English in the region.
(4) Why? First, Filipino teachers will accept a pay scale lower than their
Western counterparts, a pay scale that is still higher than what they would
get in the Philippines. Second, they are conversant with American popular
culture, a happy (or unhappy) result of colonialism and neo-colonialism.
Third, they are still Southeast Asians beneath their skin and are thus
familiar with Asian cultural practices, whether said or unsaid. One is the
importance of saving face, the meaning of ―maybe‖ or ―I will try ‖ to an
invitation means the invited does not want to hurt you by giving a vague
answer. Another is the primacy given to family. Already in his 50s, one is
still called Totoy or Baby or Blue Boy, and still lives with one‘s parents and
extended family in the warm cocoon of home. Meals are shared, stories
swapped, Netflix passwords given away, to kin who live just an arms‘
length away from you. You can see that, as well, in the other Southeast
Asian countries. In these places, families are nuclear and not split. Food is
communal and not eaten in siloed cubicles.
(5) Three long decades of teaching English and Filipino to students have
shown me that the best students in English are also the best students in
Filipino. And how did they master the two languages?
(6) One, they had good teachers in both languages in their early years. Two,
they have inhabited the worlds of both languages—English in school; They
spoke English in social media, Tagalog at home, and Taglish with friends.
Three, they have gone beyond the false either-or mentality that hobbled
their parents‘ generation. This either-or mentality was a product of weak
critical thinking.
(7) Let me explain.
56
(8) My best students in English and Filipino were taught by the crème de la
crème, many of them teaching in the private schools in Metro Manila and
the regions. At the Ateneo de Manila University, we used to have classes in
Remedial English, since renamed Basic English or English 1. These were six
units of non-credit subjects. These were intelligent students from the public
schools and the provinces. Lack of books and untrained teachers hindered
them from having a level playing field with the other freshmen. A year of
catching up was necessary for them to have the skills to put them at par
with the other students.
(9) Moreover, I introduced them to the worlds of the language they were
studying. This can be in the formal realm of the textbook. It can also be
found in films, documentaries, graphic novels, YouTube video clips or
animes. I encourage them to keep a journal as well, which was not a diary
where you wrote what time you woke up and why. A journal, or its
cyberspace cousin, the Web log or blog, aims to capture vivid impressions
or moods on the wing. If at the same time it sharpens the students‘
knowledge of English, then the English teacher is ready to sing hallelujah.
(10) And the third is that today‘s generation is no longer burdened by the
guilt of learning English – and mastering it. I still remember the writing
workshops I took in the 1980s, when I was asked why I wrote
―petitbourgeois‖ poems and stories in the colonizer‘s language. The
panelists said I should write about workers and peasants – and that I
should write in Filipino. Without batting a false eyelash, I answered that
unfortunately, I grew up in a military base and knew nothing about the
lives of workers and peasants. I added that to write about something I
don‘t know would be to misrepresent them. I could write about the lives of
young soldiers and retirees fading into the sunset. I could write about the
lives of the brave soldiers‘ wives and their children. That I know only too
well. To the charge that I write only in English, I showed them my poems
in Filipino. The modern Filipino writer is not only a writer in either English
or Filipino. He or she writes in both languages, or in Cebuano or Bikolano
or Ilocano or Waray. These languages are like colorful balls he juggles with
the dexterity of a seasoned circus performer.
(11) So it‘s no longer choice between English and Filipino. Rather, it is now
English and Filipino, plus the language of one‘s grandmother, be it
Bikolano, Waray, or Tausug. And in college, another language of one‘s
choice, be it Bahasa Malaysia, German, or French. Learning other languages
is good. It gives you a better way to view the world from many windows.
To learn a new language is to see the world from another angle of vision. In
short, one no longer has to live between two languages, but to live in a
mansion of many languages.
(12) To end in a full circle, we must return to Professor Tinio, who said:
―Only the mastery of a first language enables one to master a second and a
57
third. For one can think and feel only in one‘s first language, then encode
those thoughts and feelings into a second and a third. ‖ This, then, is the gist
of the mother-tongue approach to language learning, which the
Department of Education has finally adopted for our elementary schools
nationwide.
(13) In short, as Dr. Isabel Pefianco Martin, my friend and fellow professor
at the Ateneo de Manila University has put it: ―The Philippines is a
multilingual paradise.‖ The earlier we know that we live in a paradise of
many languages, the better we can savor its fruits ripened by the sun.
The reading selection above is an example of an explanation essay. Sharpen

your understanding of the text by answering the following questions:
1. How does the author introduce the topic of his essay?
2. In paragraph 4, the author asks the question ―Why?‖ This signals that
he is explaining something. What exactly is the phenomenon he is
explaining?
3. What are the explanations he provided for the phenomenon you

identified in no. 2 above? Give three answers.
4. In paragraph 7, the author writes, ―Let me explain.‖ What exactly is the

phenomenon he is explaining?
58
5. What are the explanations he provided for the phenomenon you

identified in no. 4 above? Give three answers.
6. How does the author end his essay?
Task 4.1.1: Writing an Explanation Essay
I. Pre-writing Activity
Before you write your explanation essay, fill in the table below.
What is the phenomenon you are explaining?
What explanations are you providing for the

phenomenon above? Give atleast three.
How do you plan to introduce your topic?
How do you plan to end the explanation essay?
Did you do research for your explanation essay?
If you did research, what specific ideas in your

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

recommended by the American Psychological
Association (APA). You may find this format in
http://www.apa.org/pubs/software/index.aspx
59
II. Writing
Write an explanation essay on any topic of your choice. You may need to do
some research about the topic in order to better explain it. The essay must be
at least 500 words long and is organized as follows:
Introduction - one or two paragraphs
Body - at least three paragraphs
Conclusion - one or two paragraphs
Your essay will be marked using the following rubric:
CONTENT
You substantially explained the
phenomenon you choose to explain.
You provided convincing and 10 points
adequate support for your
explanations.
ORGANIZATION
You arranged the main points of your
essay clearly and logically. The ideas
presented are in order and logically 7 points
presented in each paragraph in the
entire essay.
LANGUAGE AND MECHANICS

You observe proper use of language
forms (grammar) and mechanics 3 points
(punctuation, capitalization, etc.)
TOTAL 20 points
60
LESSON 2: THE BLOG
Learning Outcomes
a. differentiate between the journal or diary entry and the blog;

b. appreciate the benefits and challenges of writing a blog; and
c. write a blog on any topic of choice
Input
October 9th 1942: “Today I have nothing but dismal and depressing news to report. Our many
Jewish friends and acquaintances are being taken away in droves. The Gestapo is
treating them very roughly and transporting them in cattle cars to Westerbok, the big
camp in Drenthe to which they’re sending all the Jews. Miep told us about someone who’d
managed to escape from there. It must be terrible in Westerbork. The people get almost
61
nothing to eat, much less to drink, as water is available only one hour a day, and there’s
only one toilet and sink for several thousand people. Men and women sleep in
the same room, and women and children often have their heads shaved. Escape is almost
impossible; many people look Jewish, and they’re branded by their shorn heads. If it’s
that’s bad in Holland, what must it be like in those faraway and uncivilized places where
the Germans are sending them? We assume that most of them are being murdered. The
English radio says they’re being gassed. Perhaps that’s the quickest way to die. I feel
terrible. Miep’s accounts of these horrors are so heartrending… fine specimens of
humanity, those Germans, and to think I’m actually one of them! No,
that’s not true, Hitker took away our nationality long ago. And besides, there are no
greater enemies on earth than the Germans and Jews. ”
Writing a Blog
Today, with easy access to computers and the Internet, people write their
diaries differently. From handwritten entries on a piece of paper or a notebook
page, diaries in contemporary times come in the form of online journals which
are called blogs.
Blogs, like diary entries, are individual accounts of a writer‘s experiences and
emotions. Thus, the viewpoint is usually personal and subjective. However,
blogs are different from the traditional journal or diary entry in the sense that
blogs are uploaded to online platforms that make it easier for bloggers to
include visual features, as well as links to other sites on the net. Unlike diaries,
blogs are public in nature. This means that bloggers, even if they write about
personal issues, must present these issues in a way that would interest the
general public. Blogs compared to diary entries, are more concerned with
communicating a message, rather than simply expressing or documenting an
idea or emotion.
questions:
1. What is a blog?
62
2. Through a Venn Diagram, illustrate the similarities and differences of a

blog and a journal or diary entry.
Task 4.2.1: Writing a Blog
I. Pre-writing
Before you write your blog, fill in the table below.
What is the topic of your blog? Is this

topic interesting to the general public?
Explain your answer.
What is the purpose of your blog?
How do you plan to organize the

parts of your blog?
What images or graphics do you plan

63
to include in your blog?
What links to other websites do you

plan to include in your blog?
How do you plan to layout the blog?

What color scheme do you plan to use
for the blog?
II. Writing
Write a blog on any topic of your choice. Decide first on your purpose for
creating the blog. You may choose from any of the following reasons for
blogging:
To entertain
To inform
To instruct
To persuade
Your blog will be marked using the following rubric:
CONTENT
The blog have a theme or focus that is
of interest to the general public. The
purpose of the blog is clear. You were
able to communicate your message 10 points
well. You provided convincing
support for your claims and
assertions.
ORGANIZATION
You arranged the main points of your
blog clearly and logically. There are 7 points
order and logic in the ideas presented
in the entire blog.
BLOGGING CONVENTIONS
The blog observe the conventions of
blogging. It takes a personal and
subjective viewpoint. It makes use of 5 points
images and graphics well. It provides
64
adequate links to related websites.

The layout and color scheme is
pleasing to the general public.
LANGUAGE AND MECHANICS
You observed proper use of language 3 points
forms (grammar) and mechanics
(punctuation, capitalization, etc.)
TOTAL 25 points
LESSON 3: RESEARCH-BASED ARGUMENTATIVE ESSAY
Learning Outcomes
At the end this lesson, you should be able to:
a. differentiate the research-based argumentative essay from the
explanation essay and blog;
b. demonstrate the ability to transform research into sound arguments; and
c. write a research-based argumentative essay on any topic of choice
Input
By this time, you had already written once explanation essay and one
blog. In this lesson, you are expected to produce a research-based
argumentative essay. What do you think are the similarities and differences
among writing projects?
Explanation Blog Research-based

Essay Argumentative
Essay
What is it? An essay that A personal An essay that
answers the journal or diary presents a writer‘s
question ―why‖ entry that is position with
posted online. support from
research
studies
65
What is the To inform readersAny of the To persuade

purpose of the about why following: To readers to accept
writing project? something entertain the writer‘s
happens To instruct position
To inform
To persuade
Does it require Research may be Research may be Research must be
research? used but is not used but is not used to support
required required the writer‘s claim
or position.
From Research to Argument: Producing a Research-based Argumentative

Essay
Research is one element of argumentative essay. The research-based

argumentative is the end product of a research process that you must
undertake. This process includes the following pre-writing tasks.
1. Formulating the Research Question

Decide on an issue you would like to work on. Then, read about this
issue. Check that the issue has two opposing viewpoints. If this issue
interests you, pick this as your topic for the essay then formulate a
research question.
2. Finding the Answers to the Research Question

After formulating the research question, plan the next steps for finding
answers to your question. This requires the preparation of an annotated
research bibliography, which is a list of sources with a brief description
of the content of each source.
3. Doing Research
It is now time to do research. This means that you will read each of the
sources you identified in Step 2 and take research notes—paraphrases,
summaries, and direct quotations.
4. Preparing to Write the Paper

66
• Thesis Statement – the main point or central argument of your

paper. It expresses your stand on the issue you chose to do
research on.
• The Outline – gives your paper a general shape. It is some sort of
a written plan for your essay.
• The Essay – observe the citation conventions required.
questions:
1. What is the role of research in producing the argumentative essay?
2. What pre-writing tasks must be undertaken before you write the

argumentative essay?
3. How can you practice intellectual honesty when you write your essay or
paper?
67
Task 4.3.1: Writing a Research-based Argumentative Essay
I. The Annotated Research Bibliography

Fill in the table below and present it to your teacher for approval.
RESEARCH QUESTION
State your research question below.
ANNOTATED RESEARCH BIBLIOGRAPHY

List the sources you will use to answer your research question. Include a brief
description of the content of each source.
SOURCES DESCRIPTION
(Include the complete bibliographical (This is also known as ‗Annotation‘)
data using the convention your
teacher requires.)
1.
2.
3.
4.
68
II. Research Notes

Fill in the table below and present it to you teacher for approval.
RESEARCH QUESTION
State your research question below.
SOURCES NOTES TYPE

(Include the complete (Indicate if the note is a
bibliographical data paraphrase, summary,
using the convention or direct quotation)
your teacher requires)
III. Thesis Statement and Outline
Prepare a detailed outline of your research-based argumentative essay by

filling in the table below. Then, present it to your teacher for approval.
RESEARCH QUESTION:
THESIS STATEMENT:
OUTLINE:
69
LIST OF SOURCES:
IV. Research-based Argumentative Essay
Write your research-based argumentative paper with a clear

introduction, body, and conclusion.
LESSON 4: THE ORAL PRESENTATION
Learning Outcomes
a. deliver effectively the introduction and conclusion of your oral
presentation to create lasting impressions;
b. evaluate an oral presentation ; and
c. employ vocal and physical factors, eye contact, and presentation aids for
effective delivery
Input
Some students and professionals do not like the idea of speaking in public,
whether in front of small or large groups. Just the thought that they will be
facing people already makes them jittery. However, this is a normal part of life.
70
When you become professionals, there will always be a time that you will face
an audience. It may come as an unplanned activity in which you will be forced
to speak impromptu or it may be a previously planned event that has given
you sufficient time to prepare. Whatever the case may be, you need to exude
some degree of confidence as presentation of oral reports or speeches can be
very threatening.
Preparing a Speech or Oral Report
Consider the following so you can render an effective speech and be a good
public speaker:
1. Audience – Know the profile of your listeners.

2. Logistics – It is something basic or essential for every speaker to know
who is organizing the event. This includes the venue and facilities on the
event.
3. Content of report/speech/lecture – any communicative event serves a
purpose
So how do you prepare for the big event? The following are some tips for you:
1. Read a lot. Research on the topic assigned to you.
2. Prepare your oral presentation with an introduction, body, and a
conclusion.
3. Rehearse by practicing aloud and getting the feedback of those who will
act as your audience during the rehearsal stage.
4. Use technology.
Delivering the Report/Speech/Talk

When you deliver your report, speech or talk, make use of the verbal and non-
verbal code. These two are always linked together.
1. Paralinguistic cues – Subsumed under this category are facial
expression, posture, gesture, and movement. For facial expression, the
eyes and eye-to-eye contact are very important.
71
2. Prosodic features – when making a presentation, there are features that

you need to observe. When you speak, aim at delivering your message
clearly through intelligible and comprehensible pronunciation.
Presenting in Groups
1. Assign a specific task to each member.
2. Divide the work accordingly.
3. Decide a strategy how you begin and end.
4. Prepare audio-visual aids
5. Practice on your own.
6. Get feedback from teammates to improve
7. Think of possible questions
8. Respond to questions effectively
Overcoming Anxiety or Stage Fright
There are ways by which you can overcome stage fright. One way is by
preparing thoroughly for your presentation. It is important that you know
about the topic and that you know more than your listeners. Another way is to
practice. The more you practice or rehearse, the more confident you become.
Stage fright then can be minimized. It is not also a negative feeling all the time.
Learn how to convert this social fear into something positive so that you can
aspire for top performance.
Check you understanding of the input by answering the following questions:
1. Why is it important to analyze the audience and know about the
logistics involved when making an oral presentation?
2. How important are the prosodic features when delivering a talk, speech,
or report?
72
3. How do you solve the conflict arising from a group presentation among
members who are not team players?
Task 4.4.1: The Oral Presentation
Each student will memorize and present orally ―Brutus‘s speech ‖ from ―The
Tragedy of Julius Caesar‖ of William Shakespeare.
73
LESSON 5: THE DEBATE
Learning Outcomes
a. discuss the importance of debate in everyday life;
b. recognize the different types of debate and their structures; and
c. exhibit the different skills involved in being a good debater
Input
You may not be aware of it but you use debates even in your daily activities.
You hear people argue in different domains—home, school, office, market,
church, and in the government. This is so because a debate, loosely defined,
involves the exchange of opposing ideas or arguments. A debate, which is
carried out in a formal manner, usually takes place in a public meeting. The
exchange of arguments follows a certain procedure or a set of rules and has a
definite format.
Types of Debate
Formally or informally, debate happens in different scenarios. There are
debates in the classrooms, in the halls of the senate, congress and many other
else. Whatever forms it may take; whatever occasions or in what place, debate
allows us to stand and reasoned with our arguments.
There are four types of debates that are commonly used.
1. The Lincoln-Douglas type of debate (also called as the two men debate)
is a kind of debate where there is only one speaker in the side of the
affirmative as well as in the side of the negative. The speaker in the
affirmative side opens the debate then followed by the negative speech.
2. The Rebuttal Type of debate is a kind of debate where each team from
the affirmative and the negative side is composed of about two or three
members. As the debate starts, the affirmative speaker opens the
constructive speech and the negative speaker starts the rebuttal. Every
74
speaker is allowed to deliver a rebuttal speech. The debate is closed

with the affirmative side delivering the last rebuttal.
3. The One-Rebuttal type of debate is considered as a modified form of the

Lincoln-Douglas type of debate. However in this type of debate, there
are about two to three members in both the affirmative and the negative
side. In this debate, all of the speakers have a chance to refute the
argument of the opponent with the exception of the first affirmative
speaker who is given the opportunity to close the debate in his or her
rebuttal speech.
4. The Oregon-Oxford type of debate also allows two to three speakers in
both the affirmative and the negative side. In this kind of debate, the
first speaker in the affirmative side delivers the entire affirmative case.
After the delivery, the first affirmative speaker will be interpellated by
the first speaker of the negative side. After this, the second speaker of
the negative side will present the entire negative case; then, the second
negative speaker well be interpellated by the second or the first
affirmative speaker. After, the first speaker of the negative will deliver
his or her rebuttal speech followed by the rebuttal of the second
affirmative speaker.
Skills Needed in Debate

1. Reading – For you to become a successful debater, you should be a wide
reader.
2. Speaking – Your being a voracious reader will certainly manifest itself in
the way you speak.
3. Writing – You are able to express in writing your full understanding of
yourself, the world you are in, your views about life, and your
perspectives.
4. Listening – In a debate, if you do not listen carefully to the arguments of
your colleagues and the members of the opposing team, you cannot
build on your teammate‘s arguments and refute convincingly the claims
of the other team, respectively.
Ethical Considerations
Ethics – a set of constructs that guide our decision making by providing

standards of behavior telling us how we ought to act
Other conceptualization of ethics:

75
1. Ethics may be thought of as a complex foundation of morally based

rules, as might be adhered to within a culture of a group.
2. Ethics may provide specific guidelines for individuals or groups
engaged in similar activities or with occupational concerns, for example,
business ethics or sportsmanship.
3. Ethics may characterize the way people think of themselves and the self-
applied measures for right behavior based in personality or experience
which guide them to virtuous or appropriate behavior.
4. Ethics may construct a general or universal set of values, guiding a
broader understanding about the human condition born of
philosophical commitment, constructs, and motives.
1. How is debate related to one‘s everyday life experiences?
2. How different is the formal debate from the informal debate?
3. What roles do the other language macro-skills play in a debate?

76
Task 4.5.1: Debate Oxford-Oregon Type

The students will present an Oxford-Oregon type of debate to a given
proposition. The students will be marked according to the rubrics below:
DEBATE GRADING RUBRIC
On the right side of the rubric, please write the number representing what you
think was the performance level of the debate team in question for each
criterion below. Then calculate the average for each team.
LEVELS OF PERFORMANCE FOR THE AFFIRMATIVE TEAM

Criteria 4 3 2 1 Gra
d
e
Organization Completely Mostly clear Clear in some Unclear
and Clarity clear and and orderly parts but not and
orderly in all parts overall disorgan
Main presentation i zed
arguments and througho
responses ut
outlined in a
clear and
orderly way
Use of Very strong Many Some decent Few or
Argument and arguments arguments, no
persuasive given, with but some
Reasons arguments only minor significant real
argumen
given to given problems problems
t
support throughout
s
the
resolution given, or
all
argumen
77
ts
given
had
significa
n
t
problem
s
Use of Excellent Good Decent Poor
Crossexaminat crossexaminat crossexaminat crossexaminat cross
ion ion ion and ion examinat
and Rebuttal and defense rebuttals, and/or i
against with only rebuttals, on or
Identification Negative minor slipups with some rebuttals,
of team‘s significant failure to
objection problems point out
weakness in problem
s
Negative in
team‘s
arguments and
ability to
defend itself Negative
against attack team‘s
position
or failure
to
defend
itself
against
attack
Presentation All style Most style Few style Very
Style features used features used features used style
convincingly convincingl convincingl features
Tone of voice, y y used,
clarity of none of
expression, them
precision convinci
of n gly
arguments all
contributing
to keeping
78
audience‘s
attention and
persuading
them of the
team‘s case
Total
Score:
(Divide
by 4)
Average
:
LEVELS OF PERFORMANCE FOR THE NEGATIVE TEAM

Criteria 4 3 2 1 Gra
d
e
Organization Completely Mostly clear Clear in Unclear
and Clarity clear and and orderly some but part and
orderly in all parts overall s disorga
Main presentation not ni zed
arguments and through
responses o
outlined in a ut
clear and
orderly way
Use of Very strong Many Some Few or
Argument and arguments decent no real
persuasive given, with argumen argume
Reasons arguments only minor ts, but som nt s
e given,
given to given problems significant or all
support throughout problems argume
the nt s
resolution given
had
significa
n
t
proble
ms
79
Use of Excellent Good Decent Poor

Crossexaminat crossexaminat crossexaminat crossexaminati cross
ion ion ion and on examin
and Rebuttal and defense rebuttals, and/or ati
against with only rebuttals, on or
Identification Affirmative minor slipups with some rebuttal
of weakness team‘s significant s,
in objection problems failure
Affirmative to point
team‘s out
arguments and proble
ms
ability to
in
defend itself
Affirma
against attack
ti ve
team‘s
position
or
failure
to
defend
itself
against
attack
Presentation All style Most style Few style Very
Style features used features used features used style
convincingly convincingl convincingl feature
Tone of voice, y y s
clarity of used,
expression, none
precision of
arguments all of them
contributing convinc
to keeping in gly
audience‘s
attention and
persuading
them of the
team‘s case
Total
Score:
(Divide
by 4)
80
Averag
e:
CHAPTER 5:
COMMUNICATION ACROSS PROFESSIONS
LESSON 1: WRITTEN MODES OF PROFESSIONAL

COMMUNICATION
Learning Outcomes
a. distinguish the various genres used across professions;

b. compile samples of various genres across professions; and
c. write different office correspondence across professions
Input
Different professions use different genres. However, you will note that
there are communication materials that cut across professions. They
communicate important information about a certain organization, event, or
individual.
Some of these communication materials are the memoranda, minutes of the

meetings, business letters, and business proposals. Moreover, with the advent
of technology, there are now new forms of communication materials using
social media channels such as Facebook, Twitter and LinkedIn. All these
communication materials are considered as genres and they cut across the
different professions and/or disciplines.
Genres Across Professions

81
1. Business Letters – are common forms of writing in any organization.

The traditional parts are: a. Heading
b. Inside address
c. Salutation
d. Body
e. Complimentary close
f. Signature
186 Int. Dolores Street
Arnaiz Avenue Heading
Pasay City
December 5, 2018 Date
Mr. David Ruiz

Proprietor
Zenith Enterprises Inside Address
28 Dart Street
Paco, Manila
Dear Mr. Ruiz: Salutation
Body of the letter
Sincerely yours, Complimentary Close
George Santillan Signature above name
2.
Memorandum – can be shortened or abbreviated by calling it a memo. A
Latin term which means ―it must be remembered,‖ the memo is usually
issued and disseminated by those occupying mid-level positions and up
in an organization. It is written to serve as a reminder to one‘s
constituents who need to do or act upon something.
3. Minutes of a Meeting – Organizations, institutions, agencies, and even

smaller units or offices hold meetings from time to time. It is important
that things discussed in the meeting are documented so that you can
always refer to them when issues arise in the future.
82
4. Business Proposals – The purpose of a business proposal is to attract

clients or secure support from possible investors or organizations.
Parts of the Business Proposal
a. Executive Summary – highlights what you or your company is all
about, the services it provides, and how it differs from the others.
This should be your selling point.
b. Problem Statement – what your prospective client is encountering
c. Proposed Solution – explains how you can address or resolve the
concern/s besetting the client.
d. Costing – states the price of the services you will render if given the
chance.
1. Aside from the genres presented above, what are the other
communication materials or genres used across professions? Name
atleast three and give a detailed structure of each.
2. How different are these genres in terms of structure when compared to

their online counterparts?
3. In what instances would the traditional form of genres be useful? What

about their online versions?
83
Task 5.1.1: Writing Activity
The students will compose one document each genres to be compiled and to
be submitted to their teacher. Use the format presented.
84
LESSON 2: THE JOB INTERVIEW
Learning Outcomes
a. illustrate the steps involved in the job application process;
b. recognize the importance of job interviews in the job application
process; and
c. demonstrate communication skills in a mock job interview process
Input
Before being employed, one undergoes an application process that involves

the communication skills you have been practicing. The application process
usually begins with a job advertisement that is made available through various
forms.
The job interview is a vital component of the job application process.
Documentary requirements, which are the written components of the job
application, do not give the complete picture of the applicant. Test results are
not totally reliable in providing all the information employers need. Thus,
employers arrange to interview job applicants to determine whether or not the
latter possess the qualities expected by the company or organization.
The Typical Sequence of Interviews

Most employers conduct two to three interviews before deciding whether to
offer a person a job.
85
The first interview or preliminary screening is often held on campus. The

preliminary screening is a means of eliminating unqualified applicants.
The next round of interviews is designed to help the organization narrow the
field a little further. Typically, if you are invited to visit a company, you will
talk several people: a member of the personnel department, one or two people
who will be your co-workers, and the individual who will be your supervisor.
Alternatively, you may be invited back for a final evaluation by a higher
ranking executive who has the authority to make the hiring decision and
decide on your compensation.
Types of Interviews
1. Directed Interview – generally used in screening, asked by a series of

prepared questions; working for a checklist; your answers are noted.
2. Unstructured Interview – is less formal, has an open, relaxed format,
talk freely. It involves asking behavioral or situational questions to
determine how candidates would handle real-life work problems
3. Stress Interview – most unnerving type of interview designed to find
out how well a candidate handles stressful situations
4. Simulated Exercise – the recruiter will ask the candidate to participate in
a series of simulated exercises.
5. Simultaneous Interview – is done by interviewing several candidates
Job Interview: Basic Guidelines (Edwald and Burnett, 1997, p.569)

1. Be professional
2. Assure a good first impression.
3. Maintain that good first impression.
4. Be smart.
5. Follow up.
CHECKLIST FOR INTERVIEWS

A. Preparation
1. Determine the requirements and general salary range
2. Research the organization‘s products, structure, financial standing, and
prospects for growth
3. Determine the interviewer‘s name, title, and status in the firm.
86
4. Prepare answers for the questions you are likely to be asked about.
5. Develop relevant questions to ask.
6. Plan your appearance.
7. Double-check the location and time for the interview.
B. Initial Stages of the Interview
1. Greet the interviewer by name, with a smile and direct eye contact.
2. Offer a firm but gentle handshake if the interviewer extends a hand.
3. Take a seat only after the interviewer invites you to be seated or has
taken his own seat.
4. Sit an erect posture, facing the interviewer.
5. Listen for cues that tell you what the interviewer wants to hear.
6. Assume a calm and posed attitude.
7. Avoid gum chewing, smoking, and other displays of nervousness.
C. Body of the Interview
1. Display a genuine not artificial, smile at appropriate times.
2. Convey interest and enthusiasm.
3. Listen attentively so that you can give intelligent responses.
4. Take no notes, but remember key points.
5. Sell the interviewer on hiring you.
6. Answer questions wisely.
7. Avoid cocktails if you are interviewed over lunch.
D. Salary Discussions
1. Put off a discussion of salary until late in the interview, if possible.
2. Let the interviewer initiate the discussion of salary.
3. If asked, state that you would like to receive the standard salary for the
position.
E. Closing Stages of the Interview
1. Watch for signs that the interview is about to end.
2. Tactfully ask when you will be advised of the decision of your
application.
3. If you‘re offered the job, either accept or ask for time to consider the
offer.
4. Thank the interviewer for meeting with you, with a warm smile and
handshake.
87
Recall what was presented and discussed in the input. Then, answer the
following questions:
1. What steps are involved in the job application process?
2. What communication skills are needed in applying for a job?
3. What is the importance of job interviews in the application process?
Task 5.2.1: Mock Job Interview
By this time, you are ready to take part in a mock interview. Your teacher will
give you instructions for this mock interview, as well as the rubric that will be
used to evaluate your performance.
MOCK INTERVIEW SCORING RUBRIC
Interviewee: _________________________________
Section: ______________________
Write the score that reflect interviewee’s performance in each criterion and write specific
comments on overall performance at the bottom of the page. If the interviewee’s performance
lies between two columns, write 2 or 4 points.
88
CRITERIA 1 2 3 4 5 S
C
O
R
E
First Impression • Does not shake • Weak handshake • Firm
hands • Poor posture handshake
What was your • Minimal eye • Weak smile • Genuine smile
first impression contact • Acceptable • Confident body
of this • Does not smile hygiene/appearan language
• Poor • Excellent
interviewee? ce
hygiene/appearanc hygiene/a
e ppearance
Resume • Poor formatting • Few errors • Perfect

• Many grammatical (grammar/format) grammar/f
Was the resume errors • Needs more ormatting
complete and • Little to no details about • Detailed
experience experiences descriptio
error free?
• Could improve on n of
phrasing experience s
and skills
Professional • Too casual or  Either under‐ or • Clean, pressed

Dress inappropriate over‐dressed clothing
(jeans, flip‐flops, • Appropria te
etc) (lacking a
Was this business attire
• Wrinkled clothing tie/stockings vs.
interviewee
• Visible piercings tux or club attire)
appropriately
dressed for the
interview?
General • Passive/indifferent • Seems interested • Interested and
Attitude • Extremely but could be enthusiasti c
shy/nervous better prepared • Asked
How well the • Somewhat questions
student behaves shy/nervous • Asked for
during the business card
interview?
89
Content of • “Yes” or “No” • Responses too • Wellconstruct

Answers answers short or vague e d, confident
• Does not refer to • Refers to personal responses with
How well the applicable strengths, skills examples
interviewee strengths/skills occasionally • Consistent ly
• Uses words like relates how
answers each
“things” or “stuff” skills will
question? contribute to
any
position
Speaking Ability • Speaks too quietly • Mumbles • Speaks clearly

or loudly occasionally at all times
•
How well did this Inappropriate • Minimal “umms” • No distracting
interviewee language  Lots of and fidgeting manneris ms
communicate? “umms” or • Conversation • Easy to
fidgeting stops and starts at converse with
• Poor grammar and times • Uses proper
diction • Satisfactory diction and
grammar and grammar
diction
Interviewer: _____________________________ Total Score:
REFERENCES
Madrunio, M. R. & Martin, I. P. (2018). Purposive Communication (Using

English in Multilingual Contexts) C & E Publishing Inc.
90

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Distance and Online Program

A Visual Guide for Practical Learning

This material is intended solely

Thus, the role to be played by the course Purposive Communication will be a

Task 1.1.1: My Language Biography . . . . 3

Types of Communication According to Mode . . . 5

Types of Communication According to Context. . . 6

Types of Communication According to Purpose and Style. . 9

Task 1.2.1: Organizational Culture . . . . 1

Task 1.2.2: Individual Activity . . . . . 1

General Principles of Effective Oral Communication . . 1

Principles of Effective Oral Communication . . . 1

Principles of Effective Written Communication: 7Cs . . 1

Task 1.3.1: Effective Oral Communication . . . 1

Task 1.3.2: Effective Written Communication . . . 2

Task 2.1.1: Deepening Activity . . . . . 2

Communication in Social Media . . . . . 2

Task 2.2.1: Deepening Activity . . . . . 3

Task 3.1.1: The Impact of Globalization on Communication . 3

Task 3.2.1: Challenges in Cultural Diversity . . . 4

Task 3.3.1: What Do You Mean? . . .. . . 4

Lesson 4: Exploring Texts Reflecting Different Cultures

Formal and Informal Language . . . . . 4

Task 3.4.1: Deepening Activity . . . . . 4

Task 4.1.1: Writing an Explanation Essay . . . . 5

Task 4.2.1: Writing a Blog . . . . . . 5

Task 4.3.1: Writing a Research-based Argumentative Essay . 6

Preparing a Speech or Oral Report . . . . 6

Delivering the Report/Speech/Talk . . . . 6

Overcoming Anxiety or Stage Fright . . . . 6

Task 4.4.1: The Oral Presentation . . . . . 6

Skills Needed in Debate . . . . . . 7

Task 4.5.1: Debate: Oregon-Oxford Type . . . . 7

Task 5.1.1: Writing Activity . . . . . 7

The Typical Sequence of Interviews . . . . 7

Job Interview: Basic Guidelines . . . . . 8

Checklist for Interviews . . . . . . 8

Task 5.2.1: Mock Job Interview . . . . . 8

CHAPTER 1 LANGUAGE AND

At the end of this lesson, you should be able to:

a. demonstrate an understanding of the key ideas in language and

Together with the creation of human life is the creation of a wonderful

identifying a means of communication as a language. A monkey may be able

Language is indeed a complex human capacity. It is, therefore,

Check your understanding of the input by answering the following questions:

1. Can animals communicate?

2. Can monkeys produce language?

3. What is the difference between language acquisition and language

4. What is the difference between first language and second language?

5. What happens after a language comes into contact with another?

Task 1.1.1: My Language Biography

How did you learn your second

What are your language weaknesses?

Which language is your favorite and

With the information provided in your Language Biodata Form, write

At the end of this lesson, you should be able to:

a. determine the differences among intrapersonal, interpersonal, extended,

Depending on what is being considered, communication as a term takes

Different contexts can impact one‘s communication. Each

Types of Communication According to Mode

1. Verbal – Non-verbal Communication

It is the type of communication that uses visuals to convey information

Types of Communication According to Context

The Latin prefix intra- means within or inside. Intrapersonal