Ge 5 - Module Content Final

St. Mary’s College of Tagum, Inc.
Teacher Education Program
LEARNING
MODULE
PURPOSIVE COMMUNICATION
(GE-5)
MARY JASTINE S. TORREON, MAED

ENGLISH INSTRUCTOR
ST. MARY’S COLLEGE OF TAGUM, INC.
Tagum City, Davao del Norte
TEACHER-EDUCATION PROGRAM
PREFACE
“ To effectively communicate, we must realize that we are all different in the way we
perceive the world and use this understanding as a guide to our communication
with others.”
- Anthony Robbins
Communication in the 21st century has become much complex than it was decades past.
The continuous development in human society allowed for individuals to form
communities. The first development was the appearance of language. Though limited
with grunts and sounds, and gestures, it is by no means null. This allowed the primitive
people to collaborate in hunting. The next development was the invention of the written
language. With materials available, communication traversed through time and space.
Knowledge could now be passed and preserved not only through oral tradition but also
through materials available around (e.g. wood, clay, etc.). The third development that
significantly changed communication from the last two developments was printing.
Printing made it possible to make identical copies of documents and distribute it far and
wide. It was considered as the first technology to communication then. This technology
was further developed when communication had been able to reach distances without
physically moving for it to take place. In the past, postal services and transportation made
it possible for artifacts to be delivered to different places. However, the critical fourth
development made communication easier. The electronic communication like the
telegraph to telephone, fax machines and now the internet revolutionized
communication.
The role being played by the course Purposive Communication will be a large one. It aims
to expose students to “various domains” of knowledge and ways of comprehending social
and natural realities, developing in the process the: intellectual competencies such as
critical, analytical, and creative thinking, and multiple forms of expression; and civic
capacities demanded of membership in the community, country, and the world.
This module is about writing, speaking and presenting to different audiences and for
various purposes that will aid the student to have a deeper understanding of effective
communication using English. It aims to develop students‘ communicative competence
and enhance their cultural and intercultural awareness through multimodal tasks by
providing them opportunities for communicating effectively and appropriately in
GE-5 PURPOSIVE COMMUNICATION | 2

multicultural contexts. The knowledge and skills that the students are expected to gain
from this module may be used in their academic endeavors, in their chosen disciplines,
and in their future careers as they compose and produce relevant oral, written, audio-
visual, and/or web-based output for various purposes complying with the provisions of
C.M.O.20, series of 2013, and guided by the content of the syllabus from the Commission
on Higher Education.
This module emphasizes the importance of always being aware of one’s purpose for
communication and one’s audience. It further provides discussion topics of local and
international importance always in the context of local and international importance
always in the context of a specific purpose and a specific audience, not in the abstract.
This module contains sub-modules that are independent of the other units.

PARTS OF THE MODULE
MODULE TITLE
This part presents the title of the module and the learning
outcomes.
BIBLE
VERSE
The Word of God, the anchor of the lesson, is then presented

and followed by the Ignacian Core and Related Values
ENRICHMENT ACTIVITY
This part serves as the motivation and the bridge to the lesson.
The activities also activate students’ prior knowledge of the
topic and an overview of the scope of the module.
LEARNING CONTENT
This part emphasizes the three dimensions of the module –
Cognitive, Affective, and Psychomotor but with emphasis on the
cognitive dimension with the abstraction of the concepts.
APPLICATION
This part serves as the students’ activity applying the learned
lessons into actual experiential settings, be it personal or social
experiences.

LEARNING ASSESSMENT
This part evaluates the lessons learned by the students in their

cognitive and affective levels.
SELF-REFLECTION
This is provided for the students to relate the lessons in their

personal life for them make clearer visions and meaningful life
decisions. This is the part where they can discuss everything
they have learned from the module.

ACKNOWLEDGMENT
I would like to express my deepest appreciation to the people whom I

dedicate this work especially to my students in language classes. You are my
inspiration in crafting this compilation of contents as your guide in learning
communication. I hope you find this humble work worthy of your time in
exploring the field of communication and find the motivation to apply your
knowledge and become effective oral and written communicators.
To the School President, S. Maria Nora R. Joson, R.V.M. and the

administration, thank you for your continuous support in providing quality
education despite the challenges in this time of pandemic.
I would also like to extend my sincerest gratitude to the Dean of the

Higher Education, Josefina S. Balote, R.N., M.N., and the Teacher-Education
Program Head, Gina M. Oracion, Ph.D., for your consistent guidance and
consideration. Your supervision are a big help in directing our instructional
deliveries to the goals of the program, and the institution.
Above all, to the Almighty Father, for being my rock and greatest
source of strength especially in these trying times.
To everyone whom I failed to mention but has contributed much in

this work, thank you very much.

TABLE OF CONTENTS
Module 1 DEFINITION OF COMMUNICATION AND ITS TYPES 8

Lesson 1: Introduction to Communication …………………………….....3
Lesson 2: General Principles of Effective Communication …………...25
Lesson 3: Types of Communication According to Context ……………12
Lesson 4: Types of Communication According to Purpose and Style..16
Module 2 COMMUNICATION MODELS, PRINCIPLES, AND ETHICS 19

Lesson 1: Communication Models ……………………………………… 20
Lesson 2: Ethics of Communication …………………………………….. 27
Module 3 VARIETIES OF ENGLISH 32

Lesson 1: Three Concentric Circles of English ….………………………33
Lesson 2: Vocabularies Peculiar to Southeast Asian Countries……….35
Module 4 BASIC OF ENGLIH GRAMMAR 42

Leeson 1: Subject-Verb Agreement …………………………..………… 41
Lesson 2: Punctuation Marks: Symbols and Functions ...………………43
Module 5 INTRODUCTION TO TECHNICAL WRTING 54

Leeson 1: Definition of Technical Writing ……………………………….. 55
Lesson 2: Technical Writing vs. Creative Writing ………………………..56
Lesson 3: Characteristics of Technical Writing …………………………. 57
Lesson 4: Writing of Formal Correspondence ……………………………63
REFERENCES ………..……………………………………………………………. 54

MODULE 1
DEFINITION OF COMMUNICATION AND ITS TYPES
Let no corrupting talk come out of your mouths, but

BIBLE only such as is good for building up, as fits the
VERSE occasion, that it may give grace to those who hear.
(Ephesians 4:29)
Ignacian Core and Related Values: EXCELLENCE and Competence

“The beatas listened attentively to homilies and conferences for spiritual growth. As
women who earned their own living, they helped one another to develop their skills
for better service. They had regular time
for spiritual reading. (1726 Rules III.17; VI.6,12)
Learning Outcomes
1. Define communication and its nature;
2. Identify and elaborate the types of communication according to mode, context, and
purpose and style;
3. Provide sample situations to each type of communication according to mode, context,
and purpose and style; and
4. Develop cooperation among other learners in exercising different communication
scenarios.
INTRODUCTION
WHAT IS COMMUNICATION?
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. the exchange 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. Communication may then be classified
according to: (1) communication mode, (2) context, and (3) purpose and style.
LEARNING CONTENT
TYPES OF COMMUNICATION ACCORDING TO MODE
A message may be conveyed via these types: verbal - non-verbal and visual. Though
communication is often thought of as verbal, the non-verbal mode is equally essential as
it enhances one's message.
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.
When you were in Senior High School, you were trained to blend verbal and non-verbal
modes of communication. In fact, when meeting people for the first time, as what you
may have experienced many times, the initial meeting when you speak during the first

few minutes is significant as it leaves a lasting impression on your listeners. You show
interest in meeting these people by acknowledging their presence through an amiable,
congenial disposition, and a smiling face. Rather than just speaking, it is to use the non-
verbal code through a handshake, an approving facial expression, and a kind disposition
or character.
VISUAL COMMUNICATION
Visual communication, on the other hand, 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. Some examples of electronic communication
symbols or images are the emojis, emoticons, and animation among others to convey the
writer's emotions or clarify the intent of the message sender. These are achieved through
digital mode or text.
How these symbols are interpreted is very crucial in visual communication. There are
some instances when visual communication is classified under non-verbal
communication. Whatever the classification is, note that this type has now become
pervasive in communication. It is very important that the receiver- of the message is able
to decode the meaning correctly by contextualizing the information received.
Visual communication now occupies an important place in any work environment. For
instance, during presentations, instructors, managers, doctors, lawyers, legislators, and
the like use visuals to transfer data into digestible information. Very likely, they will have
greater success in catching the attention of the audience, making the latter easily recall
the information. What makes visual communication even more advantageous is that it
makes use of technology that provides apps (applications), videos, and images that rely
less on the printed word making presentations more interesting. This leaves a powerful
effect on the audience and prospective clients. Speakers/presenters should, however, be
mindful of the content of their presentation since wrong and irrelevant information may
lead to miscommunication or communication breakdown, thereby defeating the very
purpose for the use of visuals. Likewise, they should pay attention to graphic elements,
such as position, color, size, shape, and orientation as all these play an important role in
the preparation of slides. Audience size should be considered as well when preparing slide
presentations or other forms of visuals.

COMPREHENSION CHECK
1. How do you differentiate the types of communication in relation to
communication mode?
Answer:
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2. How can visual communication enhance the message conveyed by a speaker?

Cite a particular situation (specifically in your field of specialization) when it is
best to employ visual communication.
Answer:
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LEARNING CONTENT
Psychological Principles
TYPES OF COMMUNICATION ACCORDING TO CONTEXT
In this sub-section, context in communication is referred to as a composite of people

interacting with each other. Communication may also be classified according to context:
(1) intrapersonal; (2) interpersonal; (3) extended; (4) organizational communication; and
(5) intercultural communication.

INTRAPERSONAL COMMUNICATION
The Latin prefix intra- means within or inside. Intrapersonal communication then means
talking to oneself. Some label it as self or inner talk, inner monologue, o~ inner dialogue.
Psychologists call it with other names such as self-verbalization or self-statement.
Do you find it normal to talk to yourself? Some say it is, some say it's not. The gauge,
however, rests on the frequency ·of the occurrence and how you handle such. For
instance, if, you find yourself talking to yourself, there is really no need for you to answer
back. You talk to yourself because you think that there is the need to: boost your
confidence .when you are nervous to speak in front of an audience, apprise yourself that
you performed a good job, or console yourself that you did a task poorly. Moreover,
engaging in inner speech such as fantasizing, or daydreaming is not bad as long as you are
able to distinguish it from reality.
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. One magic statement that
you can try is: "I can do it!" Saying this over and over again will give you positive
reinforcement that you can do things courageously and that it is not impossible to do so.
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.
INTERPERSONAL COMMUNICATION
As opposed to intra, the 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 the former is characterized by less
seriousness and formality, the latter is more formal and profound. Whereas interpersonal
talks are meant for maintaining social relationships, transactional talks aim. to accomplish
or resolve something at the end of the conversation.

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 the language
more formal.
With the use of electronic media, messages are transmitted quickly. For instance, with
the use of the Internet, recorded videos may be transmitted in seconds/minutes and may
be viewed by a greater number of people. With extended communication, your own
thinking, behavior, and attitude may be influenced by other people and you may be
persuaded to take the views you hear. It is important then that you weigh what you hear
and assess them against those beliefs that you hold onto so you do not get easily swayed
by other people’s convictions.
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 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 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: (1) formal and (2) informal. Formal
structure allows communication to take place via designated channels of message flow
between positions in ~he organization. This may make use of four approaches: (1)
downward communication, (2) upward communication, (3) horizontal communication,
and (4) crosswise communication. As the term implies, downward communication is the
type that flows from upper to lower positions, i.e., president to a manager or supervisor,
a manager to an ordinary staff. The flow of communication is top-down or from a superior
to a subordinate, usually asking certain individuals to perform a certain task. Conversely,
message transmission in upward communication is bottom-up in which subordinates
send communication to their superiors/bosses bearing their views/feedback on
organizational policies, issues related to their jobs, and the like. 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 of
tasks through proper coordination. Crosswise approach is diagonal in nature as
employees from different units or departments working at various levels communicate
with each other. Each of these communication approaches has its own advantages and
disadvantages. Note that these structures are usually presented in the company's
organizational chart and policy manuals.
Informal communication, on the other hand, comes from unofficial channels of message
flow. Also known as 'grapevine,' messages coming from the different levels of the
organization are transmitted. This occurs due to the dissatisfaction of some employees
accompanied by uncertainty, such as superiors playing favorites and unfavorable or
unacceptable company rules and regulations. Some employees even resort to baseless
gossips and rumors which they spread like wildfire. Tracing the origin of a rumor is almost
next to impossible. In fact, when some people are confronted, they impute the blame to
others so they can get out of the mess quickly.
Each organization has its own culture. This is referred to as 'organizational culture.' Based
on its history and development, an organization develops its own core values, vision and
mission statements, goals, and objectiv.es. Organizational culture is of utmost
significance since it will dictate the kind of behavior that employees should possess as
well as the extent ~f commitment expected from them by the organization. They all share
in the values, practices, vision, and mission of the organization. Peter Drucker's famous
quote, "Company cultures are like country cultures. Never try to change one. Try instead,
to work, with what you've got," underscores the view that indeed, culture is within the

control of the entrepreneur or ·company owner. If at the outset, you think you cannot
adapt to the organization's culture, better look for another job or workplace where you
will be happy and in harmony with your superiors and colleagues.
INTERCULTURAL COMMUNICATION
Another type of communication is intercultural communication. As the term implies, it is

communication between or among people having different linguistic, religious, ethnic,
social, and professional backgrounds. Even gender difference affects communication.
Individuals having different orientations communicate and interpret messages
differently. This particularly happens with non-verbal communication. For instance,
Australians consider eye contact as important in assessing the sincerity of a person while
for Indians, looking straight into the eyes of a person while talking is inappropriate. This
does not, howev.er, mean that they are dishonest or insincere. Moreover, Indians
interpret waving of hands from side to side as no or go away while it means hello among
Westerners. For Filipinos, twitching of lips means to refer to something or someone.
When someone asks: "Where is my book?" instead of responding: "There it is," the
response may-be twitching or puckering lips. When seen by people from other cultures,
such facial expression may be taken to mean as "seduction." It is important then not to
be judgmental or to rush into interpretations as cultures sometimes vary enormously.
Similarly, linguistic differences are of the essence. With the advent of World Englishes,
different cultures develop different lexicon peculiar only to the speech community. In the
Philippines, a local variety of English called Philippine English has been developed which
has introduced lexical innovation, not found or
used in other varieties, such as thrice, batchmates, CR (comfort room), solons, barangay
captain, and high blood. Even in terms of pronunciation, words are pronounced
differently by Filipinos, which to some are considered erroneous. For instance, these
supposedly pronounced with a hard /th/ represented with a /o/ is pronounced instead
with a /d/ by the average Filipino since hard /th/ is not part of the Filipino phonology.
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 to purpose and style
are formal and informal. However, rather than focusing on the transmission of message

and message flow, the focus here is on the communication setting and the mode of
delivery. Formal communication employs talks/speeches, research and
project\proposals, rep9rts, 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 CHECK
 Check your understanding of the input by answering the following questions:

1. What are the types of communication in relation to context? How do they
differ from one another?
Answer:
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2. How can you listen to speaker’s opinions through electronic media without
being easily swayed into accepting their opinions?
Answer:
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3. Of the four approaches employed in formal organization structure, which do
you think is the best? Cite a situation (specifically in your field of
specialization) which will call for the use of each approach. Give one (1)
advantage and disadvantage of each.
Answer:
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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? (You may use online source
to help you answer this question. Make sure to cite the source.)
Answer:
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5. How do you differentiate formal communication from informal

communication in relation to purpose and style? Provide situations
(specifically in your field of specialization) to illustrate the differences.
Answer:
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SYNTHESIS
Communication is simply the act of transferring information from one place, person or
group to another. 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.
Communication may then be classified according to: (1) communication mode, (2)
context, and (3) purpose and style.
SELF-REFLECTION
Is knowing the concepts of communication and its types important? Cite a real-life
scenario where the importance of communication and its types are highlighted.
________________________________________________________________________
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MODULE 2
COMMUNICATION MODELS AND PROCESSES,

PRINCIPLES AND ETHICS
BIBLE Let your speech always be gracious,

seasoned with salt, so that you may know
VERSE how you ought to answer each person.
(Colossians 4:6)
Ignacian Core and Related Values: EXCELLENCE and Discipline

“M. Ignacia led her companions to build up the community through respect of one
another, cultivating mutual love and union of wills and promoting unity and harmony
in their work and common life
(1726 Rules I.7,8,22,46; II.25)
Learning Outcomes
1. Illustrate and discuss the communication flow on the different communication
models;
2. Differentiate the communication models;
3. Identify the respective principles for oral and written communication; and
4. Expound the ethics of communication and elaborate how will it be applied to
certain communication scenarios.
COMMUNICATION MODELS
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.
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: (1) Aristotle's model; (2) Laswell's model; (3) Shannon-
Weaver's model; and (4) David Berlo's model of communication.
LEARNING CONTENT
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 as illustrated in the communication flow below:

Note that the speaker variable here 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.
LASWELL'S COMMUNICATION MODEL
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 below:
Who Says In which To With

What Channel Whom what
effect
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.

SHANNON-WEAVER'S COMMUNICATION MODEL
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 feed.back have been
identified. Other terms such as information source for the sender, transmitter for the
encoder, decoder (reception), and receiver (destination) were introduced.
Could you explain the communication flow in the preceding model? How different is it
from the first two models discussed earlier?
BERLO'S COMMUNICATION
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 (1) source, (2)
message, (3) channel, and (4) receiver.
The source being the originator of the message acts as the encoder. As such, the
encoder 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.
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.

If you were to insert noise as an additional variable for SMCR, where do you think
will it fit?
ACTIVITY
Make two different lists. One list will include qualities that promote good communication,
i.e. cheerful, understanding, etc. The other list is to be qualities that hinder good
communication, i.e. bossy, quick tempered, etc. After which, you are going to share in the
class your ideas on how these qualities would affect communication.
Qualities That Promote Good Qualities That Hinder Good

Communication Communication
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10 10.
LEARNING CONTENT
GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION
Since communication is a two-way process, it is important that you know the

principles to pe 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. Ip. 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 heart your objective in
communicating.
2. Be complete with the message you deliver. Make sure that your claims are
supported by facts and essential information.
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 are bluffing or deceiving them because there is nothing to substantiate your
claims.
4. Be correct. It is important that you 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 behavior of an

individual, group, or organization thereby affecting their communication. For instance,
given the unethical communication practice of a certain company of concealing the non-
remittance of deducted premiums from employees' salaries to the SSS or the Social
Security System (or GSIS or Government Service Insurance System in the case of
government offices), the company's accountability to its employees is undoubtedly
affected. Compare this situation with that of an organization that observes ethical
practice and remits the employees' monthly contributions to the SSS or GSIS regularly. 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:
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
you provide 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
ACTIVITY
I. Check your understanding of the input by answering the following questions:
1. How do the principles of effective oral communication differ from those of

effective written communication? Do they have similarities at all?
Answer:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. How can one observe ethics in communication?

Answer:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Why is it important to have a code of conduct or a code of ethics?

Answer:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
II. 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
(Link: https://www.youtube.com/watch?v=8kewxFaNifs)
Guide Questions:
 Do you think the five principles of effective oral communication

were followed? Which ones were followed? Which ones were not?
Why or why not?
Answer:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 What advice would you give to make the speaker more effective?
Write your thoughts on the space below
Answer:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
SYNTHESIS
Every communication involves (at least) one sender, a message and a recipient. This may
sound simple, but communication is actually a very complex subject. The transmission of
the message from sender to recipient can be affected by a huge range of things. These
include our emotions, the cultural situation, the medium used to communicate, and even
our location. The complexity is why good communication skills are considered so
desirable by employers around the world: accurate, effective and unambiguous
communication is actually extremely hard.
Since communication is a two-way process, it is important that you know the principles
to pe observed to make it effective. For both oral and written communication, you should
be able to apply the principles. 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.

SELF-REFLECTION
 Why do you think it is important to communicate with those around you?

Answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

MODULE 3
VARIETIES OF ENGLISH
BIBLE My dear brothers and sisters, take note of

this: Everyone should be quick to listen,
VERSE slow to speak and slow to become angry.
(James 1:19)
Ignacian Core and Related Values: FAITH and Nationalism

“1726 Rules, Chapter II centers on becoming persons of peace and on promoting
peace and harmony in community.”
(1726 Rules I.7,8,22,46; II.25)
Learning Outcomes
1. Distinguish the functions of English on the categories of English in the Three
Concentric Circles of English;
2. Illustrate and discuss the Three Concentric Circles of Braj Kachru;
3. Provide some English vocabularies that are peculiar only to some countries in Asia;
and
4. Perform a dialogue where the English vocabularies that are peculiar only to some
countries in Asia are present.
VARIETIES OF ENGLISH
The revolutionary spread of English over the globe which took place over the last decades
has created changes in the sociolinguistic profile of the language and provided new

varieties of English. Nowadays, English is not only a tool of communication among native
speakers but also a language institutionalized in many former British and
American colonies, and a lingua franca used all around the world. This fact has resulted in
a great concern of the classification of World Englishes, in addition to the need to
familiarize English Language Teaching to its new
status. One of the ways to understand and study this phonemon is according to Kachru’s
three concentric circles
model.
Kachru’s model was first introduced with the term “World Englishes” in 1985, opening
the door for new ways of
understanding the spread of the English language throughout the world. Kachru (1985)
described the distribution of English in relation to three concentric circles: the Inner
Circle, the Outer Circle, and the Expanding Circle. These circles signify “the type of spread,
the pattern of acquisition, and the functional domains in which English languge is used
across cultures and languages” (Kachru 1985:p12).
LEARNING CONTENT
Throughout the history of English experts have proposed many models to try to classify
its speakers. However, not all linguists agree in which one is the best. In this post we are
trying to take a look at Kachru’s model proposed in four decades ago. But before starting
to explain any the model we need to be aware of the fact that this is a three group model.
That is, one that classify speakers as:
 ENL: English as a native language, these are native speakers born in a English-
speaking country, having then this language as their mother tongue.
 ESL: English as a second language, these are the non-native speakers who have
learnt English almost at the same time as their mother tongue.
 EFL: English as a foreign language, these are the non-native speakers who learnt
English in a country where English is not usually spoken.
For many sociolinguists the most important and accurate model is the one proposed by
Braj Kachru in 1988. His “Three circle model of World Englishes”, states that there are
three circles inside which, the different speakers are classified. The different circles are:

 The Inner Circle is made up the traditional bases of English and its speakers are
the ones in charge of providing the norms. These places are where the norms are
created and from which they spread to the other circles. Some of the countries
that conform the Inner Circle are USA, UK and Canada.
 The Outer Circle represents the places where they speak official non-native
varieties of English because of their colonial history. The speakers of these places
are the ones who challenge the norms and develop them and are mainly ESL Some
of the countries that belong to this circle are India, Pakistan and Egypt.
 The Expanding Circle is made up by EFL speakers where English is not usually
spoken. In this circle the speakers have to follow the rules stablished by the Inner
Circle and developed by the Outer one. Some examples of countries that belong
to this circle are China, Russia and Brazil.
According to Bautista and Gonzales (2006), the structural characteristics of these

new varieties differ. This is brought 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 community.
The acrolect then comes closest to the standard while the basilect digresses
thoroughly from it and comes closest to the pidgin. Mesolect or the middle variety
is midway between the acrolect and basilect. Bautista and Gonzales (2006) use
the term edulects for these varities resulting from certain types of education
ascertained by social class but are conveyed or transferred for those coming from
higher-income families and/or better educated classes. With respect to LEXICON,
vocabulary words peculiar only to some English varieties in Southeast Asia can be
noted as seen in the following examples:


 You have to be aware of and recognize intercultural communication as you need

to be sensitive to the people around you who belong to different cultural heritages
and have their own linguistic identity.
 When you encounter them, you will be able to avoid misunderstanding, avoid
communication breakdown, and overcome language barriers with less difficulty
since you are exposed to their own language features. This way, you will be able
to enhance your personal and social interaction.
ACTIVITY
INSTRUCTIONS:
 Fill out the table. Enumerate at least 5 vocabulary words that are peculiar to
some Southeast Asian countries:

 1. Singapore English
 2. Malaysian English
 3. Philippine English
 Define each word in its:
 Standard meaning
 Alternative Meaning
 Provide a sample sentence (make sure it is originally crafted) wherein that word
is used. Underline the word.
 Present it in tabular form
Example:
PHILIPPINE ENGLISH
VOCABULARY STANDARD MEANING ALTERNATIVE EXAMPLE
WORD FILIPINO MEANING
1. Napkin A small piece of cloth A sanitary pad, used Do you have a
or paper used during a for feminine hygiene napkin? I still have
meal to clean your lips during regla (time of my period today and
and fingers and to the month). I forgot to bring one.
protect your clothes.
ANSWERS:
SINGAPORE ENGLISH
WORD SINGAPOREAN
MEANING
1.
2.
3.
4.
5.
MALAYSIAN ENGLISH
WORD MALAYSIAN
MEANING
1.
2.
3.

4.
5.
PHILIPPINE ENGLISH
WORD FILIPINO MEANING
1.
2.
3.
4.
5.
SYNTHESIS
 World Englishes is a term for emerging localized or indigenized varieties of English,

especially varieties that have developed in territories influenced by the United
Kingdom or the United States. The study of World Englishes consists of identifying
varieties of English used in diverse sociolinguistic contexts globally and analyzing
how sociolinguistic histories, multicultural backgrounds and contexts of function
influence the use of English in different regions of the world.
 Kachru (1985) described the distribution of English in relation to three concentric
circles: the Inner Circle, the Outer Circle, and the Expanding Circle. These circles
signify “the type of spread, the pattern of acquisition, and the functional domains
in which English languge is used across cultures and languages” (Kachru
1985:p12).
 The Inner Circle presents the countries where English is the primary language and
is used in daily life and government institutions, such as the United States of
America, the United Kingdom, Canada, Australia, and New Zealand. The Outer
Circle includes countries that have British colonial ties, and English is widely used
in social life or in the government sector. Most of the countries that belong to this
circle are former colonies of the British Empire, such as India, Malaysia, Singapore,
Ghana, Kenya, and others. The use of English in these countries is English as a
second language. Finally, the Expanding Circle includes countries that introduce
English as a foreign language in education, mainly for the purpose of
communicating in English with the Inner and Outer Circles. Such countries include
Turkey, Saudi Arabia, The Emirates, Japan, China, Korea, and others.

SELF-REFLECTION
1. How does learning the Varieties of English be of relevance to your field of

specialization?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
2. In what instances do you see the value of variation in language?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________

MODULE 4
BASICS OF ENGLISH GRAMMAR
BIBLE Let your speech always be with grace, as

though seasoned with salt, so that you
VERSE will know how you should respond to
each person. (Colossians 4:6)
Ignacian Core and Related Values: Excellence and Competence

The beatas listened attentively to homilies and conferences for spiritual growth. As
women who earned their own living, they helped one another to develop their skills
for better service. They had regular time for spiritual reading. (1726 Rules III.17;
VI.6,12)
Learning Outcomes
1. Identify the different rules in the Subject-Verb Agreement;
2. Provide sample sentences on each rule;
3. Enumerate the commonly-used punctuation marks in writing technical written
outputs;
4. Distinguish the functions of each punctuation mark;
5. Give sample sentences using each of the punctuation marks; and
6. Evaluate sentences and punctuate appropriately based on the uses of each
punctuation mark.

LEARNING CONTENT: SUBJECT-VERB AGREEMENT
 The basic idea behind sentence agreement is pretty simple: all the parts of your
sentence should match (or agree). Verbs need to agree with their subjects in
number (singular or plural) and in person (first, second, or third). In order to check
agreement, you simply need to find the verb and ask who or what is doing the
action of that verb.
 Person
Agreement based on grammatical person (first, second, or third person) is found
mostly between verb and subject. For example, you can say “I am” or “he is,” but
not “I is” or “he am.” This is because the grammar of the language requires that
the verb and its subject agree in person. The pronouns I and he are first and third
person respectively, as are the verb forms am and is. The verb form must be
selected so that it has the same person as the subject.
 Number
Agreement based on grammatical number can occur between verb and subject,
as in the case of grammatical person discussed above. In fact the two categories
are often conflated within verb conjugation patterns: there are specific verb forms
for first person singular, second person plural and so on. Some examples:
Example:
 I really am (1st pers. singular) vs. We really are (1st pers. plural)
 The boy sings (3rd pers. singular) vs. The boys sing (3rd pers. plural)
 RULE 1 – A verb agrees with its subject in number.
Singular subjects take singular verbs:
• The car stays in the garage.
• The flower smells good.
 RULE 2 – The number of the subject (singular or plural) is not changed by words
that come between the subject and the verb.
• One of the chicken eggs is broken.
Of the eggs is a prepositional phrase.
The subject one and the verb is are both singular. Mentally omit the prepositional
phrase to make the subject verb-agreement easier to make.
 RULE 3 – Some subjects always take a singular verb even though the meaning
may seem plural.
These subjects always take singular verbs:

each someone
either anyone
neither nobody
one somebody
no one anybody
everyone everybody
• Someone in the game was (not were) hurt.
• Neither of the men is (not are) working.
 RULE 4 – The following words may be singular or plural, depending upon their
use in a sentence, some, any, all, most.
• Most of the news is good. (singular)
• Most of the flowers were yellow. (plural)
• All of the pizza was gone. (singular)
• All of the children were late. (plural)
 RULE 5 – Subjects joined by and are plural. Subjects joined by or or Nor take a
verb that agrees with the last subject.
• Bob and George are leaving.
• Neither Bob nor George is leaving.
• Neither Bob nor his friends are leaving.
 RULE 6 – There and here are never subjects. In sentences that begin with these
words, the subject is usually found later on in the sentence.
• There were five books on the shelf. (were, agrees with the subject book)
• Here is the report you wanted. (Is agrees with subject report)
 RULE 7 – Collective nouns may be singular or plural, depending on their use in
the sentence.
A collective noun is a noun used to name a whole group. Following are some
common examples:
army crowd orchestra
audience flock public class group swarm club
herd team
committee jury troop United States
• The orchestra is playing a hit song.
(Orchestra is considered as one unit—singular.)
• The orchestra were asked to give their musical backgrounds.
(Orchestra is considered as separate individuals—plural)
 RULE 8 – Expressions of time, money, measurement, and weight are usually
singular when the amount is considered one unit.
• Five dollars is (not are) too much to ask.
• Ten days is (not are) not nearly enough time.

 RULE 9 – Some nouns, while plural in form, are actually singular in meaning.
• Mathematics is (not are) an easy subject for some people.
• Physics is (not are) taught by Prof, Baldwin.
mumps, home economics, measles, calisthenics, statistics , civics, social studies, Physics,
gymnastics, phonics, news, acrobatics, aesthetics, thesis, mathematics
 RULE 10 – Don’t and Doesn’t must agree with the subject. Use doesn’t after he,
she, it.
• Doesn’t he (not don’t) know how to sail?
• They don’t (not doesn’t) make movies like that anymore.
ACTIVITY
EXERCISE 1: SUBJECT-VERB AGREEMENT

Direction: Underline the correct verb in each of the sentences below. (2pts each)
1. The weather on the coast (appear-appears) to be good this weekend.

2. The center on the basketball team (bounce-bounces) the ball too high.
3. That red-haired lady in the fur hat (live-lives) across the street.
4. The women in the pool (swim-swims) well.
5. Each of the girls (observe-observes) all the regulations.
6. All of the milk (is-are) gone.
7. Most of the seats (was-were) taken.
8. The jury (was-were) polled for their verdicts.
9. Here (is-are) the nails you need for the projects.
10. Either Joyce or Ellen (was-were) here.
11. The United States (is-are) a country of contrast.
12. Interesting news (is-are) what sells our paper.
13. A pound of cookies (cost-costs) about a dollar.
14. They (doesn’t-don’t) think they’ll win the game tonight.
15. He (don’t-doesn’t) speak very well.
16. Gymnastics (is-are) easy for Angela.
17. Mumps (is-are) one of the most uncomfortable diseases.
18. He (don’t-doesn’t) speak very well.
19. She (doesn’t-don’t) look very well today.
20. One hundred dollars (is-are) not a lot of money to some people.
21. Everybody (was-were) asked to be quiet.
22. In a marathon, few of the starters (finishes-finish) the race.
23. Sixty days (is-are) not enough time to complete the project.

24. All of the workers (is-are) receiving their bonus.

25. On our street (is-are) many tall trees.
26. It (don’t-doesn’t) make any difference.
27. The value of cars and motorcycles (has-have) increased.
28. The principal and her husband (is-are) honored guests.
29. Either the pitcher or the base runners (was-were) caught napping.
30. One of my friends (believe-believes) in E.S.P.
31. Have you ever heard the expression, “No new (is-are) good news?”
32. There (was-were) several dents in the car.
33. Louise (doesn’t-don’t) want to drive that long distance.
34. Either Luis or Horace (pay-pays) the bills in our house.
35. A boy and a girl (were-was) here to see you.
36. The box of apples (is-are) on the porch.
37. Some of the job applicants (is-are) expected to pass the difficult screening test.
38. The army (is-are) conducting maneuvers in March.
39. Here (come-comes) the family now.
40. Neither of us (is-are) going to work.
LEARNING CONTENT: PUNCTUATION MARKS
 Punctuation is the system of symbols (. , ! – : “) that we use to separate sentences

and parts of sentences, and to make their meaning clear. Each symbol is called a
“punctuation mark”.
 Punctuation marks are important for both written and spoken English. In written
English, the correct usage of these marks expresses the intended meaning of the
sentence. In spoken English, punctuation marks denote the pauses and
intonations to be used.

 Punctuation is the set of marks

used to regulate texts and clarify
their meanings, mainly by
separating or linking words,
phrases, and clauses. The word
comes from the Latin word
punctuare meaning "making a
point."
 Marks of punctuation include
ampersands, apostrophes,
asterisks, brackets, bullets, colons,
commas, dashes, diacritic marks,
ellipsis, exclamation points,
hyphens, paragraph breaks,
parentheses, periods, question
marks, quotation marks,
 End Punctuation: Periods, Question semicolons, slashes, spacing, and
Marks, and Exclamation Points
strike-through.
 There are only three ways to
end a sentence: with a period (.), a question mark (?), or an exclamation
point (!). And because most of us state far more often than we question
or exclaim, the period is by far the most popular end mark of
punctuation. The American period, by the way, is more commonly known
as a full stop in British English. Since around 1600, both terms have been
used to describe the mark (or the long pause) at the end of a sentence.
Why do periods matter? Consider how these two phrases change in meaning when a
second period is added:
"I'm sorry you can't come with us." This is an expression of regret.
"I'm sorry. You can't come with us." The speaker is informing the listener that s/he may
not accompany the group.
 Until the 20th century, the question mark was more commonly known as
a point of interrogation—a descendant of the mark used by medieval
monks to show voice inflection in church manuscripts. The exclamation

point has been used since the 17th century to indicate strong emotion,
such as surprise, wonder, disbelief, or pain.
 Commas
The most popular mark of punctuation, the comma (,) is also the least law-
abiding. In Greek, the komma was a "piece cut off" from a line of verse—what in
English today we'd call a phrase or a clause. Since the 16th century, the
word comma has referred to the mark that sets off words, phrases, and clauses.
Here are several examples of how comma usage can change the meaning of
sentences.
Commas With Interrupting Phrases
 The Democrats say the Republicans will lose the election.

 The Democrats, say the Republicans, will lose the election.
Commas With Direct Address
 Call me fool if you wish.

 Call me, fool, if you wish.
Commas With Nonrestrictive Clauses
 The three passengers who were seriously injured were taken to the hospital.
 The three passengers, who were seriously injured, were taken to the hospital.
Commas With Compound Clauses
 Do not break your bread or roll in your soup.

 Do not break your bread, or roll in your soup.
Serial Commas
 This book is dedicated to my roommates, Oprah Winfrey, and God.

 This book is dedicated to my roommates, Oprah Winfrey and God.
Example of comma usage from Doug Larson:
"If all the cars in the United States were placed end to end, it would probably be Labor
Day Weekend."

 Semicolons, Colons, and Dashes

These three marks of punctuation—the semicolon (;), colon (:), and dash (—)—
can be effective when used sparingly. Like the comma, the colon originally
referred to a section of a poem; later its meaning was extended to a clause in a
sentence and finally to a mark that set off a clause.
Both the semicolon and the dash became popular in the 17th century, and since
then the dash has threatened to take over the work of other marks. Poet Emily
Dickinson, for instance, relied on dashes instead of commas. Novelist James Joyce
preferred dashes to quotation marks (which he called "perverted commas"). And
nowadays many writers avoid semicolons (which some consider being rather
stuffy and academic), using dashes in their place.
Here, the use of colons and commas completely changes the meaning of the sentence.
A woman without her man is nothing. A single woman is worth nothing.

A woman: without her, man is nothing. A single man is worth nothing.
Example of dash usage from "The Secret Sharer" by Joseph Conrad:
"The why and wherefore of the scorpion—how it had got on board and came to select his
room rather than the pantry (which was a dark place and more what a scorpion would be
partial to), and how on earth it managed to drown itself in the inkwell of his writing desk—
had exercised him infinitely."
Colon and semicolon examples by Disraeli and Christopher Morley respectively:
"There are three kinds of lies: lies, damned lies, and statistics."
"Life is a foreign language; all men mispronounce it."
 Apostrophes
The apostrophe (') may be the simplest and yet most frequently misused mark of
punctuation in English. It was introduced into English in the 16th century from
Latin and Greek, in which it served to mark the loss of letters.
The use of the apostrophe to signify possession did not become common until the
19th century, though even then grammarians could not always agree on the
mark's "correct" use. As editor, Tom McArthur notes in "The Oxford Companion

to the English Language" (1992), "There was never a golden age in which the rules
for the use of the possessive apostrophe in English were clear-cut and known,
understood, and followed by most educated people."
In the examples below, the confusion that results from incorrect apostrophes is clear:
Apostrophes With Contractions: Who is master, man or dog?
 A clever dog knows its master.

 A clever dog knows it's master.
Apostrophes With Possessive Nouns: Whether the butler is rude or polite, depends on
the apostrophe.
 The butler stood by the door and called the guests names.
 The butler stood by the door and called the guests' names.
Quotation Marks
Quotation marks (" "), sometimes referred to as quotes or inverted commas, are
punctuation marks used in pairs to set off a quotation or a piece of dialogue. A relatively
recent invention, quotation marks were not commonly used before the 19th century.
Use of quotation marks from Winston Churchill:
"I am reminded of the professor who, in his declining hours, was asked by his devoted
pupils for his final counsel. He replied, 'Verify your quotations.'"
ACTIVITY
I. Definition and Functions of Punctuation Marks

Give the appropriate punctuation mark on each given statement. Choose your
answer on the choices in the box. Write the letter of your answer before the
number. (1pt each)

A. Period G. Parentheses
B. Question Mark H. Hyphen
C. Exclamation Point I. Dash
D. Comma J. Italics
E. Semicolon K. Quotation Marks
F. Colon
____________________1. It is used after a sentence that expresses a strong

feeling.
____________________2. This is used to separate numbers that have four or more
digits.
____________________3. This punctuation mark is used after a direct question or
an interrogative sentence.
____________________4. These are used around added information that is
necessary to the main thought of the sentence and
around abbreviations or acronyms that follow the
spelled-out words.
____________________5. It is used to introduce a list or series of items. The
information may be expressed in a series of words,
phrases or clauses.
____________________6. It is a “stop sign”.
____________________7. These are used to enclose the exact words of a speaker
or to enclose a part of a published work or to indicate
that words or phrases are being used in a special way.
____________________8. It is used to set off unnecessary item from the rest of
the sentence.
____________________9. It is used instead of a comma and a coordinating
conjunction to separate two independent clauses.
____________________10. Time Magazine
____________________11. Used between compound words used as adjective
when the adjective precedes the noun.
____________________12. This is used between the city and the state.
____________________13. Used in the formal writing of salutations.
____________________14. Philippine Daily Inquirer
____________________15. pro-God

II. APPLICATION: Conventions of the Graphic System

Punctuate the following items. Right minus wrong.
1. I can t tolerate pain Thank God The operation is

11. successful
2. Who is responsible for my physical What time is the operation
therapy 12.
3. The doctor said Your family must You looked better after your
know 13. treatments
4. In 1928 Sir Alexander Fleming Follow the doctor s prescriptions
discovered penicillin 14.
5. However a decrease in fat intake will Php 50 75
help 15.
6. Dear Dr Angeles Rev Fr Hernando Garcia
16.
7. The doctor said Be sure to take your Hello dear friend
medication 17.
8. The operation will start at around What a healthy boy
18.
8 30 a m
9. If you care sir you should take The hospital unlike most facilities
precautions 19. has a comprehensive evacuation
plan.
10. Benefits include The school’s Community
20. Involvement Program CIP
a No deposit upon admission
provides quality reach out
b Room and board accommodation movement
c Use of Healthcard specialists like
anesthologist urologist surgeon and
other experts

SYNTHESIS
 In academic writing, grammar and sentence construction are of paramount

importance. While this is also true for informal pieces of writing, grammar
mistakes in academic writing can instantly reduce the credibility of the author.
Therefore, it is important to ensure that subjects and verbs always agree with each
other. The relationship between subjects and verbs lie at the heart of
grammatically correct English writing. Subject-verb agreement unifies a sentence
and makes it easier to understand.
 There are 14 punctuation marks that are commonly used in English grammar. They
are the period, question mark, exclamation point, comma, semicolon, colon, dash,
hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and ellipsis.
SELF-REFLECTION
 As a communicator, how important is it to be knowledgeable with the basic of

English grammar?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

MODULE 5
Introduction to Technical Writing
BIBLE “Let no corrupting talk come out of your

mouths, but only such as is good for building
VERSE up, as fits the occasion, that it may give grace
to those who hear.” (Ephesians 4:29)
Ignacian Core and Related Values: Excellence and Discipline

M. Ignacia and her companions observed fidelity and regularity in their balanced way
of life of prayer, work and service (1726 Rules I.49; II.1))
Learning Outcomes
1. Discuss the definition of technical writing based from various credible authors;
2. Identify the characteristics of technical writing and qualities of a technical writer;
3. Determine the parts of a formal written correspondence; and
4. Craft an application letter and resume as sample outputs of formal written
correspondence.
LEARNING CONTENT

 TECHNICAL WRITING is a broad

term that encompasses a wide
variety of documents in science,
engineering, and the skilled trades.
The major types of documents in
technical writing can be grouped
into four major categories:
 Reports and
communications in day-to-
day business
 Technical papers, magazine
articles, books, and theses for purposes of education, teaching, and the
sharing of information and knowledge
 Patents
 Operational manuals, instructions, or procedures
 TECHNICAL WRITING VS. CREATIVE WRITING
Since the world received right here into being, the invention of writing is termed
as considered one of many largest revolution as a result of it eased the best way
during which to talk of us with each other and most importantly it moreover
carried out pivotal place in cultural transmit from one know-how to a special.
Technical writing and creative writing are two styles of writing, which may very
well be distinguished just by having a look at their traits. The principal between
every of them is that, creative writing is written to enthrall, entertain and arouse
a certain felling in a reader, whereas technical writing is to show the viewers with
the factual knowledge and is launched in a logical technique.

 Key Differences
1. In creative writing the lots of the half is self-created, although the idea is prone to
be impressed nevertheless in technical writing the information are to be obliged
and the observe is delivered from predominant on what beforehand completely
different greats have concluded.
2. Most typically, the creative writing is for regular viewers or for heaps nevertheless
technical writing is for explicit viewers.
3. The creative writing entertains of us as a result of it has poetry or some
illustrations or one different idea, whereas the technical writing causes boredom
as a result of it follows the strong pattern based totally on information and is solely
to modify the info to the viewers.
4. In technical writing the specialized vocabulary, such like scientific phrases and
completely different are used whereas in creative writing, one can associate with
slang or evocative phrases and even one factor which could may very well be
perceived properly by the viewers.
5. Humor, satire is prone to be the useful essences in creative writing nevertheless
such concepts or ideas have no hyperlink with the technical writing.

6. Novel writing, poetry writing, satirical observe are just a few of the styles of
creative writing, whereas report analysis, proving formulation are styles of
technical writing.
7. A correct coaching of the technical creator seems wanted whereas, it’s on no
account a milestone in between becoming a creative creator.
 CHARACTERISTICS OF TECHNICAL WRITING
Technical writing, just as any other form of writing, has certain characteristics which
distinguish it from other types of writing. It is very different from writing opinion pieces,
essays, prose, non-fiction, or fiction. Technical documents are written in a business
writing style rather than one that is academic or creative in nature. Particularly, the
following are the characteristics of technical writing:
……


ACTIVITY
I. Characteristics and Nature Of Technical Writing

Identify the appropriate characteristic of technical writing to each item. Choose your
answer from the rumbled words in the box. Write your answer on the space provided
below the number. (2pts each)
cucaatre ceprolardu
malfor
forightartsward elcra
neserpatble
philacarg veridoisnyra neicsficit
chetnilac hecocener
pseliac
ticarplac cejboitev rithouativeta

_________________________1. The physical appearance of a technical

writing output somehow mirrors the person
who produced such kind of paper.
_________________________2. It results in a written output that you can
apply, use, or carry out in your day-to-day
living.
_________________________3. In one reading, your readers are able to get a
quick understanding of the main message or
point of the whole composition.
_________________________4. It deals with facts that are completely true,
instead of things whose identity, appearance,
or measurements are so difficult to
determine.
_________________________5. Being a formal and scientific way of writing
whereby rules or conventions determine the
appropriateness of your written output.
_________________________6. Follows writing standards---structure,
pattern, format and language.
_________________________7. Avoids revealing your individual thinking,
personal meaning, or emotional attitude
about your subject matter.
_________________________8. Writing something to cater to a specific set of
people rather than to any group of people
using expressions quite understandable and
familiar only to this specific set of readers.
_________________________9. Act of communicating, through writing,
whatever you think and feel about your job,
business, industry, profession, and
organization.
_________________________10. On-the-job writing that is prone to extensive
exposure to multicultural clients, coworkers,
cross-cultural or multilingual communication
brought about by globalization through the
Internet or the Email.
_________________________11. It presents facts and information in a
systematic or methodical manner.
_________________________12. Presenting knowledge or ideas directly and
honestly.

_________________________13. Think of writing as one clothed with full

rights, powers, and influence to do a thing, to
command or be obeyed, or to enforce
something on any one.
_________________________14. Tables, charts, figures, diagrams, maps,
pictures, and other illustrations.
_________________________15. The logical togetherness of the material.
LEARNING CONTENT: WRITING FORMAL

CORRESPONDENCE
In English, there are a number of conventions that should be used when writing a formal
or business letter. Furthermore, you try to write as simply and as clearly as possible, and
not to make the letter longer than necessary. Remember not to use informal language
like contractions.
Adhering to the standard conventions of good formal letter writing and presenting your
letter attractively will help ensure that the recipient considers your thoughts seriously
and gives them the attention and consideration they deserve. Here are some of the inputs
needed to me remembered in writing a formal correspondence or formal letters:

SAMPLE APPLICATION LETTER

PARTS OF THE LETTER





SAMPLE RESUME
Overall, technical writing is a very useful form of writing that is encountered by everyone
almost every day. By understanding the characteristics of technical writing, you can better
comprehend how this type of writing is used and what is required to write this way.
ACTIVITY
A. MATCHING TYPE: ELEMENTS OF A BUSINESS LETTER

Match the items on the Column A to Column B. Write the letter of the
correct answer to the space provided before the number. (2pts each)
__________1. This consists the date upon writing the A. Inside Address
letter.

__________2. This element comes spaces after the B. Comma

complimentary close.
__________3. The purpose of this element is to cheer C. Colon
up or greet the addressee with the use
of positive words.
__________4. This element comes before the D. His Excellency
signature wherein it signifies formality
in concluding your letter.
__________5. The name and address of the writer or E. Date line
sender is found on this part.
__________6. This may convey all the messages you F. Signature
want your reader to understand.
__________7. The only punctuation mark in the G. Salutation
complimentary close.
__________8. The information of the recipient or H. Complimentary
receiver of the letter is found on this Close
part.
__________9. The appropriate salutation for the I. Heading
President of the Philippines
__________10. The suggested appropriate punctuation J Body
mark in the salutation
B. CREATION: Craft your own Application Letter and Resume using the format
discussed. Please be guided on the rubrics:
Needs
Excellent Very Good Satisfactory
Improvement
4 pts 3 pts 2 pts
1 pts
Format Excellent Very Good Satisfactory Needs
Improvement
Format is correct, One of the Two of the
including your following parts following Three of the
address, date, is incorrectly parts are following parts
inside address, formatted: incorrectly are incorrectly
salutation, body, your address, formatted: formatted: your
closing, and date, inside your address, address, date,
signature. address, date, inside inside address,
salutation, address, salutation,
body, closing, salutation, body, closing,
and signature. body, closing, and signature.

and
signature.
Body (Content) Excellent Very Good Satisfactory Needs
Improvement
Body includes at Missing one Missing two
least three component components Missing three or
complete from the from the more
paragraphs. A following: at following: at components
clear purpose is least three least three from the
clearly stated and complete complete following: at
conveyed to the paragraphs, paragraphs, least three
reader. clearly stated clearly stated complete
purpose purpose paragraphs,
clearly stated
purpose
Grammar and Excellent Very Good Satisfactory Needs
Spelling Improvement
Grammar and Grammar Several errors
spelling are and/or spelling in grammar Many errors in
correct. errors are and/or grammar
minimal (<2 spelling (>2 and/or spelling
errors). errors). (>4 errors).
Language/Audience Excellent Very Good Satisfactory Needs
Improvement
The language is One word is Two words
Language is formal appropriate for not are not More than
and appropriate. the audience. appropriate for appropriate three words are
the audience. for the not appropriate
audience. for the
audience.

Conciseness Excellent Very Good Satisfactory Needs

Improvement
The letter is free The letter The letter
of redundant contains no contains The letter
and/or more than two more more contains so
superfluous cases of than two much
wording. redundant cases of redundant
and/or redundant and/or
superflous and/or superfluous
wording. superflous information
wording, but that the
they do not message is
distract from weakened.
the message.
Adopted from: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=T5478C&

REFERENCES
 Kachru, B. (2005). Whose English is it? Asian Englishes: Beyond the Canon. Hong
Kong: Hong Kong University Press.
 Keith H. (2013). Shady Characters: The Secret Life of Punctuation, Symbols, and
Other Typographical Marks
 Lim, J.M., Blanco-Hamada, I. & Alata, E.J. (2019). A Course module for Purposive
Communication. Rex Book Store
 Littlejohn, S.W. and Foss, K.A. (2008). Theories of human communication, 9th
edition. Belmont, CA: Thomson Wadsworth./Retrieved July 18, 2018
 Madrunio, M. & Martin, I. (2018). Purposive Communication: Using English in

Multilingual Contexts. C&E Publishing, Inc. 839 EDSA, South Triangle, Quezon City
.
 Wakat, G. et al.(2018). Purposive Communication. Lorimar Publishing, Inc. Boston

Street, Quezon City, Metro Manila.
 Wenfang, C. (2011, April). Different Models of English as an International

Language and Their Implications for Teaching Non-English Majors. Chinese Journal
of Applied Linguistics , 5-17.
 Uychoco, M.& Santos, M. (2019). Communication for Society: Purposive
Communication. C&E Publishing, Inc. 839 EDSA, South Triangle, Quezon City.
 https://www.skillsyouneed.com/ips/what-is-communication.html/Retrieved July
7, 2020

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St. Mary’s College of Tagum, Inc.

Teacher Education Program

MARY JASTINE S. TORREON, MAED

GE-5 PURPOSIVE COMMUNICATION | 2

GE-5 PURPOSIVE COMMUNICATION | 3

PARTS OF THE MODULE

The Word of God, the anchor of the lesson, is then presented

GE-5 PURPOSIVE COMMUNICATION | 4

This part evaluates the lessons learned by the students in their

This is provided for the students to relate the lessons in their

GE-5 PURPOSIVE COMMUNICATION | 5

I would like to express my deepest appreciation to the people whom I

To the School President, S. Maria Nora R. Joson, R.V.M. and the

I would also like to extend my sincerest gratitude to the Dean of the

To everyone whom I failed to mention but has contributed much in

GE-5 PURPOSIVE COMMUNICATION | 6

Module 1 DEFINITION OF COMMUNICATION AND ITS TYPES 8

Module 2 COMMUNICATION MODELS, PRINCIPLES, AND ETHICS 19

Module 3 VARIETIES OF ENGLISH 32

Module 4 BASIC OF ENGLIH GRAMMAR 42

Module 5 INTRODUCTION TO TECHNICAL WRTING 54

GE-5 PURPOSIVE COMMUNICATION | 7

DEFINITION OF COMMUNICATION AND ITS TYPES

Let no corrupting talk come out of your mouths, but

Ignacian Core and Related Values: EXCELLENCE and Competence

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

GE-5 PURPOSIVE COMMUNICATION | 8

is the circumstance or environment in which communication takes place. Such

Different contexts can impact one's communication. Each communication type is

TYPES OF COMMUNICATION ACCORDING TO MODE

VERBAL- NON-VERBAL COMMUNICATION

GE-5 PURPOSIVE COMMUNICATION | 9

GE-5 PURPOSIVE COMMUNICATION | 10

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

TYPES OF COMMUNICATION ACCORDING TO CONTEXT

In this sub-section, context in communication is referred to as a composite of people

GE-5 PURPOSIVE COMMUNICATION | 11

A communication situation is interpersonal if. it is meant to establish or deepen one's

GE-5 PURPOSIVE COMMUNICATION | 12

For an organization to be successful, a system of communication should be put in place.

GE-5 PURPOSIVE COMMUNICATION | 13

GE-5 PURPOSIVE COMMUNICATION | 14

Another type of communication is intercultural communication. As the term implies, it is

TYPES OF COMMUNICATION ACCORDING TO PURPOSE AND STYLE

GE-5 PURPOSIVE COMMUNICATION | 15

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

GE-5 PURPOSIVE COMMUNICATION | 16

GE-5 PURPOSIVE COMMUNICATION | 17

5. How do you differentiate formal communication from informal

GE-5 PURPOSIVE COMMUNICATION | 18

COMMUNICATION MODELS AND PROCESSES,

BIBLE Let your speech always be gracious,

Ignacian Core and Related Values: EXCELLENCE and Discipline

GE-5 PURPOSIVE COMMUNICATION | 19

A model is often abstract. It is a representation of a real-world phenomenon

ARISTOTLE'S COMMUNICATION MODEL

GE-5 PURPOSIVE COMMUNICATION | 20

LASWELL'S COMMUNICATION MODEL

In 1948, Harold Dwight Laswell described communication as being focused on the

Who Says In which To With

The whole process of communication begins with the communicator (who)

GE-5 PURPOSIVE COMMUNICATION | 21