College of Arts and Sciences (Cas) Central Philippines State University (Cpsu)

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COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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i
This learner’s module is not for sale. No part of this material may be
reproduced in any form or by any means, including photocopying,
scanning, or other electronic means without the prior written permission to
the author or the College of Arts and Sciences, Central Philippines State
University.
LEARNER’S MODULE IN
GEC 5: PURPOSIVE COMMUNICATION
First Semester | School Year 2020-2021
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ii
PHILOSOPHY
Decent affordable education for sustainable productivity and global competitiveness under
CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction,
research, extension, production and administrative support services.
We shall endeavor to:
 Continually improve its Quality Management System (QMS) at par with

international standards;
 Provide timely, efficient and effective delivery of products and services;
 Satisfy the needs and expectations of the costumers and relevant interested
parties; and
 Uphold applicable statutory, regulatory, organizational and international
standard requirements.
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PREFACE GEC 5
Time immemorial, it is said that words can make or break a person. History
had proven that the choice of words, the way we speak, the content and the lack of it
can bring a person to places. Therefore, our fluency in language, can be considered
a passport to one’s destiny.
With the changes that are constantly occurring, language is never an
exemption.
Following the spirit of ‘two-way’ communication, we have tried to make this
learning material communicate with you so that it may in turn enable you to
communicate with your respective audience.
With this module, the authors hope that the learner would be a proficient
language learner ready to compete not only in the local but also in the global arena.
As a whole, teachers and students will find this module very informative with
lessons that give more than what is required from the performance standards and in
your level.
Remember, the success of this course depends on your cooperation, active
participation and authentic responses to the activities. Take time to read and spend
quality time with yourself as you go through this module.
Various sources are acknowledged in this module as used for reading

materials, pictures, images, and illustrations, among others and are rightfully owned
by its respective copyright holders. The authors do not represent nor claim ownership
over them.
Good luck and enjoy communication with and for a PURPOSE!
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MODULE PROCESS FLOW GEC 5
This module is a self-contained learning material designed for a more

meaningful learning and fun experiences toward your journey to PURPOSIVE
COMMUNICATION.
Moreover, this material is crafted in your best interest as you take on the
challenges posed by the new normal teaching and learning environment. The
content of which are carefully selected from a wide range of topics in order to meet
the target deliverables. The assessment tasks and activities are fashioned in way
where you can work with the material even without internet connectivity and
electronic gadgets.
Each lesson is structured in a way where you can both examine the concepts
and apply them in given tasks or activities. The following process flow will help you
familiarize with the parts of a lesson.
As you adjust with the current set up, the module also includes study guide,
house rules and study schedule to guide you on how to go about with each of the
lessons and to help you manage your time and resources. If you have further
questions about the course, you may consult your College/Campus with their
respective contact information provided to you.
KEEP SAFE and STAY PROTECTED!
ACKNOWLEDGMENT Page | v
GEC 5
Producing a module on GEC 5 - Purposive Communication is no simple feat. It
entails a lot of hard work, unwavering commitment, and determined passions to bring
together and synergize the ideas and talents of many individuals and create an output
to fill the needs of the students at a time like this.
We thank Dr. Maria Lorina B. Crobes, Dean of the College of Arts and Sciences
- Central Philippines State University, Main Campus for her trail-blazing leadership,
foraying into the challenges and uncertainties of this pandemic with quick-thinking
resolve and problem-solving expertise. Her firm and constructive guidance has played
an important role in the development of this module. Likewise, sincere gratitude is
extended to the very active Administrator of Cauayan Campus – Dr. Germa T. Borres
for her kind assistance and expertise as content reviewer in all lessons of this module.
A lot of praise and affirmation goes to the members of this pilot project who
burned the midnight oil, from conceptualizing to writing the contents of this module.
This creative process has served as an environment for personal and professional
growth, fueled by lively and substantial interactions.
This book is dedicated to our GEC 5 students--past, present, and future. You
serve both as our inspiration and aspiration. Without you, there would have been no
point to this endeavor. It is with pride and joy that we present you this gift and may you
take it to heart to make the most out of it and use it for your personal advantage and
improvement.
Most of all, the authors and content contributors are truly indebted to the CPSU
administration, faculty and staff having their strong support headed by our beloved
President, DR. ALADINO C. MORACA. Their encouraging words, trust and confidence
toward us made this material possible in “pandemic” way. With all humility and
gratitude, “Thank You CPSU” for this valuable opportunity as we inspiringly showcase
our knowledge and skills being novice module writers. In this way, we efficiently and
effectively deliver our expected functions to the students during this crisis in a more
motivating, meaningful and rewarding ways.
Together, WE RECOVER!
CENTRAL PHILIPPINES STATE UNIVERSITY

INSTRUCTIONAL MEDIA PRODUCTION AND DEVELOPMENT CENTER (IMPDC)
Evaluation Committee
CHAIRPERSON : FERNANDO D. ABELLO, Ph.D.
Vice President for Academic Affairs
ASSISTANT CHAIRPERSON: JOSEPHINE ASUNCION R. EMOY, Ph.D.

IMPDC Chairperson
MEMBERS : MARIA LORINA B. CROBES, Ph.D.

Dean, College of Arts and Sciences
Program Heads, Peer Reviewers, External Reviewer

Editor/English Critic/Layout Artist
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STUDY GUIDE AND HOUSE RULES GEC 5

This module is designed and prepared for you to learn diligently, independently and
honestly. Make your quarantined moments productive by reading the contents and doing the
tasks and activities provided to you in this module. Remember that by attaining the learning
outcomes of this module will make you become a responsible and competent learner. Thus,
the success of this module depends in you!
Here are some study guides and house rules that will help you to be on track.
Start engaging yourself with the lesson having a clear mind, safe environment and healthy
self. Be sure to set realistic and measurable goals that you can actually achieve during this
home- based learning using modular instruction. Expectation versus reality matters.
Take yourself away from distractions. Have your own space at home where you can focus to
study. Make your learning environment or workplace conducive. There is no other place where
you can learn or work best than with a clean, neat, comfortable and safe environment or
workplace.
Assessments and evaluation activities must be written legibly and completely accomplished.
Make use of the spaces provided for you in the module. Be clear of what your main point is and
express it as concisely and coherent as possible.
You have to be resourceful. Find other ways on how you will further understand the lessons
presented to you. You may read other references or leaning materials related to the
topic/lesson you are studying. Read it over and over again until you understand the point. You
may ask other family members of friends to help you. Likewise, look for other ways on how you
will answer your activities and assessment tasks.
Attain the learning outcomes in your module. Understand every lesson in your learning
module. If you do not understand the content, readings and other activities, read it again.
Accomplish all the tasks, activities and expected outputs given to you. You need to ensure that
you will not miss any part of the module. There is no other satisfying feeling than attaining all
the learning outcomes in your module.
Take time to read and understand the assessment tools provided. Rubrics are provided for
you to be guided of how you will be graded by your teacher. Answer the assessment and
evaluation activities as best as you can. Do not settle for less.
Healthy mind and well-being matters. If you are feeling exhausted, stressed out, brain drained
and about to give up, then take a break and relax for a while. Do not push yourself to the limit.
Remember, you have more than one module to study. Take it one step at a time - no hurry.
Observe honesty and integrity. Make sure to answer or do your tasks/activities/outputs on

your own. Your family members and friends at home will support you but the
tasks/activities/outputs must be done by you.
Manage your time efficiently. You may create your own study schedule for this module in
consideration with your other modules from other courses. Set specific time where you can
answer or do the tasks/activities/outputs given to you. Do not procrastinate. Remember, it is
not others who will do the tasks/activities/outputs for you. It will be you.
End every engagement of the lesson with a smile and a motivating heart to move forward for
the next lessons. Expect to submit the accomplished modules which will be retrieved before the
end of every term without leaving given tasks unanswered. Keep yourself updated.
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STUDY GUIDE AND HOUSE RULES GEC 5

EVALUATION
The key to successfully finish this module is in your hands. This material is
designed for you to learn diligently and independently. Aside from meeting the content
and performance standards of this course, you will be able to learn valuable skills
which you can use in your life.
To pass the course, you must:
1. read all course contents and readings, and answer the pretests and post-tests
in every unit of the module;
2. answer all the assessment and evaluation activities, without leaving or missing
any part of the module;
3. remember that the completeness of your answers to the activities and
assessments tasks will still be checked and will still be part of your grade
completion.
4. accomplish all the assessment and evaluation activities on your own;
5. read and understand the assessment tools such as rubrics before you start
doing your tasks;
6. note that cheating and dishonesty in all means are not allowed;
7. cite the authors and references you have used in your activities/tasks;
8. response to the evaluation and survey questionnaires that are included in the
module; and
9. submit the completed and accomplished module on the set time of retrieval; and
10. for queries and clarification, contact your respective subject-instructor.
GRADING SYSTEM
Students will be rated based on the grading system below as approved by the
university. It is modified in consideration with the pandemic having the following
criteria.
Knowledge 40% Pre-tests and Post-tests

Skills 50% Tasks/Activities
Attitudes/Values10% Submission of completed and
accomplished module
TOTAL 100%
The final grade computation is weighted as shown below:
A. Midterm Grade 40%

B. Final Term Grade 60%
FINAL GRADE 100% (SUM OF A & B)
Aim high and do not only settle for less. Take your part, do your best to the full
potential, for sure YOU CAN DO IT for WE LEARN AS ONE!
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STUDY SCHEDULE GEC 5

Week Hours Topic/ Learning Assessment Tasks
Outcomes
UNIT 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS
PRE-TEST PU
RP
Lesson 1: Nature of Language
Week 1  Explain the nature  Language
(Sept. 1-4, 2020 of language. Questionnaire
3 hours  Relate your
experience with
 Linguistic
Biodata Form
OS
the input  Essay Writing
presented  Modified
True/False
 Supplication
Lesson 2: Components of the Communication Process
Week 2  Explain the  Meaning-
(sept 7-11, 2020) principles and Making
6 hours process of  Supplication of
communication ideas
and the ethical  Diagram
considerations in Making
communication.  Table
 Elucidate how Supplication
communication  Listing
skills help resolve  Slogan Making
problems, better
understand
concepts and aid
new
 Identification of
concepts UN
in your profession.
 Frame a slogan
about how the
knowledge of the
communication
process aids
people in
communicating
effectively.
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Lesson 3: Principles and Ethics of Communication
Week 3  Describe the  Wheel of
(Sept. 14-18,
2020)
principles
communication
in Communication
Principles
PU
3 hours
 Identify ethical
communication
practices


Ethics Checklist
Table RP
Supplication of
Principles applied
in different
OS
situations
 Caught in Act
 Giving
Descriptions
 Be a Poet
POST-TEST
UNIT 2: COMMUNICATION AND GLOBALIZATION
PRE-TEST
Lesson 1: Local and Global Communication in Multicultural Settings
Week 4  Write a  Picture Analysis
(Sept. 21-25, reflection on  Self-Evaluation
2020) communication  Supplication of
6 hours challenges in a Examples using
global boxes
atmosphere and  Writing Essay
methods for
effective global
communication;
UN
and
 Cite examples
on how to
enhance one’s
ability to
communicate
with people
from diverse
cultures.
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Lesson 2: Varieties and Registers of Spoken and Written Language
Week 5  Identify the different  Dialogue Analysis
(Sept. 28-30, varieties of spoken  Comprehension
Oct. 1-2, 2020)
3 hours
and
language.
written Check
 Table Supplication
PU
Week 6
(Oct. 5-9, 2020)
 Analyze the various
registers of
 Sharing
Experiences
RP
language
3 hours
 Picture Analysis
 Concretizing OS
Knowledge
 Firming Up Your
Learning
POST-TEST
UNIT 3: COMMUNICATION FOR VARIOUS PURPOSES
PRE-TEST
Lesson 1: Informative, Persuasive, and Argumentative Communication
Week 7  To demonstrate  Table Supplication
(Oct. 12-16, mastery in  Differentiation of
2020) obtaining, providing Terms
3 hours and disseminating  Journal Making
information.  Advertisement/
 To present ideas Article Analysis
Week 8 persuasively using  Making
(Oct. 19-23, appropriate verbal Announcements
UN
2020) cues.
3 hours  To create a public
announcement
employing the
various purposes of
communication.
Lesson 2: Making Inquiries
Week 9  Write effective  Walk Down Memory
(Oct. 26-30, letters of inquiry Lane
2020)  Provide information  Supplication of
accurately Ideas
3 hours  Excuse Letter
Making
 Revising Messages
 Writing Essay
POST-TEST
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TABLE OF CONTENTS GEC 5
PURPOSIVE COMMUNICATION Page
PRELIMINARIES
 Cover Page and Disclaimer i
 CPSU VMGO and Quality Policy ii
 Preface iii
 Module Process Flow iv
 Acknowledgment v
 Study Guide and House Rules vi
 Study Schedule viii
 Table of Contents xi
UNIT 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS 1
Lesson 1 Nature of Language 6

Lesson 2 Components of the Communication Process 20
Lesson 3 Principles and Ethics of Communication 34
UNIT 2: COMMUNICATION AND GLOBALIZATION 51
Lesson 1 Local and Global Communication in Multicultural 55

Settings
Lesson 2 Varieties and Registers of Spoken and Written 67

Language
UNIT 3: COMMUNICATION FOR VARIOUS PURPOSES 84
Lesson 1 Informative, Persuasive and Argumentative 89

Communication
Lesson 2 Making Inquiries 100
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UNIT
COMMUNICATION PROCESSES,
PRINCIPLES AND ETHICS
1
Try to think about the use of communication in your
daily basis. When you make a call via mobile phone, send
chat messages, or post on Facebook, what do you think is
the purpose of that activity? Have you experienced to be
miss understood and argued by some people because of
text messages or in simple conversation? The gap may
point on the concern in communication.
Communication becomes a mechanism of everyone,

and learning about communications, there are models, and
theories that will explain, plan and predict the success or
failure of communication process. It is considered practical
to exercise communication especially in the workplace.
Good practice helps learners to be more efficient and
effective speakers. Additionally, communication practice is
built on strong foundation of understanding towards the
theories.
The unit 1 of Purposive Communication module is

designed to enhance and bring to you the foundation of
theories and skills in communication with focus on applying
theory and providing opportunities for practice. Thus, this
unit includes the topic on the nature of language, the
components of communication process, its principles and
ethical considerations. Lastly, it is important to note that
your utmost cooperation to honestly accomplish activities in
the unit is crucial and vital. Thus, the authors encourage
you to read and understand the content and finish the unit.
GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

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UNIT 1: Communication Processes, Principles PRE-TEST

and Ethics
NAME: SCORE:
COURSE/YEAR/SECTION: DATE:
MULTIPLE CHOICE. Answer the following questions below and shade the letter of
your choice using the answer sheet provided after this pre-test questionnaire.
1. Language learning is an active process that begins at birth and continues

throughout life; while is a system for communicating.
a. communication b. language c. internet d. e-mail
2. It is also known as the mother tongue or native language of a person.
a. first language c. speech community
b. family language d. language contact
3. The process of translating images into symbols.
a. decoding b. encoding c. channeling d. contextualizing
4. The person who wants to communicate.

a. receiver b. channel c. sender d. audience
5. The means by which a message is conveyed.

a. message b. channel c. environment d. context
6. The response of a receiver to a sender's message.
a. feedback b. message c. environment d. channel
7. What is communication ethics?

a. Ethics is a system of moral principles.
b. They affect how people make decisions and lead their lives.
c. It is concerned with what is good for individuals and society and is
also described as moral philosophy.
d. Ethical beliefs that shape the manner we say, deliver or converse.
8. It is a communication principle that emphasizes on the clear delivery of

the message across the receiver.
a. Principle of Attention c. Principle of Ethics
b. Principle of Clarity d. Principle of Feedback
9.Which of the following statements is true about speech community?

a. Community know each other c. all people speak the same dialect
b. People know each other d. all people live in the same community

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and Ethics
urs when speakers of two or more languages interact and influence each other.
ch varietiesc. mother tongue
ch communityd. language contact
term used to describe a group of people who share the same language.
ch varietiesc. mother tongue
ch communityd. language learning
re a person with a high level of if you stand by your values even if others put pressure on you to do something that is wrong or if they mak
mmunication
operation
nesty
egrity
his principle states that formal and informal communication are equal.
nciple of Formality
nciple of Informality
nciple of Attention
nciple of Feedback
his principles states about the alignment of communication with the policies, plan and programs and objectives of the organization.
nciple of Ethics
nciple of Consistency
nciple of Timeliness
nciple of Feedback
is a communication principle that emphasizes on the clear delivery of the message across the receiver.
nciple of Attention
nciple of Clarity
nciple of Ethics
nciple of Feedback
rst language that a child acquires.

anguagec. language acquisition
er tongued. language learning

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and Ethics
17. The ability to produce amusing, compelling and stirring messages in terms of
word choice.
a. captivating c. creativity
b. consideration d. concreteness
18. These are technical sources of interference in communication process not limited
to media forms such as radio and television.
a. Psychological barriers
b. Physical barriers
c. Linguistic barriers
d. Mechanical barriers
19. The process in which the receiver and the sender are ensuring that they
understood each other correctly and they are proceeding to find a solution.
a. ideas
b. feedback
c. communication channel
d. decoding
20. Which is not an ethical consideration in communication?

a. Respect audience
b. Falsify information
c. Value truth
d. Use information accurately

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UNIT 1: Communication Processes, Principles

PRE-TEST
and Ethics

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The Nature of Language

LESSON 1
Carpio, Flora L. (3 HOURS)
LEARNING OUTCOMES
ETHICS
UNIT 1: COMMUNICATION PROCESSES, PRINCIPLES AND
At the end of this lesson, you should be able to:
⚫ Explain the nature of language; and
⚫ Explain the nature of language; and
⚫ ⚫Relate your
Relate experience
your with with
experience the input presented.
the input presented.
INTRODUCTION
INTRODUCTION
Purposive communication is very important in human lives,

specifically to convey
Purposive ideas and emotions,
communication to influence
is very important otherslives,
in human and to
formulate
specifically to convey ideas and emotions, to influence others and no
ideas which could probably never arise if we have
language in which
to formulate ideastowhich
embodycouldthem. We use
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never arise ifas wea have
methodno of
communication
language in which in our culturethem.
to embody – theWefuel
usewe use to as
language empower
a methodour
desires, and to direct and align our energy. Language
of communication in our culture – the fuel we use to empower has immense
our
power, and its impact depends entirely on how we
desires, and to direct and align our energy. Language has wield it.
immense power, is
Language and its impact
indeed depends
a complex entirely
human on how
capacity. It is,we wield
therefore,
it.
important to be aware of its features and behavior to be able to use
languageLanguage
more effectively
is indeedanda productively
complex human in communicating with
capacity. It is,
others.
therefore, important to be aware of its features and behavior to be
able to
Thisuse language
lesson more effectively
will introduce you to the and
studyproductively in of
of the nature
communicating with others.
language. You will also learn to understand the key ideas in language
and communication. Youintroduce
This lesson will will reflect
youontothe
theconcepts
study ofpresented
the natureinofthe
input
language. You will also learn to understand the key ofideas
and connect these to your personal experience language
in
acquisition and learning.
language and communication. You will reflect on the concepts
presented in the input and connect these to your personal
experience of language acquisition and learning.
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https://urlzs.com/yCF6c

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UNIT 1
LESSON 1
• Let's Look Back
If someone asked you what separates humans from other animals, one of the
first things that would probably come to your mind is language. Language is so
fundamental to human life that it is hard to imagine what life would be like without it.
Animals are be able to communicate with each other. Monkeys, birds and
dogs produced sounds often to reflect the state of their emotions. While it may be
true that animals communicate, only human beings are truly capable of producing
language.
Animals can convey various message to each other, such as: feelings (anger,
fear), warnings, desire/willingness to mate, and location of food sources.
Nonetheless, animals lack anything like human language.
https://urlzs.com/Yp6FX
1. Which animals have communication abilities that are closer to humans? Write
as many as you can.
2. List some of the ways that animals express themselves.

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The Nature of Language UNIT 1
LESSON 1
• Let's Analyze and Prepare
What is language?
It is believed that language is a God-given gift to human species. Our ability to
communicate is one of the qualities that distinguishes us as human beings. Without
language, human civilization, as we now know it, would have remained an
impossibility. What exactly is language? Linguists agree that a language can only be
called a language if it has a system of rules (grammar), a sound system (phonology),
and a vocabulary (lexicon). These are the requirements for identifying the means of
communication as a language.
Language shapes our social interactions and brings order to our lives. We
consider language as advanced form of communication that sets us humans apart
from other animals. Without language, man would have remained only a dumb
animal. It is our ability to communicate through words that makes us different from
animals. However, there are times when animals’ behavior may mirror ours in many
ways.
Animals communicate with each other in different ways; they use body
language, sound, smell, touch and even chemical and electrical communication.
Whales sing, wolves howl, dogs bark, and birds chirp. But what they are producing is
not a language. Human beings, on the other hand, are able to communicate their
feelings through several ways that are understandable to other human beings. Only
human beings are truly capable of producing language.
Language is important in every aspect of our lives because it allows people to
communicate in a manner that enables the sharing of common ideas.
Check your understanding of the input by answering the following questions:
1. Some birds can imitate human speech. Is this language? Explain
2. What language do you like to use when speaking? Why?

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LESSON 1
• Let's Discover
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In most sociolinguistic and anthropological-linguistic research, the speech

community has always been the focus. Speech community is a term used to
describe a group of people who share the same language, speech characteristics,
and ways of interpreting communication.
Definitions of Speech Community from Different Linguists:
 Lyons (1970) defined it as "all people who use a given language or dialect". This
definition was rather simple and general with the focus on a given language or
dialect.
 For Fishman (1971), a speech community is a subtype of community “all of
whose members share at least a single speech variety and the norms for its
appropriate use”. In this definition, he put forward the concept of speech variety
and norms of usage which was a great step forward.
 Hymes (1986) describes a speech community as a group which share rules for
the conduct and interpretation of speech.
 Gumperz (1986) defines a speech community as a group that has regular and
frequent interaction that is characterized by shared patterns of interaction and
communication.
A number of criteria for identifying a speech community includes:
1. Shared language use
2. Frequency of interaction by a group of people
3. Shared rules of speaking and interpretation of speech performance
4. Shared attitudes and values regarding language forms and use
5. Shared sociocultural understanding and presuppositions with regard to speech
(Saville-Troike)

• Let's Discover
In Speech communities, people understand eachP othera g e |because

10 in their
speech community, they share the same set of rules in the language system. While
growing up in a community, people acquire the languagesUNIT used1 by those in the
LESSON 1
The
community. Nature
This of Language
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 are referred to as
second languages. People learn their second language in school or on their own.
This is the process of language learning.
Language is always changing. We have seen that language changes across
space and across social group. Language also varies across time. What happens if
you, for example, who speaks a mother tongue and English, go to work in Germany
where the residents speak German and a little bit of English? Will you be able to
understand each other? The answer is yes. Though it will be a challenge for you and
your German 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 of
language. It is possible that in your attempt to communicate with each other, you and
your German friend will produce a new language form that is understandable to both
of you. Your own language may also change as you constantly interact and
communicate with each other. Thus, language change is the result of language
contact.
Language undoubtedly has a very important social purpose. It is the key to
human lives. They can eliminate misunderstanding by using it as an instrument to
communication among people.
https://urlzs.com/eJh5m

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UNIT 1
LESSON 1
• Let's Do It
ACTIVITY 1: Language Questionnaire
Begin this activity by answering the questions below about your language
background. Reflect on the ideas presented in the previous lessons and connect
these to your personal experience of language.
1. What is your mother tongue (the language you spoke with your mother as
a young child)? Check as many as you can.
Hiligaynon Tagalog Cebuano others (please specify)
2. How did you acquire your first language/s or mother tongue/s?
_
3. What is/are your second language?
4. How did you learn your second language?
5. What are your language strengths?
6. What are your language weaknesses?
7. Which language is your favorite, and why?
8. What are you best at in English?

Listening Speaking Reading
Writing Learning vocabulary Learning grammar
GEC 5: PURPOSIVE COMMUNICATION CAS-

CPSU
P a g e | 12

UNIT 1
LESSON 1
• Let's Do It
Linguistic Autobiography
A “linguistic autobiography” is a first-person narrative essay in which a writer
reflects on the history of his or her relationship with language. The writer must pay
special attention to something that many take for granted: the words that come out of
our mouths, what they reveal, how they are formed, and to what extent they create
our identity.
Below you will find a list of questions to help you brainstorm ideas for your personal
essay. You should consider these questions as a means of helping you form your
answers. Begin by filling in the Linguistic Biodata Form below.
ACTIVITY 2: Linguistic Biodata Form
1. What language/s does your family
speak? Identify these languages.
2. What is/are your first language/s or
mother tongue/s?
3. How did you acquire your
first language/s or mother
tongue/s?
4. What is/are your second language?
5. How yo lear you secon
u n r d
did
language/s
?
6. What other languages have you used
in communication?
7. Which language is your favorite and
why?
8. What type of language was spoken in
your neighborhood?
9. What differences do you notice
between the way you speak and the way
you write?
10. How do you feel about your first

language? When do you use it? With
whom do you use it?

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LESSON 1
• Let's Try Some More
With the information provided in your Linguistic Biodata Form, write a personal
essay. Make sure you include a description of a situation in which you are absolutely
at ease socially, and include at least six lines of dialogue to demonstrate your
language usage.

P a g e | 14
LESSON
1
• Let's Have Your Turn
ACITIVTY 3: MODIFIED TRUE/FALSE

Directions: Read each statement below carefully. Place a T on the line provided
before each number if you think the statement is TRUE. Place an F on the line if you
think the statement is FALSE. If the statement is false, re-write or revise it to make it
true. (Point system: 5 items x 3 points each =15 points)
1. Not all languages have a grammar system.
2. Mother tongue refers to the first language that a child acquires.
3. Change happens in all languages.
4. Only human beings have the power to communicate.
5. Two persons who do not speak the same language will never be able to
communicate with each other.

P a g e | 15

LESSON 1
• Let's Sum It Up
ACTIVITY 4
https://urlzs.com/hsHfP
1. What is the most significant learning I got from this lesson?
A.
B.
C.
2. How will it benefit me as a student?
A.
B.
C.

P a g e | 16
LESSON 1
• Let's Extend and Link
Official languages in the Philippines
The original official language of the

Philippines was Spanish for many centuries
until the early half of the 20th century. Then,
under US occupation, English was introduced
into schools and in 1935 English was added
to
https://urlzs.com/E59AJ the constitution alongside Spanish as a national
language.
In 1937, steps were taken to develop a national language based on one of
the existing native languages. Tagalog was chosen as the base language and, in
1973, the language, christened Filipino, became the joint official language along with
English.
Filipino is almost exclusively composed of Tagalog as spoken in the Manila

region. Tagalog is spoken as a first language by nearly a third of the population of
the Philippines and as a second language by the remainder.
Indigenous languages and dialects
There are 13 indigenous languages in the Philippines that each has over one
million native speakers. These are: Cebuano, Tagalog, Ilokano, Hiligaynon, Waray-
Waray, Kapampangan, Bikol, Albay, Pangasinan, Maranao, Maguindanao, Kinaray-
a, and Tausug.
https://i.redd.it/rboq91xpktm11.jpg

P a g e | 17
LESSON 1
Some languages used in the Philippines:

Good Morning Good Evening I Love You
Tagalog Magandang umaga Magandang Gabi Iniibig kita or
minamahal
kita
Cebuano Maayong buntag Maayong gabii Gihigugma ko ikaw
Ilocano Naimbag a bigat Naimbag a sardam Ayayatenka
Waray-Waray Maupay nga aga Maupay nga gab-i Damo nga salamat
Kapampangan Mayap a abak Mayap a bengi Dakal a salamat
Bicolano Marhay na aga Marhay na banggi Namomotan ta ka
Pangasinense Maabig Maabig ya ngarem! Inaro ta ka.
ya
kaboasan
!
Maranaoan Mapiya kapipita Mapiya gagawi-i Pekababaya-an
ko seka!
Youtube:
 Learn How to speak

Bisaya: Basic Greetings
 Philippine Languages
https://urlzs.com/XiP1u
Read About:
Language: It’s Structure and Use
http://staffnew.uny.ac.id/upload/132
1
07096/pendidikan/Book+one+for+Int
. pdf
https://urlzs.com/wpW2a

P a g e | 18
LESSON 1
• BIBLIOGRAPHY
Madrunio, M. R. & Martin, I. P. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon City, Philippines: C & E Publishing, Inc.
Image from https://urlzs.com/XiP1u
Image from
https://urlzs.com/wpW2a
Image from https://i.redd.it/rboq91xpktm11.jpg
Image from https://urlzs.com/E59AJ
Image from https://urlzs.com/hsHfP
Image from https://urlzs.com/G8djn
Image from
https://urlzs.com/eJh5m
Image from https://urlzs.com/jYnDw

Image from
https://urlzs.com/pvdMB Image
from https://urlzs.com/Yp6FX
A Definition of Speech Community in Sociolinguistics
https://www.thoughtco.com/speech-community-sociolinguistics-
1692120
Dissecting Filipino: 10 Interesting Facts About the
Language : https://www.daytranslations.com/blog/filipino-
language/
Human Language vs. Animal Communication
http://udel.edu/~dlarsen/ling101/slides/humananimalhandout.pdf
Language in the Philippines
https://www.justlanded.com/english/Philippines/Philippines
- Guide/Language/Language-in-the-Philippines
Linguistic Autobiography
https://www.sevanoland.com/uploads/1/1/8/0/118081022/linguistic_autobiography.pdf
Top 10 Languages Used in the Philippineshttps://faq.ph/top-10-languages-used-
in- the-philippines/

P a g e | 19
LESSON 1
RUBRICS IN ESSAY WRITING (15 points) https://urlzs.com/G8djn
Based on what your student wrote in the Linguistic DOES

Biodata Form, does he/she have the correct NOT
understanding of the following concepts? YE N APPLY
S O 1
3 2
Language acquisition
Language Learning
Mother Tongues
Second Languages
Language Change

P a g e | 20
The Components of Communication

Process Lesson 2
Borres, Germa T. and Villa, Zion Marie C. (4 HOURS)
LEARNING OUTCOMES
UNIT 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS

 Explain the principles and process of communication and the

ethical considerations in communication.
 Elucidate how communication skills help resolve problems,
better understand new concepts and aid in your profession.
 Frame a slogan about how the knowledge of the communication
process aids people in communicating effectively.
INTRODUCTION
Communication is inevitable. Our need for self-expression
leads us to communicate not only our thoughts, but also our
feelings. Communication may be done verbally or non-verbally. A
simple yawn from a member of the audience in a public speaking
engagement is a non-verbal message sent to the speaker. On the
other hand, a phone call inquiring about a certain product is an
example of a verbal message.
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.
In this lesson, you will learn and will better understand how
a student like you can improve your communication skills that will
greatly affect your day-to-day activities.
shorturl.at/aelu7

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The Components of Communication Process

UNIT 1
LESSON 2
• Let's Look Back
ACTIVITY 5. “Meaning-Making”
Direction: In your own understanding, make a short definition of the words written
below.
1. Sender
2. Receiver
3. Message
4. Channel
5. Interference
6. Feedback

P a g e | 22
The Components of Communication Process UNIT 1
LESSON 2
ACTIVITY 6:
1. Why do we need to familiarize the words mentioned in our first activity?
2. Do you think those words are necessary in communication? Why?
3. Why do people communicate?
4. What might happen to the world if communication does not exist?
5. Why do miscommunications and misunderstandings happen?

P a g e | 23
LESSON 2
• Let's Discover
Concept Grounding
Communication is understood as the process of meaning-making through a
channel or a medium. It comes from the Latin communicares, meaning to share or to
make ideas common. The connection that encompasses interaction among partakers
is at the center of your learning of communication.
The Components of the Communication Process

Understanding the communication process may help you become a better
communicator.
1. Source
The sender carefully crafts the message. The sender may be anyone: an
author of a book, a public speaker in a special occasion or even a traffic enforcer.
2. Message
The message is the reason behind any interaction. It is the meaning shared
between the sender and the receiver. Messages take many forms. They could mean
poems, songs, essays, news articles, road signs, and even symbols.
3. Channel
The channel is the means by which the message is conveyed. When we
answer a phone call, the phone is the channel. On the other hand, when your parents
receive a notification of your abscences from school, the channel is a letter. It is the
responsibility of both the sender and the receiver to choose the best channel for the
interaction.
4. Receiver
The receiver is the person who receives the transmitted message. The

P a g e | 24
LESSON 2
• Let's Discover
receiver may be a part of an audience in a public speaking event, a reader of a letter

or a driver who reads road signs. The receiver is expected to listen or read carefully,
to be aware of different kinds of sender, to jot down information when needed, to
provide response and to ask questions for clarification.
5. Feedback
In any communication scenario, a feedback is essential to confirm recipient
understanding. Feedbacks, like messages, are expressed in varied forms. A simple
nod for a question of verification is considered a feedback. Thus, feedbacks may be
written, spoken, or acted out.
6. Environment
The place, the feeling, the mood, the mindset and the condition of both
sender and receiver are called the environment. The environment may involve the
physical set-up of a location where communication takes place, the space occupied
by both the sender and the receiver, including the objects surrounding the sender
and the receiver.
7. Context
Context involves the expectations of the sender and the receiver and the
common or shared understanding through the environment signals.
8. Interference
Interference is also known as barrier or block that prevents effective
communication to take place.
Kinds of Interference
a. Psychological barriers are thoughts that hamper the message to be
interpreted correctly by the receiver.
b. Physical barriers include competing stimulus, weather and climate, health
and ignorance of the medium.
c. Linguistic and cultural barriers pertain to the language and its cultural
environment. Words may mean another in different cultures.
d. Mechanical barriers are those raised by the channels employed for inter-
personal, group or mass communication. These include cellphones,
laptops, and other gadgets used in communication.

P a g e | 25
LESSON 2
• Let's Discover
The Nine Principles of Effective Communication

Michael Osborn (2009) claims that communication must meet certain
standards for effective communication to take place.
1. Clarity
Clarity makes speeches understandable. Fuzzy language is absolutely
forbidden, as are jargons, cliché expressions, euphemisms, and doublespeak
language.
2. Concreteness
Concreteness reduces misunderstandings. Messages must be supported by
facts such as research data, statistics or figures. To achieve concreteness,
abstract words must be avoided.
3. Courtesy
Courtesy builds goodwill. It involves being polite in terms of approach and
manner of addressing an individual.
4. Correctness
Glaring mistakes in grammar obscures the meaning of a sentence. Also, the
misuse of language can damage your credibility.
5. Consideration
Messages must be geared towards the audience. The sender of a message
must consider the recipient’s profession, level of education, race, ethnicity,
hobbies, interest, passions, advocacies, and age when drafting or delivering a
message.
6. Creativity
Creativity in communication means having the ability to craft interresting
messages in terms of sentence structure and word choice.
7. Conciseness
Simplicity and directness help you to be concise. Avoid using lengthy
expressions and words that may confuse the recipient.
8. Cultural Sensitivity
Today, with the increasing emphasis on empowering diverse cultures,
lifestyles, and races in the pursuit for gender equality, cultural sensitivity becomes an
important standard for effective communication.

P a g e | 26
LESSON 2
• Let's Discover
9. Captivating
You must strive to make messages interesting to command more attention
and better responses.
Ethical Consideration in Communication
Ethics is a branch of philosophy that focuses on issues of right and wrong

in human affairs.
Ethical Communicators:
1. Respect audience.
2. Consider the result of communication.
3. Value truth.
4. Use information
correctly. Do not falsify
information.
shorturl.at/fgrOS

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UNIT 1
LESSON 2
• Let's Do It
ACTIVITY 7:
IIlustrate the communication process through a diagram.
2. Identify possible communication blocks in the following situations. Fill out the table
below.
Situations Communication blocks
a. a written letter of complaints
b. interaction between a nurse and a

patient in pain
c. songs with figurative language

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UNIT 1
LESSON 2
1. List various channels through which personnel of your university connect with
you. Which channel(s) do you find most effective? Why?
All Channels Most

Effective Why?
Channel(s)
2. Through a slogan, state how the knowledge of the communication process

aids people in communicating effectively.
My Slogan

P a g e | 29

UNIT 1
LESSON 2
ACTIVITY 8:
Instruction: Identify what is asked in the following situations below. Write your
answers on the space provided.
1. A simple nod for a question of verification is considered a
2. This can be an author of a book, a public speaker in a special

occasion or even a traffic enforcer.
3. When we answer a phone call, the phone is the
4. He/She is expected to listen or read carefully.
5. It could be raised by the channels employed for interpersonal,

group or mass communication.
6. It may involve the physical set-up of a location where

communication takes place, the space occupied by both the sender and the receiver,
including surrounding the sender and receiver.
7. It is the meaning shared between the sender and the receiver.
8. It involves expectations of the sender and the receiver and the

common or shared understanding through the environmental signals.
9. The competing stimulus, weather and climate, health and

ignorance of the medium are examples of
10. It is also known as barrier or block that prevents effective

communication to take place.

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LESSON 2
• Let's Sum It Up

P a g e | 31
LESSON 2
Here are the 9 Tips for Improving Your Communication Skills:
1. Make communication a priority.

Take classes, read books, magazine articles or learn from successful
communicators around you. Seek a mentor or coach.
2. Simplify and stay on message.
Use simple, straightforward language. Remember that Lincoln’s Gettysburg
Address was 286 words, about two minutes long.
3. Engage your listeners or readers.
Draw your listeners and readers into the conversation. Ask questions and
invite opinions. Solicit their feedback.
4. Take time to respond.
After you’ve listened (and understood), take time to “draft” in your head what
you want to say.
5. Make sure you are understood.
Don’t blame the other person for not understanding. Instead, look for ways to
clarify or rephrase what you are trying to say so it can be understood.
6. Develop your listening skills, too.
The best communicators are almost always the best listeners. Listen without
judgment and don’t be distracted by thinking about what you want to say next.
Then, respond, not react.
7. Body language is important.
Studies show that 65% of all communication is non-verbal. Watch for visual
signs that your listener understands, agrees or disagrees with your message.
And be aware that your body is sending signals, too.
8. Maintain eye contact.
Whether speaking to a crowd or one-on-one, maintaining eye contact builds
credibility and demonstrates you care about your listeners.
9. Respect your audience.
Recognize your message is not just about you or what you want. You should
sincerely care about the needs and the unique perspectives of those to whom
you are communicating. One of the best ways to show your respect is simply
by paying attention to what they say.
With strong communication skills, you’ll master the art of having difficult
conversations, make your ideas heard, negotiate a salary increase or
promotion skillfully, and make a strong impression on everyone you meet.
Source: Selection taken from shorturl.at/zCO35

P a g e | 32
LESSON 2

Additional Exercises: Tell whether the following scenarios are verbal or non-
verbal communication. Write your answers on the spaces provided.
1. Advising others regarding an appropriate course of action
2. Invasion of personal space in order to send a message of hostility
3. Frequent and even wild hand gestures
4. Conveying feedback in a constructive manner emphasizing

specific, changeable behaviors
5. Disciplining employees in a direct and respectful manner
6. Giving credit to others
7. Recognizing and countering objections
8. Showing an interest in others, asking about and recognizing their feelings
9. Finger pointing
10. Speaking calmly even when you’re stressed
11. Terminating staff
12. Training others to carry out a task or role
13. Using affirmative sounds and words like “uh-huh,” “got you,” “I
understand,” “for sure,” “I see,” and “yes” to demonstrate understanding
14. Using self-disclosure to encourage sharing
15. Arms waving in the air
16. Summarizing key points made by other speakers
17. Supporting statements with facts and evidence
18. Raking fingers through their hair
19. A teacher scowling at her students
20. A pedestrian smiling

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LESSON 2
• BIBLIOGRAPHY
Wakat, G. S., Caroy, A. A., Paulino, F. B., Jose, M. J., Ordonio, M. M., Palangyos, A.
C. ... Sao-an, M. B. (2019). Purposive: OBE-& PPST-Based. Philippines:
Lorimar Publishing House Philippines.
Madrunio, M. R. & Martin, I. P. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon City, Philippines: C & E Publishing, Inc.
Image from https://krmangalam.edu.in/blog/wp content/uploads/2019/04

/inbound-marketing-768x373.png
Image from https://study.com/academy/lesson/being-an-ethical-
speaker.html Image from https://www.netclipart.com/pp/m/18-
187319_Businessm
Selection taken from https://garfinkleexecutivecoaching.com/articles/improve-

your- communication-skills/9-tips-for-improving-your-communications-skills
Selection from https://www.thebalancecareers.com/verbal-communication-skills-

list- 2059698

P a g e | 34
Communication Principles, and Ethics

LESSON 3
Bravo, Brandon Z.
(3 HOURS)
UNIT 1: COMMUNICATION PROCCESSES, PRINCIPLES AND ETHICS

LEARNING OUTCOMES
 Describe the principles in communication

 Identify ethical communication practices.
INTRODUCTION
Communication follows a process that everyone should be able

to learn. By doing so, learner like you becomes conscious and will be
able to effectively convey and receive messages. Practically, you will
be able to correctly answer queries, and be understood by people you
are conversing with. But there’s more to be considered about
communication as process: its principles and ethics.
In this lesson, you will be able to describe the principles as well
as the ethics in communication.
shorturl.at/amoKY

P a g e | 35
UNIT
LESSON Communication Principles and Ethics 1
3
Let’s Look Back
shorturl.at/mpCX3
“Communication is the vehicle which allows humans to recall the past, think in the
present, and plan for the future.”-Roy Berko
ACTIVITY 9. Wheel of Communication Principles. There are nine spaces inside
the wheel. Write a word or a phrase related to communication principles in your own
idea. Likewise, answer the question that follows.
Why do you think principles in communication is essential?

P a g e | 36
UNIT
3
Let’s Look Back
ACTIVITY 10. Ethics Checklist. Kindly read each statement very carefully and check
items which you believe to be ethical in communication.
1. Recalling the purpose of communicating
2. Being silent when asked
3. Confidentiality of the conversation
4. Secrecy of written documents
5. Self-awareness in communication
6. Active listening
7. Respectful and professional attitude
8. Appropriate body language
9. Sensitivity to gender, age, and diversity factors that may affect
communication
10. Psychological and emotional needs of the person
11. Asking appropriate questions
12. Dropping of names in social media
13. Copying of research article without citing the author
14. Using appropriate language depending on the situation
15. Avoid interrupting and side conversations
16. Manage your own personal boundaries: share only what you are
comfortable sharing
17. Make sure that everyone has time to speak, that all members have relatively
equal “air time” if they want it
18. Advertising outcomes you know are not realistic
19. Spreading lies to defame someone in order to sideline them from a political
race
20. Seek to understand others

CPSU
P a g e | 37
UNIT 1
Communication Principles and Ethics
LESSON
3
Let’s Analyze and Prepare
shorturl.at/rtxy6
Thank you for responding to activity 1 and 2! Were the activities too simple?
too hard? The author hoped that you enjoyed the activities.
Kindly answer the following questions briefly and concisely.
In activity number 9, choose one answer that you wrote and explain why did
you consider it as principle of communication.
Why do you think that principle in communication is essential?
For activity number 10, how many items did you checked?
Mention one statement and support why did you consider it as ethical.
At this point, you may already have the idea of the principles and the ethics in
communication. The following segment of the module will help you to deepen your
understanding about the topic. The first lesson is all about the principles of
communication. There are 7 subtopics you will be reading. Ethics and communication
are also included in the next part.

P a g e | 38
Communication Principles and Ethics UNIT

LESSON
1
3
Let’s Discover
PRINCIPLES of Communication
1. Principle of Clarity:
shorturl.at/xQY57
The idea or message to be communicated should be
clearly spelt out. It should be worded in such a way that the
receiver understands the same thing which the sender wants to convey. There
should be no ambiguity in the message. It should be kept in mind that the words do
not speak themselves, but the speaker gives them the meaning. A clear message
will evoke the same response from the other party. It is also essential that the
receiver is conversant with the language, inherent assumptions, and the mechanics
of communication.
2. Principle of Attention:
In order to make communication effective, the receiver’s attention should be

drawn towards message. People are different in behavior, attention, emotions, etc.
So, they may respond differently to the message. Subordinates should act similarly
as per the contents of the message. The acts of a superior also draw the attention of
subordinates and they may follow what they observe. For example, if a superior is
very punctual in coming to the office, then subordinates will also develop such
habits. It is said that ‘actions speak louder than words’.
3. Principle of Feedback:
The principle of feedback is very important to make the communication

effective. There should be a feedback information from the recipient to know
whether he or she has understood the message in the same sense in which the
sender has meant it.
4. Principle of Informality:
Formal communication is generally used for transmitting messages and other

information. Sometimes formal communication may not achieve the desired results.
Informal communication may prove effective in such situations. Management should
use informal communication for assessing the reaction of employees towards
various policies. Senior management may informally convey certain decisions to the
employees for getting their feedback. So, this principle states that informal
communication is as important as formal communication.

CPSU
P a g e | 39
UNIT
3
Let’s Discover
5. Principle of Consistency:
This principle states that communication should always be consistent with the
policies, plans, programs and objectives of the organization and not in conflict with
them. If the messages and communications are in conflict with the policies and
programs, then there will be confusion in the minds of subordinates and they may not
implement them properly. Such a situation will be detrimental to the interests of the
organization.
6. Principle of Timeliness:
This principle states that communication should be done at proper time so

that it helps in implementing plans. Any delay in communication may not serve any
purpose rather decisions become of historical importance only.
7. Principle of Adequacy:
The information communicated should be adequate and complete in all

respects. Inadequate information may delay action and create confusion. Inadequate
information also affects efficiency of the receiver. So, adequate information is
essential for taking proper decisions and making action plans.
What is ethics?
At its simplest, ethics is a system of moral principles. They affect how

people make decisions and lead their lives. It is concerned with what is good for
individuals and society and is also described as moral philosophy. Ethical beliefs
shape the way we live –what we do, what we make and the world we create
through our choices.
Ethical questions explore what Aristotle called 'a life we ll-
lived'. The term is derived from the Greek word Ethos which can mean custom, habit
character or disposition. Ethics isn't just an exercise for philosophers or intellectuals.
It is at the core of everyday life. We ask ethical questions whenever we think about
how we should act. Being ethical is part of what defines us as human beings. We are
rational-thinking, choosing creatures. We all have the capacity to make conscious
choices – although we often act out of habit or in line with the views of the crowd. We
could all make conscious and conscientious ethical choices if we wanted to.

CPSU
P a g e | 40

LESSON
1
3
Let’s Discover
Ethics covers the following dilemmas:
 how to live a good life

 our rights and responsibilities
 the language of right and wrong
 moral decisions -what is good and bad?
Approaches to Ethics
 Philosophers nowadays tend to divide ethical theories into three areas:

metaethics, normative ethics, and applied ethics.
 Meta-ethics deals with the nature of moral judgement. It looks at the origins
and meaning of ethical principles.
 Normative ethics is concerned with the content of moral judgements and the
criteria for what is right or wrong.
 Applied ethics looks at controversial topics like war, animal rights and capital
punishment.

CPSU
P a g e | 41

LESSON 1
3
Let’s Do It!
Activity Tips: When doing this activity, you are improving yourself! You have your ample time
to be with yourself. In order to accomplish it, get ready, be prepared. You can answer this in
your room while listening to soft-played engaging music or be at your most comfortable place.
ACTIVITY 11. There are 7 principles of communication. Choose at least 5 principles

and write an example situation that you applied the principle.
Principles Situation
ACTIVITY 12. In consideration to ethics, answer the question that follows:

Social Media like Facebook, YouTube and Twitter becomes a platform for
students to express and communicate. As a student of CPSU, how will you ensure
that you have considered ethical communication in using the social media?
__

P a g e | 42
Communication Principles and Ethics UNIT 1

LESSON
13
Let’s Try Some More
Activity tips. This activity will enable you to maximize your ability to
observe actual situations around. In order to gather the data needed, be
an active listener! Describe the situation as simple as possible. The best
situations are simple situations that happen near you! As an ethical
consideration, you may choose not to use proper names and a common
name instead.
shorturl.at/abtNV
ACTIVITY 13. Caught in act. Communication is everywhere. It can be observed at

home, public places, or even when you are alone. This time, let’s have a random
documentation of situations that follows communication principles in your place. Write
five random situations that you have seen today. Write them in the template provided
and write the corresponding principle.
Person/s Communicative
Situation
Involved Principles

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LESSON
1
Let’s Have Your Turn
ACTIVITY 14.
Activity tips! It’s time to show what you have learned. Your skills in paraphrasing, recalling of
situations and sentence construction will help you in this test. Read the points system and
instruction first before answering. It will help you devise a strategy to answer !
Test 1. Describe the following principles of Communication in not more than 3

sentences. (3 points each)
1. Principle of Clarity:
2. Principle of Attention:
3. Principle of Feedback:
4. Principle of Informality:
5. Principle of Timeliness:
6. Principle of Adequacy:
Test 2. Describe what is ethical communication and provide an example situation that
shows ethical communication. (4 points)

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LESSON
3
Let’s Sum It Up
Reflection. Write a reflection about the topic.

You may choose to be guided by the following
questions.
shorturl.at/tvJZ5
What are my strengths in communication?
What are my weaknesses in terms of communication?
What strategies am I going to use in order to improve myself in terms of

communication?
When was the last time I stood up because of ethical reasons? Did it help me
become a better person?

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s
LESSON
3
Let’s Extend and Link
Be a Poet!
What follows is a poem with blanks. You need to fill in terms (use rhyming terms or
phrases). Create a title of the poem in relation to its content.
Title
Truthful, respectful and
That is the basic of
I talk because of
I can write following
What is right or what is
I am listening and I know
Don’t judge me the way I
Allow me to and let me
But few have known the basic principles of
That includes saying
Second is telling us to
Next is pointing about
Followed by emphasizing
is also present reminding us to _
Don’t forget the principle that
Lastly is ,that mention about .
- - - - - - - - -
You will be rated based on the following criteria:
Creativity 10
Timeliness 10
Content/use of terms 10
Total 30

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UNIT 1
Communication Principles and Ethics
LESSON 3
• BIBLIOGRAPHY
Lewis,J.J.(2015).Ten Basics of Ethical Communications. Rerteieved

from: https://www.rysec.org/10-basics-of-ethical-
communication/
Mandelbaum,A.(2019).Ethical Communications:The basic Principles.retrieved from:
https://www.smbadvisors.com/capabilities/knowledge-
management/insights/ethical-communication-the-basic-principles
Vekatesh. Seven Principles of Communication. Retrieved
from:https://www.yourarticlelibrary.com/management/communication/7-
principles-of-communication-explained/53333
Image from
:https://www.ajar.id/uploads/images/649._5_Prinsip_Berkomunikasi_untuk_St
af_Valet.
Image from:jpg https://www.ethos3.com/wp-content/uploads/2015/12/free-icons-
presentation-design.jpg
Image from https://www.worldtrainingconsultants.com/wp-
content/uploads/2017/08/people-holding-hands-under-cloud-with-social-
media-communication-icons-with_MyFJ7oiO_Lopt.jpg
Test 1 and Test 2 Rubric
Note: Score is based on the following Point

system
For Test 1 For test 2

3-Cleary Described without grammatical error 4-Clearly Described with at least 1
2-Described but there is at least 1grammartical example 3-Clearly described but no
error example
1-No description or an attempt to describe 2-Not clearly described without example
1- No description or an attempt to describe

P a g e | 47
UNIT 1: Communication Processes, Principles POST-TEST

and Ethics
NAME: SCORE:
your choice using the answer sheet provided after this post-test questionnaire.
1. The first language that a child acquires.

a. new language c. language acquisition
b. mother tongue d. language learning
2. It occurs when speakers of two or more languages or varieties interact

and influence each other.
a. language contact c. language acquisition
b. language learning d. language bias
3. Which of the following is true about feedback?

a. It confirms understanding c. Feedbacks may be spoken
b. Feedbacks maybe written d. Feedbacks blocks
communication
4. Which of the following must be avoided to improve the quality of communication?

a. avoid jargon c. avoid cliche expressions
b. avoid doublespeak d. all of the above
5. The following are examples of mechanical barriers except:

a. cellphones c. gadgets
b. laptops d. climate
6. Which is not an example of physical noise:

a. loud party at the neighbors while you’re trying to record
b. loud kids who don’t want to take their nap
c. irritating hum of your computer, air conditioner, or heater.
d. talking too fast
7. It is a communication principle that emphasizes on the clear delivery of

the message across the receiver.
a. Principle of Attention c. Principle of Ethics
b. Principle of Clarity d. Principle of Feedback
8. The following are considered as dilemmas about ethics, except for?

a. how to live a good life c. the language of right and wrong
b. Being an activist d. Both a and c

P a g e | 48

and Ethics
9. The includes the skills such as writing, speaking and body language are important
work ethics so that you can be clear in your messages to others. What skill is being
referred?
a. Communication
b. Cooperation
c. Honesty
d. Integrity
10. Refers to a group of people who share a set of linguistic norms and
expectations regarding the use of language.
a. Speech varieties c. mother tongue
b. Speech community d. language learning
11. Which of the following is not true about language?
a. The method of human communication, either spoken or written, consisting of

the use of words in a structured and conventional way.
b. It is a system of communication which consists of a set of sounds and written
symbols which are used by the people of a particular country or region for talking
or writing.
c. a system of communication consisting of sounds, words, and grammar
d. the expression of or the ability to express thoughts and feelings by
articulate sounds.
12. Communication according to this principle adheres on the idea of being complete.
a. Principle of Timeliness
b. Principle of Adequacy
c. Principle of Ethics
d. Principle of Formality
13. The following are considered as dilemmas about ethics, except for?
a. how to live a good life
b. Being an activist
c. the language of right and wrong
d. Both a and c
14. It is also known as the mother tongue or native language of a person.

a. first language c. speech community
b. family language d. language contact

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and Ethics
15. It is a term used to describe a group of people who share the same language,
a. Speech varieties c. mother tongue
b. Speech community d. language learning
16. What is Communication Ethics?

a. Ethics is a system of moral principles.
b. They affect how people make decisions and lead their lives.
c. It is concerned with what is good for individuals and society and is also
described as moral philosophy.
d. Ethical beliefs that shape the manner we say, deliver or converse.
17. Which is not an ethical consideration in communication?

a. Respect audience
b. Falsify information
c. Value truth
d. Use information accurately
18. The process in which the receiver and the sender are ensuring that they
understood each other correctly and they are proceeding to find a solution.
a. ideas
b. feedback
c. communication channel
d. decoding
19. These are technical sources of interference in communication process not limited
to media forms such as radio and television.
a. Psychological barriers
b. Physical barriers
c. Linguistic barriers
d. Mechanical barriers
20. The ability to produce amusing, compelling and stirring messages in terms of
word choice.
a. captivating c. creativity
b. consideration d. concreteness

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and Ethics

Page |
51
UNIT
COMMUNICATION AND
GLOBALIZATION
2
As you can observe, we are surrounded by
different local and global businesses. Our everyday lives
will not be complete without buying goods and making
transactions with or without the help of technology.
Exchanging of services and goods and making
transactions already existed years before technology
was introduced. The concept of globalization is not new,
we should say. All these exchanges and transactions are
experienced by everyone and every country in the world.
By this, people all over the world are making
connections with each other. Hence, opinions, beliefs,
ideas, perspectives, languages and cultures are also
traded.
For Purposive Communication students,
Communication and Globalization becomes one of the
most interesting and important concepts to consider.
Because of this, the connection of the two terms leads
us to understand the concept of globalization, valuing
the differences of every culture and most importantly,
how globalization impacts the communication process.
In this unit, you will learn the concept of
communication and globalization. There are strategies
suggested to help you improve your communication
skills whether you are in a local or global setting.
Likewise, communication barriers that may lead to
miscommunications and misunderstandings are also
presented. Moreover, this unit will help you distinguish
formal from informal communication and will help you
make formal or informal conversations. Also, you will get
to know the different varieties and registers of spoken
and written language.
If you’re curious of how you are going to
effectively communicate in multicultural settings, let’s
start!

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UNIT 2: Communication and Globalization PRE-TEST
NAME: SCORE:
1. It is a tradition-linked communication system which adheres strongly to being

indirect.
a. Intercultural Communication c. High-context Communication
b. International communication
2. The following are strategies that can be used to become an effective
global communicator, except .
a. Review communication principles.
b. Analyze the message received.
c. Limit your knowledge of other’s cultures. It is not good to know everything.
3. The following are possible cultural barriers to effective communication in
a global environment, except .
a. Enough knowledge of others’ culture c. Discrimination and harassment
b. Cultural relativism
4. The following are guidelines that may help you enhance your ability
to communicate effectively across cultures, except .
a. Learn to eliminate personal biases and prejudices.
b. Strive to acquire communication skills necessary in a multicultural world.
c. Learn all the communication practices in the world.
5. They expect messages to be explicit and specific.
a. Africans b. Asians c. English-speaking countries
6. It is a system that works on straightforward communication.
a. Low-context Communication c. Intracultural communication
b. Interethnic Communication
7. It is the communication and assimilation among individuals, ethnicities, races,
institutions, governments of various nations supported by technology
and compelled by international trade.
a. Low-context Communication c. Globalization
b. International Communication
8. The following are examples of high-context cultures, except .
a. Asian b. English-speaking countries c. Arab

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9. It is communicating between representatives from different nations.

a. Interethnic Communication c. Intercultural Communication
10. It refers to interaction with people from diverse cultures (Jandt, 1998).
a. Interethnic Communication c. International Communication
b. Intercultral communication
11. The following countries belong to the Inner Circle, except:
a. Singapore b. USA c. Canada
12. He introduced the idea of the Three Concentric Circles of English.
a. Noam Chomsky b. Braj Cachru c. Eric Lenneberg
13. Which among the items below has a British English spelling?
a. analog b. programme c. license
14. This refers to the appropriate language used when speaking in various
social situations.
a. English grammar b. English Varieties c. English registers
15. This language register is more impersonal, objective and factual.
a. Formal register b. Informal register c. Non-formal register
16. In this group, member countries speak English as their second language.
a. Inner circle b. Outer circle c. Expanding circle
17. SMS language is also known as:
a. Legalese language b. Academese language c. Textese language
18. Which one has an American English spelling?
a. Analyze b. Burnt c. Monologue
19. The term “Slambar” is a Malaysian English which means:
a. rubber stamp b. cigarette c. relax
20. This is also known as “frozen” register since this this style of
communication rarely or never changes.
a. Consultative register b. Static register c. Intimate register
GEC 5: PURPOSIVE COMMUNICATIONCAS-CPSU

P a g e | 54

P a g e | 55
Local and Global Communication in

Multicultural Settings LESSON 1
Bibaoco, Neilfarose M. (4 HOURS)
GLOBALIZATION
UNIT 2: COMMUNICATION AND
LEARNING OUTCOMES

⚫ Write a reflection on communication challenges in a global
atmosphere and methods for effective global communication;
and
⚫ Cite examples on how to enhance one’s ability to
communicate with people from diverse cultures.
INTRODUCTION
Globalization has affected us in numerous ways. There are

free trade and exchanges of goods and services all over the world.
Due to globalization, ideas, opinions, beliefs and cultures are also
exchanged. With this, transacting and communicating with different
races, ethnic origins and nations brought us different challenges.
Thus, is it important to know and be aware of how we
communicate in local and global multicultural settings?

P a g e | 56
UNIT 2
Local and Global Communication in Multicultural Settings
LESSON
1
Let’s Look Back
https://tinyurl.com/yykg3m2g
When people who come from different cultural backgrounds meet for the first
time, communication becomes challenging as shown in the illustration. Share your
thoughts about the image above.
__

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Local and Global Communication in Multicultural UNIT

Settings
2
LESSON
1
As you share your thoughts on the image previously given, you may possibly
start asking yourself with questions like “How do you get to communicate effectively
across cultures?” Evaluate yourself by indicating whether you agree or disagree with
the following statements. Check the appropriate box that corresponds to your answer.
Agree Disagree
1. I am interested in interacting with people who are both
like me and different from me.
2. I am sensitive to the concerns of all minority and
majority groups in our multicultural country.
3. I can sense when persons from the other cultures
seem not to understand me or get confused by my
actions.
4. I have no fear communicating with persons from both
minor and major cultural groups.
5. People from the other cultures may get angry with my
cultural affiliates.
6. I deal with conflicts with people from other cultures
depending on the situation and their cultural
background.
7. My culture is inferior to other countries.
8. I can manage my behavior when dealing with people
of different cultures.
9. I show respect to the diverse communication practices
of other people.
10. I am willing to accept and understand the
communication practices of the person I am talking to.
(Caroy et al., 2018)
After you have evaluated yourself, you have to note that the more number of
agreements you have indicated, the more prepared you are in expanding your
communication arena by welcoming people from different cultures.
Now, are you ready to discover and acquire new knowledge of how you get to
communicate effectively across cultures? Let’s discover!

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Local and Global Communication in UNIT 2

LESSON
Multicultural Settings
1
Let’s Discover
Globalization is the process of interaction and integration among nations,

individuals, ethnicities, races, institutions, governments of various nations,
exchanging of goods and services with one another. Giving importance and value to
uniqueness or differences in age, color, gender preference, religious affiliation,
ethnicity, education, social and economic status and political beliefs are present due
to globalization. Thus, this makes us more exposed to diversity.
People had been purchasing, selling and exchanging each other’s properties,
goods and services years before technology was introduced. Hence, globalization is
not a new process or concept. To effectively communicate in a multicultural settings,
a general understanding of the differences in communication practices from one
culture to another or from one country to another helps avoid miscommunication and
misunderstanding.
People’s culture which includes their background and experiences influence
their behavior, attitude and the way they view the world. Hence, when communicating
in multicultural settings, possible cultural barriers to effective communication may
arise.
The following are some of the said cultural barriers (Caroy et al., 2018).
1. Cultural relativism
2. Lack of knowledge of others’ culture
3. Discrimination and harassment
4. Language differences
The previously mentioned barriers must be properly addressed to get the
desired response or result. The persons involved in the communication process are
responsible to remove the possible barriers in their exchange. To achieve
communication process that gets the desired response or outcome leading to
harmonious connections is the goal of effective global communication.
Krizan (2014) suggests these strategies to become an effective global
communicator.
1. Review communication principles.

2. Analyze the message received.
3. Be open to an accepting of other cultures.
4. Learn about cultures and apply what is learned.
5. Consider language needs.
These are important reminders to note when communicating cross-culturally.

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•• LLooccaal laannddGGlolboabl aCloCmommumniucantiicUNIT

oantiiinon in
UNIT
LESSON 2
MMuulltticicuultluturarlaSleStetitntgins gs 1
1
Let’s Discover
Intercultural communication refers to interaction with people from diverse
cultures (Jandt, 1998).
There are several forms of intercultural communication according to Jandt
(1998) as indicated below.
1. Interacial communication- communicating with people from different races
Interethnic communication- interacting with people of different ethnic origins
2. International communication- communicating between representatives from
different nations
3. Intracultural communication- interacting with members of the same racial or
ethnic group
According to Gamble and Gamble (2008), communication styles among
cultures also differs. It may be high context or low context communication.
High-context communication is a tradition-linked communication system which
adheres strongly to being indirect. High context cultures (Mediterranean, Slav, Central
European, Latin American, African, Arab, Asian, American-Indian) leave much of the
message unspecified, to be understood through context, nonverbal cues, and
between-the-lines interpretation of what is actually said.
Low-context communication is a system that works on straightforward
communication. Low-context cultures (most Germanic and English-speaking
countries) expect messages to be explicit and specific.
For example: Let’s say you’re a Filipino, overhearing a conversation between two
American people (low-context culture). Conversations between the two persons
from a low-context culture will be direct, structured, and specific. Shared background
is not assumed. The person from the low-context culture will place a much higher
value on the words spoken than on the non-verbal aspect of communications. In
contrast, let’s say you’re an American, overhearing a conversation between two
Japanese (high-context culture). Even though you can clearly hear them, the words
passed between the two Japanese may lack clarity and definition. Since Asians
usually rely on long-term and underlying meanings known by both because of their
shared cultural background, you have no idea what's really being said.
The following guidelines may help you enhance your ability to communicate
effectively across cultures (Gamble & Gamble, 2008).
1. Recognize the validity and differences of communication styles among people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.

P a g e | 60
UNIT 2
LESSON
1
Let’s Do It
A. Fill Me!
Cite examples on
how to enhance
your ability to
communicate with
people from
diverse cultures.
Fill in the boxes
provided.

P a g e | 61
UNIT 2
LESSON
1
B. Box Your Comments!
What instances do
you think would
give you the
opportunity to
communicate with
people from other
cultures? Cite only
3 examples.

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Local and Global Communication in UNIT 2

LESSON Multicultural Settings
1
Which of the two images show high-context communication? Which one shows low-
context communication? Why do you say so? Explain your answer on the space
provided below the illustrations.
1 2
https://tinyurl.com/y2afbpju

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UNIT 2
LESSON
1
ACTIVITY 15: Answer the following questions:
1. In transacting or communicating in a global setting, as a student, what do you

think are the possible challenges that you may encounter? What are the possible
ways to promote effective and ethical global communication?
2. “Human beings draw close to one another by their common nature, but habits
and customs keep them apart.” (Confucius)
Do you agree or disagree with the statement above? Give concrete situations
to support your stand.

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UNIT 2
LESSON
1
Let’s Sum It Up
In this lesson, I learned that to be a global

communicator, I…

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UNIT 2
LESSON
1
Tweet Your Thoughts

Summarize what you
have learned from the
lesson in 120-140
characters on the space
provided below.
👩 To better understand
the way different cultures
communicate, you may read
“Communicating Across
Cultures” by Carol Kinsey
(2011).

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Local and Global Communication in Multicultural Settings UNIT 2

LESSON 1
• BIBLIOGRAPHY
Caroy, Analyn A. et.al. (2018). Purposive Communication. Lorimar Publishing, Inc.

Madrunio, M. R., and I. P. Martin. (2018). Purposive Communication Using English in
Multilingual Contexts. C & E Publishing, Inc.
Rubric in Essay Writing
1 2 3 4 5
CONTENT/IDEAS Writing is Writing does Writes Writing is Writing is

limited in not clearly related, purposeful confident
communicating communicate quality and and clearly
knowledge. knowledge. paragraphs, focused. focused. It
Length is not The reader is with little or Piece holds the
adequate for left with no details. contains reader’s
development. questions. some attention.
details. Relevant
details
enrich
writing.
ORGANIZATION Writing is brief Writing is Uses Writing Writing
and confused and correct includes a includes a
underdeveloped loosely writing strong strong,
with very weak organized. format. beginning, beginning,
transitions and Transitions Incorporates middle, and middle, and
closure. are weak a coherent end, with end with
closure. some clear
and closure
transitions transitions
is and a
and good
ineffective. focused
closure.
closure.
VOCABULARY/ Language is Shows Uses a Purposeful Effective
WORD CHOICE trite, vague or some use of variety of use of word and
flat. varied word word choice. engaging
choice. choice to use of
make word
writing choice.
interesting.
CONVENTIONS Inconsistent Occasional Maintains Consistent Uses
agreement errors agreement agreement consistent
between parts between parts between parts between parts agreement
of speech. of speech. of speech. of speech. between
Many errors in Some errors in Few errors in Uses correct parts of
mechanics. mechanics. mechanics. punctuation, speech. No
Limited Some Applies basic capitalization, errors in
evidence of evidence of grade level etc. mechanics.
spelling spelling spelling. Consistent use Creative and
strategies. strategies. of spelling effective use
of spelling
strategies.
strategies.

P a g e | 67
Varieties and Registers of Spoken and

Written Language LESSON 2
Emoy, Josephine Asuncion R. (5 HOURS)
LEARNING OUTCOMES
GLOBALIZATION
UNIT 2: COMMUNICATION AND
 Identify the different varieties of spoken and written language.

 Analyze the various registers of language
INTRODUCTION
In your everyday
communication, you adjust your
www.dreamstime.com
language to fit to your audience or

the person you are speaking to,
your purpose of speaking, and the
social occasion that determines the
communication situation.
For instance, when you go to a mall and you happen to meet
a stranger, an American, who asks for directions to the bus terminal,
of course, you start giving instructions using a language that the
stranger understands, in this case, the English language. On a
different example, when speaking with someone not close to you, or
those from higher authorities or positions, or someone from a
different religious or cultural affiliation, you adjust your speech to fit to
the person, the situation and the topic of the conversation.
In both scenarios given above, it simply tells you to consider
the appropriate words that you would use so that you would not
sound offensive, nor too intimate or casual, as you interact with the
person you are speaking to.
Given these situations, this lesson aims to guide and assist
you towards achieving effective communication by gaining in-depth
knowledge on the varieties and registers of the English Language.

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Varieties and Registers of Spoken and Written Language

UNIT 2
LESSON 2
• Let's Look Back
The dialogs below are taken from scenarios in the workplace. Tell who are the
conversation participants from the options provided. Write only the letter of your
answer.
a. Colleagues / Friends
b. Employee to Manager
c. Manager to Employee
1. I'm afraid we're having some problems with the inventory report you submitted
last week. I would like to see you in my office this afternoon.
Answer:
2. Where did you hang out last

weekend? Answer:
3. We’ve been waiting for you. Are you coming or

not? Answer:
4. Excuse me, would it be possible for me to go home early this afternoon? I have
a doctor's appointment.
Answer:
5. Well, we went to this beautiful beach in San Diego. The sand is so fine and
white, water is pristine and the ambience is so relaxing.
Answer:
6. Please be sure to proofread your work prior to

submission. Answer:
7. Excuse me Glenn, would you mind lending me P100 for lunch. I'm short of
cash today.
Answer:
8. How true are the rumors that you are dating the manager’s
daughter? Answer:
9. You are exceptionally talented. I'm sure you'll be an asset in our

company. Answer:
10. Excuse me Ms. Mendez, could you help me with this report for a
moment? Answer:

P a g e | 69

UNIT 2
LESSON 2
Dreamstime.com
Based on the activity that you just accomplished, it gives you the idea that in
any discussion or conversation, people engage in, whether with colleagues at work,
with friends, strangers, family members at home, etc., there are unwritten rules that
are to be followed when speaking. These unwritten rules are called "register use".
Appropriate register use helps you communicate effectively. On the contrary,
incorrect register use can lead you to future communication problems at work, may
cause people to ignore you, or worse, send the wrong message causing
misinterpretation.
Notice that everyday, you communicate with people around you – your family,
friends, strangers, teachers, etc. – and in these conversations, you also try to adjust
your speech, that is, the kind of words you choose, depending on the person whom
you are talking with, your topic, the situation and your purpose.
Hence, this lesson is designed to equip you with the necessary knowledge
and understanding on the different varieties and registers of the English language to
give you the added confidence you need whenever you engage in any type of
conversation.

CPSU
P a g e | 70
UNIT 2
LESSON 2
• Let's Discover
Varieties of English
There are diverse and multiple Englishes around the globe known as World
Englishes (WE) or varieties of English. It actually stands for the localized varieties of
English based on how they are spoken or used in certain areas. This concept was
introduced by Braj Kachru in 1985, which allows us to get a clear understanding of
the spread of the English language throughout the world. His model introduced the
famous “Three Concentric Circles”:
1. The Inner Circle with member countries who speak English as their Native
Language (ENL);
2. The Outer Circle with member countries who speak English as their Second
Language (ESL); and
3. The Expanding Circle with countries who consider English as a Foreign
Language (EFL).
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 consists of those countries with British colonial ties, and
broadly uses English not only in their education and social life, but even in their
business, politics and government sectors. It is also noteworthy that most of the
countries belonging to this circle are former colonies of the member countries in the
Inner Circle. These are India, Malaysia, Singapore, Ghana, Kenya, Philippines, and
others. The English language in these countries is used as their second language.

P a g e | 71
UNIT 2
LESSON
2
Finally, the Expanding Circle includes those countries that introduce English in
their education system as a foreign language, basically for the purpose of
communicating in English with those countries in the Inner and Outer Circles. These
countries include Turkey, Saudi Arabia, The Emirates, Japan, China, Korea, and
others.
Since English language in the Outer and Expanding Circles are significantly
influenced by the mother tongue of the speakers, unique vocabulary terms, meanings
and usage have emerged and have been used in these countries. Some of these
examples are given below,
English Variety Term Meaning
1. Singapore English: Actsy show off
Missy nurse
Chop rubber stamp
Graduate mothers graduate or well-educated married
women, encouraged to have more
children and accorded certain
privileges in Singapore,
compared to non-graduate mothers
2. Philippine English deep puristic or hard to understand
Stick cigarette
High blood tense or upset, furious
Studentry student body
Balikbayan box box where Filipinos returning from
abroad put all their shopping
Promdi from the province
3. Malaysian English antilog a male hated by a girl
Popcorn a loquacious person
Slambar relax
Day bugs those who come to attend school
but do not live in residence halls
Hence, it is important to remember that since countries in the Outer and

Expanding Circles are not actually native speakers of the English language, their
different linguistic and cultural backgrounds are factors to consider making intercultural
communication a significant variable in communication.
Now that you gained an understanding of how the English language is
categorized in terms of how they have spread and are used around the globe, let us
deepen your comprehension in terms of the appropriate and practical use of language
in various communication contexts, which in the next topic, we shall call, the registers
P a g e | 72
UNIT 2
Varieties and Registers of Spoken and Language Written
LESSON
2
Language Registers
Language Register refers to the appropriate language you use when speaking
in various social situations. It is through register that you are able to determine the kind
of vocabulary to choose as well as the kind of structure to be used. Depending on
several factors such as the social occasion, purpose, and audience, you also adjust or
vary your language to suit the communicative situation. Hence, different registers are
used in different situations.
According to David Crystal (2008), register is considered as the variety of
language according to its use in the social situations.
You may use a formal register or an informal register in writing and in speaking
depending on the level of formality that the communication situation requires. For
instance, you would not speak to a 2-year old child the way you speak to your intimate
friend or partner, to your college teacher or to a doctor. Each conversation will definitely
require you to use different language registers. Using the terms, “choo-choo, yum-yum,
da-da” may be words that fit to a child, but not to your friend, to your college instructor
or when consulting your doctor. While the terms “prophylaxis, relapse and fidelity” are
too formal to be appropriate to a child or in a casual conversation with your friend. In
like manner, the vocabulary reserved for intimate couples would certainly be
inappropriate to use when speaking in the classroom or when delivering a speech in
front of an audience.
Hence, appropriate language register depends upon the audience (who), the
topic (what), purpose (why) and location (where) to determine the degree of formality
you will use when communicating. This may be generally classified into 2 levels, the
Formal Register and the Informal Register.
Formal Register. This is used in formal speaking and writing situations, e.g.
president’s SONA that requires a highly polished manuscript, a job application letters,
business proposals, and the like. It is also the language used in professional writing like
researches, project proposals, memoranda, position papers and business letters as in
the case of writing to a superior or to a head of a certain organization. It follows a
format and is more impersonal, objective and factual.
Legalese language falls in this category since it is highly characterized by archaic
expressions, technical jargons used by legal professionals, with embedded structures,
using passive voice, and longer sentences with complex vocabulary.

P a g e | 73
LESSON • Varieties and Registers of Spoken and WUNIT

UNri n
2
ITtte
2 Language
Informal register. This is more casual in tone, and is most appropriate for
people with whom you have established a more personal relationship as in the case of
friends and relatives. This type of writing may sometimes be emotional as an intimate
relationship exists between speaker and listener or writer and reader.
Textese language or the SMS language (Short Messaging System) belongs to

this level which has characteristics opposite to that of the Legalese language, wherein
the use of abbreviations, extra punctuations, acronyms, slang words and expression
with no definite structure are all allowed. This is so since messages have limited
number of characters/spaces to make texting much easier and quicker. However, this is
prone to misinterpretation or miscommunication, hence readers must take extra caution
when comprehending text messages.
Each level can be further classified into more specific categories such as the items
enumerated below.
1. Static Register
This style of communications RARELY or NEVER changes. It is “frozen” in time
and content, e.g. the Pledge of Allegiance, the Lord’s Prayer, the Preamble to the US
Constitution, the Alma Mater, a bibliographic reference, laws.
2. Formal Register
This language is used in formal settings and is one-way in nature. This use of
language usually follows a commonly accepted format. A common format for this
register are speeches, e.g. sermons, rhetorical statements and questions, speeches,
pronouncements made by judges, announcements.
3. Consultative Register
This is a standard form of communication. Users engage in a mutually accepted
structure of communications. It is formal and societal expectations that accompany the
users of this speech. It is professional discourse. e.g. when strangers meet,
communications between a boss and an employee, doctor and patient, lawyer and
client, lawyer and judge, teacher and student, counselor and client, and the like.
4. Casual Register
This is informal language used by peers and friends. Slang, vulgarities and
colloquialisms are normal. This is “group” language. One must be a “member” of the
group to engage in this register, e.g. buddies, teammates, chats and emails, blogs, and
letters to friends, etc.
5. Intimate Register
This communication is private. It is reserved for close family members or
intimate people, e.g. husband and wife, boyfriend and girlfriend, siblings, parents and
children.

P a g e | 74
Varieties and Registers of Spoken and

UNIT 2
LESSON 2 Written Language
• Let's Do It
Comprehension Check!
A. Read the items below and tell whether they are examples of Formal Register (FR)
or Informal Register (IR). Write your answer before each number.
1. I’ll be back in a sec!

2. Do you mind if I close the window? It is getting colder outside.
3. I truly appreciate your sincerity to help.
4. I’m glad that you came.
5. You’re literally blowin’ the party, dude!.
6. Listen, you may think I have taken your bag, but I didn’t do it!
7. Good day, Ms. Sevilla!
8. Hello, Ms. Dalmacio!
9. We would like to express our deepest felicitations to your promotion!
10. Congrats, Tin! You did great in your performance.
B. Below are examples of some varieties of English used in our country. Tell how
each term is understood in our context. Opposite it, write the appropriate
(technical/denotative) English definition of the term. The first one is done for you.
Filipino Term Meaning in Philipine English Definition

Context
Example:
1. High blood Upset, furious, tense, angry Elevated blood
pressure
2. Salvage
3. Hostess
4. Blow out
5. Traffic

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UNIT 2
LESSON
2

Introspecting Your Learning
A. It is a fascinating fact to note how our country has become one of the most
popular travel destinations by foreign tourists all over the world. In any part of the
country, it has become a normal sight for us to see foreigners in beaches,
marketplaces, malls, bus terminals, parks, and other public places.
Have you, by any chance, tried conversing or communicating with a

foreigner? Or do you know a friend, relative, or family member who has experienced
it? If yes, recall your first-time experience, or ask your friend, relative or family
member to recall their first-time experience. How did the conversation go, and did you
or your relative, friend, or family member find it challenging? What were some of your
or their remarkable memories in the said encounter?
Share your experience through a short narrative and give your work a title.
Use the activity sheet provided in the appendices for your work.
B. Look at the picture below. Considering the clues like personal space, use of
silence, eye contact, type of language, etc., including the gestures and clothes of the
speakers, do you think they are observing appropriate language register in their
conversation? Why do you think so?
type of language
State of New South Wales, Department of

Education and Training www.google.com
Write your observations and explanation here.

P a g e | 76

UNIT 2
LESSON 2

Concretizing Knowledge
Analyze and choose the most appropriate register for each situation below
taking into consideration the participants in the conversation. Encricle only the letter
of your answer.
1. Company supervisor to employee

a. Hey, come here!
b. Mr. Santos, could you come here for a moment?
c. Dina, I need to have a word with you.
2. A colleague to another colleague
a. Excuse me Beth, do you think you could tell me where the sales
report are?
b. Ms. Beth, could you tell me where the sales report are?
c. Tell me where the reports are.
3. Stranger to a middle-aged woman in a bus station.
a. Could you possibly tell me the time?
b. The time, please.
c. What time is it now?
4. Waiter to a diner
a. What do you want to eat?
b. What would you like to order today?
c. Do you think you could possibly tell me what you would like to eat today?
5. One friend to another
a. Mr. Mindena, may I have a word with you?
b. Lino, I need to talk to you.
c. Mr. Lino, do you think it would be possible for me to speak with you?
6. Husband to wife
a. How do you do?
b. What's up?
c. Dear, I was wondering how you were feeling.
7. Teacher to student
a. Do activity 1, now!
b. Please do activity 1.
c. Would you mind doing activity 1?
8. Brother to sister
a. Hurry up!
b. Pardon me, can you please be ready in 10 minutes?
c. Shall we go my dear?
9. Boss to employee
a. Ms Torres, you look gorgeous today!
b. Lydia, you are a knock out!
c. How are you today Ms Torres?
10. Customer to
receptionist
a. Give me my bill.
b. The bill, please
c. I was wondering if I could trouble you for the bill.
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UNIT 2
LESSON 2
• Let's Sum It Up
Firming Up Your Learning
Using the acronym, LANGUAGE, summarize and reflect on the importance of using
appropriate varieties and registers of language in various communication contexts by
constructing a short explanation/discussion for each letter. Use the space provided
below.
L–
A–
N–
G–
U–
A–
G–
E–

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UNIT 2
LESSON 2

AMERICAN AND BRITISH ENGLISH
You have learned in your readings earlier that there are varieties of the
English language. Although the rules of English are generally the same, there are
differences in the use of the language in each geographical area or concentric circle.
Two of the most commonly compared varieties are the American English and the
British English (England). Since our country uses the American English as a second
language, it is important for you to have a concrete knowledge on the distinction
between these two widely used Englishes around the world.
Spelling
1. Words ending in -or/ -our:

American British
English English
Armor Armour
Clamor Clamour
Color Colour
Favor Favour
Humor Humour
2. Words ending in -er/ -re:
American British
English English
Center Centre
Fiber Fibre
Liter Litre
Meter Metre
Theater Theatre
3. Words with -g/ -gue:
American British
English English
Analog Analogue
Catalog Catalogue
Dialog Dialogue
Monolog Monologue
4. Words ending in –ze/ -se:
American British
English English
Analyze Analyse
Apologize Apologise
Colonize Colonise
Criticize Criticise
Analyze Analyse

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UNIT 2
LESSON 2
5. Words ending in –se/ -ce:

American English British English
Defense Defence
License Licence
Offense Offence
Practice Practise
Pretense pretence
6. Forming the past tense of the verb:

Verb American English British English
Burn Bur ned Bur nt
Dream Dreamed Dreamt
Leap Leaped Leapt
Learn Learned Learnt
Smell Smelled Smelt
7. Other categories:
American English British English

Elevator Lift
Van Loory
Draft Draught
Gray Grey
Jail Gaol
Jewelry Jewellery
Gasoline Petrol
Pajamas Pyjamas
Plow Plough
C.R. (Comfort Room) W.C. (Water Closet)
Program Programme
Sulfur Sulphur
Tire Tyre
silverware Cutlery
Underwear Pants
Schedule Timetable
Pronunciation. Aside from their spelling as presented above, there are also
evident differences in pronunciation between British English and American
English. You may open the links below to access videos that teach how each of
these two Englishes differ when spoken.
https://www.youtube.com/watch?v=MZjrjZPfK9A&t=15s https://www.youtube.com/watch?
v=2nAnT3PASak&t=68s

P a g e | 80

UNIT 2
LESSON 2
• BIBLIOGRAPHY
Fenigan, E. (2015). Language: Its Structure and Use, 7th Ed. Cengage Learning.
Madrunio, M. R., and I. P. Martin. (2018). Purposive communication Using English in
Multilingual Contexts. C & E Publishing, Inc.
Wakat, S. G. et al. (2018). Purposive Communication. Lorimar Publishing, Inc

CPSU
P a g e | 81
UNIT 2: Communication and Globalization POST-TEST
NAME: SCORE:
1. The following countries belong to the Inner Circle, except:

a. Singapore b. USA c. Canada
2. He introduced the idea of the Three Concentric Circles of English.
a. Noam Chomsky b. Braj Cachru c. Eric Lenneberg
3. Which among the items below has a British English spelling?
a. analog b. programme c. license
4. This refers to the appropriate language used when speaking in various
social situations.
a. English grammar b. English Varieties c. English registers
5. This language register is more impersonal, objective and factual.
a. Formal register b. Informal register c. Non-formal register
6. In this group, member countries speak English as their second language.
a. Inner circle b. Outer circle c. Expanding circle
7. SMS language is also known as:
a. Legalese language b. Academese language c. Textese language
8. Which one has an American English spelling?
a. Analyze b. Burnt c. Monologue
9. The term “Slambar” is a Malaysian English which means:
a. rubber stamp b. cigarette c. relax
10. This is also known as “frozen” register since this this style of
communication rarely or never changes.
a. Consultative register b. Static register c. Intimate register
11. It is communicating between representatives from different nations.
a. Interethnic Communication c. Intercultural Communication
12. It refers to interaction with people from diverse cultures (Jandt, 1998).
a. Interethnic Communication c. International Communication
b. Intercultral communication
13. It is a tradition-linked communication system which adheres strongly
to being indirect.
a.Intercultural Communication c. High-context Communication
b.International communication

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Page |
84
UNIT
COMMUNICATION FOR VARIOUS
PURPOSES
3
This unit will introduce you on the vital roles of
communication when it is linked on its various purposes.
Communication serves five major purposes: to inform, to
express feelings, to imagine, to influence, and to meet
social expectations. Each of these purposes is reflected in
a form of communication.
In our daily life, communication or exchanging of

ideas is a common activity but how can we make it
somewhat productive and beneficial to us when it comes
to dealing things that involve creating awareness,
educating, changing knowledge, influencing perceptions,
attitudes and beliefs, promoting action and changing
behavior.
Furthermore, this unit aims to provide you relevant

information and activities to hone your communicative
skills both in verbal and non-verbal that is found to be
essential in our daily activities.

P a g e | 85
UNIT 3:: CoommmmuunnicicaatitoionnfofroVr aVraioruiosuPsuPrpuorspeosses

PRE-TEST PRE-TEST
NAME: SCORE:
MULTIPLE CHOICE: Answer the following questions below and shade the letter of
1. Is written when a person needs more information about products

services internships or job vacancies etc.
a. Email
b. Interview
c. Inquiry Letter
d. None of the above
2. It is less formal than the letters.

a. Inquiry letter
b. Email messages
c. Interview
d. All the above
3. Is a special type of purposive communication

a. .Inquiry letter
b. Email messages
c. Interview
d. All the above
4. The following are the parts/content of letter of inquiry except .

a. Complimentary close.
b. Inside Address
c. Signature
d. Subject
5. Which specific part of the interview that includes several questions to achieve your
specific objectives
a. Opening
b. Body
c. Conclusion

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UNIT 3: Communication for Various PurposesPRE-TEST

P a g e | 87
14. It is the part of the letter that includes the receiver’s information and address.
a. Return Address
b. Heading
c. E-mail Address
d. Inside Address
15. Which of the following is the main goal of informative communication?

a. It tends to alter the beliefs of the recipients.
b. It tends to turn the audience into an agent of change.
c. It tends to input new learning and enhance prior knowledge.
d. It tends to advocate something through a speaker.
16. Advertisements, propaganda, sales, and parenting can be categorized

under which mode of communication?
a. Informative Communication
b. Persuasive Communication
c. Expository Communication
d. Interpersonal Communication
17. Its goal is to input new learning, enhance prior knowledge, confirm a concept
and alleviate comprehension of an idea.
a. Argumentative b. Informative c. Persuasive d. Communication
18. The following are the negatives of being around an argumentative personality
person, except:
a. Being around them can help build motivation to stand up for yourself.
b. Can be difficult to live and work with
c. Many are very self-absorbed
d. Chronic blamers
19. It is a process of exchanging information, ideas, thoughts, feeling and

emotions through speech signals, writing or behaviour.
a. Purposive communication c. Persuasive communication

b. Informative communication d. Communication
20. Argumenting is persuading the audience to support the speaker’s thesis while
explaining the reasons (thesis) why a certain theory can (or cannot) be
considered persuading is called .
a. debating b. soliciting c. marketing d. parenting

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P a g e | 89
Informative, Persuasive and

Argumentative Communication LESSON 1
pppppppppppppppppppppppppppppppppppppppppppppp (4HOURS)
Meridel J. Tinonas , Mayline M. Villar and Jonas D. Singson
LEARNING OUTCOMES
UNIT
3:
⚫ Demonstrate mastery in obtaining, providing and
disseminating information; COM
⚫
⚫
Present ideas persuasively using appropriate verbal cue; and
Create a public announcement employing the various
MUN
purposes of communication. ICAT
ION
INTRODUCTION
FOR
Communication is a process of exchanging information,
ideas, thoughts, feeling and emotions through speech signals,
VAR
writing or behavior. In communication process, senders encode a IOU
message using a medium. The receiver decodes the message,
sends feedback through a medium. S
Communication is made for numerous purposes. The way PUR
messages are crafted depends highly on the intention of the sender.
When people communicate with each other, they exchange various
POS
forms of meaning, such as ideas and information, through a ES
common system of symbols. Typical communications can include
writing in a diary, watching television, talking with friends, and
speaking on the telephone. It has been estimated that people spend
more time communicating than they spend on any other complex
activities in life. Human communication takes place on many levels:
from the simplest interpersonal and small-group exchanges among
friends to mass communication, as experienced in public speeches,
magazines, or news broadcasts.
Communication is not limited to exchanges between people.

It also refers to activities that do not involve people—for example,
the word communication may be used to describe the ways that
animals relate to each other. Similarly, it is often said that electronic
devices communicate with each other. All such communication
happens because participants in the process share an
understanding of certain symbols and exchange them in a
systematic or orderly way.

P a g e | 90
Informative, Persuasive and Argumentative CommunicationUNIT 3

LESSON
1
Let’s Look Back

WORD. Identify what is being portrayed in the pictures. Write your answer on the box. A clue is given. Flip only the next page after answeri

P a g e | 91

LESSON
1
The picture depicts two persons exchanging divergent or opposite views. Therefore, the answer for
ing prevailed to agree on something, and another person who tries to alter the belief of another. Thus, the answer is persuade for this pic
The last picture shows different images of an act of transferring or imparting of knowledge or idea. The correct an
ue, persuade, and inform are words that differentiate the acts of conversation. These words can also be called as the types of rhetorical m

P a g e | 92

LESSON
1
Let’s Discover
Informative Communication involves giving than asking. As an independent
communicator, you want your receivers to pay attention and understand. The main
purpose of informative communication or writing is to simply convey information
factually. Its goal is to input new learning, enhance prior knowledge, confirm a
concept, alleviate comprehension of an idea, or explain a process or procedure.
Osborn (2009) purports that informative communication arises out of

impulses:
a. We seek to expand our awareness of the world around us.
b. We seek to become more competent.
c. We have an abiding curiosity about how things work and how they are made.
When preparing for an informative exchange, ask yourself the following

questions:
1. Is my topic noteworthy to be considered informative?
2. What do my recipients already know about my topic?
3. What more do they have to know?
4. Am I knowledgeable enough of my topic to help my receivers understand it?
Example of Informative Communication
1. A teacher telling students about earthquake.

2. A student talking about her research.
3. A travelogue about the Tower of London.
4. A computer programmer speaking about new software.
Persuasive Communication is any message whose sole purpose is to get

the listener to support and transform their thinking in favor of the presenter’s
perspective. It is about creating an attitude change to influence social behavior. Your
audience’s thoughts are critical to the process so you need to think about your
listeners’ potential perspective, then it is often helpful to present refuting arguments
before they are brought up. This can add credibility to the speaker.

P a g e | 93
Furthermore, Persuasive communication is an art of gaining fair and favorable

considerations for our point of view. It
a. provides a choice among options.

b. advocates something through a speaker.
c. uses supporting materials to justify advice.
d. turns the audience into agents of change
e. asks for strong audience commitment
f. gives importance to the speaker’s credibility
g. appeals to feelings.
h. has higher ethical obligation
Example of Persuasive Communication

 Advertisements
 Campaigns
 Propaganda
 Sales
 Parenting
 Managing
Argumentative Communication relies heavily on sound proof and reasoning. It
is logical and reasoned way to demonstrate one’s point of view, belief, conclusion or
position. It tries to make listeners/readers believe that your idea is better based on the
various reasons that you have at hand.
Modern approach to making decisions considers real argumentations where

rational communicators do the best that they can to justify their standpoints in a
certain context. This is considered to be argumentative communication, the art of
persuading based on reason, on facts and not on emotions.
 Debating: explaining reasons (thesis) why a certain theory can (or cannot) be
considered persuading
 Argumenting: persuading the audience to support the speaker’s thesis
 Audience: it’s the core focus around which an effective debate is conceived
and formulated.

P a g e | 94
Argumentative personality:
Argue out of habit
Always need to be right
Make a fuss about most trivial things, just to cause conflict
Almost always on the defensive
Negatives of being around argumentative personality person
Can be difficult to live and work with
Many are very self-absorbed
Have no insight into how their behavior impacts others.
Feel threatened with people with views different from theirs.
Chronic blamers.
Positives of being around argumentative personality person
Being around them can helps you build motivation to stand up for yourself
Learning debate techniques from those who passionately defend their views.
Lucas (2007) claims that to avoid defective argumentation, the following must be avoided:
Defective evidence
Misuse of facts
Statistical fallacies
Defective Testimony
Inappropriate evidence
Defective Patterns of reasoning

Evidential fallacies
Slippery slope
Confusing facts with opinion
Red herring
Myth of the mean
Flawed proofs
Defective arguments

P a g e | 95

LESSON
1
Let’s Do It
1. What is the difference between informative and persuasive communication?

Which do you think is more challenging in terms of preparation and delivery?
2. In a table, list essential preparations when communicating to inform, to

persuade and to argue.
To Inform To Persuade To Argue
3. What ethical considerations must one bear in mind when informing, persuading or
arguing?

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Informative, Persuasive and Argumentative UNIT 3

LESSON Communication
1

WHAT’S ON YOUR MIND? Using the facebook image below, update your
status by making an informative writing as to what should students do during
this pandemic.
LET’S ARGUE. Make a stand on the topic: performance of Duterte during this
pandemic.

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LESSON
1
1. Have a journal of your communication activities for an entire day, making

special note on all instances in which you tried to inform, persuade or argue
with someone. Choose one of those instances and prepare a brief analysis
about it. In your analysis, answer the following questions:
a. Who was the receiver of your message?
b. What was the specific purpose of your message?
c. Was the message rehearsed or arose spontaneously?
d. Were you successful in achieving your purpose?
e. If faced with the same situation again, what changes would you make to be
a better communicator?
2. Examine a magazine advertisement and newspaper articles to find

“information”. What alerts you to the persuasive intent? In what respects does
such contents possess the characteristics of persuasion and information?
3. Through writing, create a public service announcement regarding with the

COVID-19 Pandemic. Employ the concepts learned about informative,
argumentative and persuasive communication.

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LESSON
1
Let’s Sum It Up
Communicative messages surround us. Most try to teach us something and/or

influence our thoughts or behaviors. As with any type of communication, some
messages are more engaging and effective than others.
 Informative (or informational) and persuasive communications are related, but
distinct, the goal is always to supply information and facts to the audience.
 Informative do not tell people what to do with the information; their goal is for
the audience to have and understand the information while persuasive
communication uses information.
 Persuasion basically means trying to influence the way someone thinks or
behaves with logical arguments that use facts and evidence.
 People argue for four main reasons:
 To clarify thinking as individuals or groups. Oftentimes, individuals and groups
do not know what they believe but are still faced with information that requires
interpretation. Argument can help individuals and groups learn about issues.
 To explain or defend actions or beliefs.
 To solve problems or make judgments. Argument helps facilitate decision-
making about what should and should not do.
 Argumentative Communication relies heavily on sound proof and reasoning. It
is logical and reasoned way to demonstrate one’s point of view, belief,
conclusion or position. It tries to make listeners/readers believe that your idea is
better based on the various reasons that you have at hand.
 Modern approach to making decisions considers real argumentations where
rational communicators do the best they can to justify their standpoints in a
certain context. This is considered to be argumentative communication, the art
of persuading based on reason, on facts and not emotions.

P a g e | 99
s
LESSON
1
For further understanding of the lesson, the following links are recommended for you
to explore:
a. https://courses.lumenlearning.com/boundless-
communications/chapter/types-of-public- speeches/#:~:text=An
%20informative%20speech%20aims%20to,of%20inf ormative%20and
%20persuasive%20speeches.
b. https://www.youtube.com/watch?v=14o9_7qBldI
c. https://www.youtube.com/watch?v=ixZhYUlsrns
d. https://www.youtube.com/watch?v=VYc8Lve84fg
e. https://www.youtube.com/watch?v=85gg_pgij4I
https://www.youtube.com/watch?v=ZwX091saTW8
f. https://2012books.lardbucket.org/books/a-primer-on-communication-
studies/s11-informative-and-persuasive-spe.html
 BIBLIOGRAPHY
https://2012books.lardbucket.org/books/a-primer-on-communication-
studies/s11-informative-and-persuasive-spe.html
https://courses.lumenlearning.com/boundless-communications/chapter/types-
of-public-speeches/
http://oer2go.org/mods/enboundless/www.boundless.com/communications/def
inition/informative/index.html
https://kids.britannica.com/students/article/communication/273754#:~:text=an
d%20interpret%20information.-
,Purposes,in%20a%20form%20of%20communication.
https://www.comm.pitt.edu/argument-basics
https://study.com/academy/lesson/persuasive-communication-theories-skills-
techniques.html

P a g e | 100
MAKING INQUIRIES
LESSON 2
Siriban, Karen E., Singson, Jonas D. (3 HOURS)
LEARNING OUTCOMES
 Write effective letters of inquiry U

 Provide information accurately
NI
INTRODUCTION T
You probably texted or called people to obtain information
you needed several times already. Did you get the information you
3:
needed? Did you use the same language and tone in all your C
queries through phone calls and text messages?
You might have also received queries via text messages,
O
conversations, and phone calls. Were there times when you felt
the language or the tone of the caller or message sender was M
appropriate? Were you able to provide the information sought
satisfactorily? M
Both obtaining and giving information are a part of our daily UN
activities. Information provide individuals basis for actions, plans,
and decisions. An individual’s skills in finding information helps him IC
save time and make well-informed decisions, and actions.
Likewise, giving information effectively is of great help to others. AT
IO
N
FO
R
VA
RI
O
US

P a g e | 101
MAKING INQUIRIES
UNIT 3
LESSON 2
• Let's Look Back
Walk Down Memory Lane. Recall your experience the first time you inquire at
CPSU. Write down the important details you received from the person who assisted
you during your enrollment process, like what are the requirements needed? When
to submit those? And what type of course you can take. Did you argue? Were you
informed of the Do’s and Don’ts during the enrollment?

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MAKING INQUIRIES UNIT 3
LESSON 2

Based on the activity you’ve made a while ago, do these statements apply to you?
Give a brief explanation / share your experience for each number
1. I can easily start a conversation with other people.
2. I feel that people easily comprehend what I say.
3. I am confident I can write a formal inquiry letter.
4. I avoid writing letters as much as I can.
5. I would rather call people than write them

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LESSON 2
• Let's Discover
Make an excuse letter and name the parts/components of the letter.
An inquiry letter is written when a person needs more information about

products, services, internships, scholarships, or job vacancies offered by companies,
associations, or individuals. Often, inquiry letters are sent when a person has specific
questions that are not allowed by the general information provided by brochures,
websites, advertisement, classified ads, etc.
An inquiry may also be in the form of telephone or personal interview.
Depending on the immediacy and specificity of the need, one of these modes may
prove more responsive to your need.
Both interview and letter require correct and appropriate language use. Both
require correctness, conciseness, clarity of language and courtesy. While letters
require correctness of spelling, punctuation, capitalization, indention, margins, etc.,
interviews require clarity of words, correct pronunciation, intonation and pauses,
spontaneity, pleasing personality and confidence.
Content and Organization of Letter of Inquiry
Just like any business letter, letter of inquiry has the following basic parts:
A. Heading or Letterhead - The heading can include your address and the date
B. Inside address - is the receiver's address. It includes the name of the person
you are writing to, followed by the person's home address or by the person's
business title, department (if applicable), company name and
company address

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MAKING INQUIRIES
UNIT 3
LESSON 2
• Let's Discover
C. Salutation – usually begins with Dear . The blank is the name of the person
you are writing. After you write the persons name you put a comma(,).
D. Body of the Letter - The body of the letter is the information you are writing in your
letter
First Paragraph: It provides a background of your inquiry such as how, where and
when you first learned of the information, State your purpose purpose in one or two
sentences.
Middle Paragraph: This section should specify the information you are seeking.
Final Paragraph: Express your expectation from your addressee and thank him in
advance for his favourable action.
E. Complimentary close - the part of a letter that immediately precedes the writer's
signature, consisting of words such as Sincerely, Cordially, Very truly yours, etc.
F. Signature - a person's name, or a mark representing it, as signed personally or by
deputy, as in subscribing a letter or other document.
Format
The format of an inquiry letter follows any of the following most commonly
used formats; pure block, semi-block or modified block.
The format below illustrates the basic business letter content using the pure
block format.
(Letterhead/heading)
(Dateline)
(Inside Address)
: (Salutation)
(Body of the Letter)
, (Complimentary Close)
(Signature)
(Notations, if there’s any)

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UNIT 3
LESSON 2 MAKING INQUIRIES
Let's Discover
Emails
More frequently used now in inquiry are emails. Emails gained popularity
because of speed and convenience. The formality is determined by the sender’s
familiarity and relationship to the receiver. In academic emails for example, it is more
appropriate to sound formal and professional. Correctness and other qualities that
apply to business letters should be observed.
Interview is a special type of purposive conversation. Interviews are classified
into different types according to purpose, but basic to all types of interview is to obtain
desired information. It requires real time for both interviewee and interviewer.
Before the Interview:

If you are seeking information from people, you are asking them a favour: thus make
appointments with your interviewee at their most convenient time.
During Interview:
Be punctual, wear appropriate attire, observe good manners, speak clearly and be
attentive, ask politely and validate your notes with the interviewee, give sufficient time
to answer, rephrase questions to clarify vague points, assure the interviewee that
your paying attention to him, and lastly graciously thank the interviewee for his time.
Parts of the Interview:
The opening includes initial contact of the interviewer and interviewee, create
positive impression, introduce yourself briefly.
The body: questions to achieve your specific objectives.
The conclusion: expressing gratitude and hope of meeting the interviewee

again in the future.

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MAKING INQUIRIES
UNIT 3
LESSON 2
• Let’s Do It
Answer the following questions:
1. When is writing a letter of inquiry more advantageous than conducting
an interview?
2. What can’t a letter of inquiry achieve that the interview can?
3. What determines the appropriateness of attire in the interviews?
4. When an interviewer shifts his or her tone from very formal to informal, or
from English to Filipino, should the interviewee shift also?

P a g e | 107
LESSON 2
• Let’s try some more

A. Achieve the appropriate tone by revising the message below.
1. Boss, I missed work yesterday and I am worried about what I have to do

when I get back. I was too sick to report for work. Email me the soft copy
of the transactions yesterday so I could prepare a report of it. Let me know
if there are other things I have missed due to my absence.
2. Hi Ma’am,
How are you doing? Here is my assignment for yesterday’s class. I am
sending it via email because I am not certain if I can attend our class. I’m
terribly coughing. If you don’t see me tomorrow, I am certainly very sick.

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MAKING INQUIRIES UNIT

LESSON 3
2
• Let’s Have Your Turn
Supposed you would like to go to your school, CPSU, which is located in

Kabankalan City because you wanted to process some documents for your
educational assistance. It is understood that we are facing this COVID pandemic,
certain protocols were implemented to each city/municipality or province. The
problem is that you do not know these protocols. Make a letter of inquiry with the
given situation. Address your inquiry to your mayor. Use the space below. Rubrics
is provided for your guide on the next page.

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UNIT 3
MAKING INQUIRIES
LESSON 2
• Let's Sum It Up
An inquiry letter, is written when a person needs more information about

products, services, internships, scholarships, or job vacancies offered by companies,
associations, or individuals. Often, inquiry letters are sent when a person has specific
questions that are not allowed by the general information available provided by
brochures, websites, advertisement, classified ads, etc.
An inquiry may also be in the form of telephone or personal interview.
Depending on the immediacy and specificity of the need, one of these modes may
prove more responsive to your need.
Both interview and letter require correct and appropriate language use. Both
require correctness, conciseness, clarity of language and courtesy. While letters
require correctness of spelling, punctuations, capitalizations, indentions, margins,
etc., interviews require clarity of words, correct pronunciation, intonation and pauses,
spontaneity, pleasing personality and confidence.
Content and Organization of Letter of Inquiry
A. Heading or Letterhead
B. Inside address
C. Salutation
D. Body of the Letter
E. Complimentary close
F. Signature
Format
The format of an inquiry letter follows any of the following most commonly
used formats: pure block, semi-block or modified block.
The format below illustrates the basic business letter content using the pure
block format.
Emails
More frequently used now in inquiry are emails. Emails gained popularity
because of speed and convenience. The formality is determined by the sender’s
familiarity and relationship to the receiver. In academic emails for example, it is more
appropriate to sound formal and professional. Correctness and other qualities that
apply to business letters should be observed.

P a g e | 110
LESSON 2
Writing a letter is a skill that we ought to know, whether personal or even an

inquiry letter. Some letters are short, some were long, some maybe formal while
others are not. Here are some links that you could check that could help you in
writing letters specially when inquiring for a position in a certain company.
https://www.careeronestop.org/JobSearch/Plan/inquiry-letters-sample.aspx
https://www.thebalancecareers.com/job-inquiry-letter-samples-and-
writing- tips-2059707
https://www.sampleletterword.com/10-sample-inquiry-letters.html
http://web.mit.edu/course/21/21.guide/l-inquir.htm
https://www.hrhelpboard.com/contract-letters/inquiry-letter.htm
https://www.sampletemplates.com/letter-templates/inquiry-letter.html
https://sites.google.com/view/lqhffhvcof/Inquiry-Letter-Sample-For-A-
Product https://grammar.yourdictionary.com/writing/how-to-write-a-
letter.html

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LESSON 2
• BIBLIOGRAPHY
https://lettersample.net/tag/sample-inquiry-
letter/ Purposive Communication – Lorimar
Publishing Slideshare.net
Dreamstime.com
www2.fundsforngos.org
salesforce.com

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MAKING INQUIRIES
UNIT 3
LESSON
2
RUBRIC for WRITING INQUIRY

LETTER
POINT
CRITERIA S SCORE
3 2 1
Letter follows
correct format; Letter follows all Letter violates
Format one-inch margin; but one of the more than one
single spacing; requirements requirement
appropriate font
Letter contains
Letter contains at Letter contains
Body at
least 2 paragraphs at least 1
least 3
paragraph
paragraph
s
Grammar and Has one to two Has more
than
Grammar, spelling grammar/spelling three errors in
spelling are errors; one-two grammar,
and correct; errors on the use spelling, or
punctuatio of punctuation punctuation
Punctuatio
n n
marks are
appropriate. marks marks
Used correct Letter follows all Letter
format— but one of the violates
Inside
correct requirements more than
Address
spacing, one
punctuatio requirement
n
Greeting line is Greeting line is
Salutation in No greeting
appropriate appropriate line
The
complimentary
closing is Letter follows all Letter violates
Closing appropriate; an but one of the more than one
enclosure requirements requirement
notation is in
correct format
Used positive
statement; Letter follows all Letter violates
Content sentences are but one of the more than one
brief and direct requirements requirement
to the point
Used simple
design elements; Letter follows all Letter violates
Professional white space is but one of the more than one
used generously; requirements requirement
is one page
only
P a g e | 113
UNIT 3: Communication for Various PurposesPOST-TEST
NAME: SCORE:
MULTIPLE CHOICE: Answer the following questions below and shade the letter of

a. Email
b. Interview
c. Inquiry Letter
2. Which specific part of the interview that includes several questions to achieve your
specific objectives
a. Opening
b. Body
c. Conclusion
3. Is a special type of purposive communication
a. .Inquiry letter
b. Email messages
c. Interview
d. All the above
4. It is less formal that the letters.
a. Inquiry letter
b. Email messages
c. Interview
d. All the above
a. Email
b. Interview
c. Inquiry Letter

P a g e | 114
6. The part of a letter that immediately precedes the writer's signature

a. Signature
b. Body
c. Complimentary close
d. Salutation
7. What is the basic or the very purpose of an interview?
a. To investigate
b. To get to know better
c. To obtain information
d. All the above
8. This section should specify the information you are seeking.
a. First Paragraph
b. Middle Paragraph
c. Final Paragraph
9. The reason why email is convenient to use
a. requires real time for the interviewer and interviewee.
b. requires formality
c. Brief and concise
d. Speed and convenience
10. It provides a background of your inquiry such as how, where and when you first
learned of the information
a. First Paragraph
b. Middle Paragraph
c. Final Paragraph
d. All the above
11. Which of the following is not an example of persuasive communication?
a. Propaganda c. Debate
b. Parenting d. Managing
12. It is about creating an attitude change to influence social behaviour.

a. Informative c. Argumentative
b. Persuasive d. None of the above
13. It is simply to convey factual information.

a. Informative c. Argumentative
b. Persuasive d. None of the above

P a g e | 115
UNIT 3: Communication for Various Purposes POST-TEST
14. The following are characteristics of an argumentative personality except:

a. well – mannered person c. always need to be right
b. argue out of habit d. almost always on the defensive
15. The following are the characteristics of a persuasive communication, except:

a. It asks for strong audience commitment.
b. It has higher ethical obligation.
c. It triggers our curiosity about the things around us.
d. It gives importance to the speaker’s credibility.
16. In making an informative communication, the following questions are

positively helpful, except:
a. Do I really need to inform my recipients about this topic?
b. Is my topic noteworthy to be considered informative?
c. What more do my recipients need to know?
d. Am I knowledgeable enough of my topic to help my receivers understand it?
17. Which of the following is NOT an example of defective evidence?

a. Misuse of facts
b. Statistical fallacies
c. Defective Testimony
d. Research results
18. It is a sentence in which you state an argument about a topic and then describe,
briefly, how you will prove your argument.
a. Thesis
b. Research
c. Proposal
d. Topic
19. It is an art of gaining fair and favourable considerations for our point of view.
a. Purposive Communication
b. Informative Communication
c. Persuasive Communication
d. Communication
20. It is a process of exchanging information, ideas, thoughts, feeling, and

emotions through speech signals, writing or behaviour.
a. Purposive Communication c. Persuasive Communication
b. Informative Communication d. Communication

P a g e | 116

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CPSU QUALITY POLICY

 Continually improve its Quality Management System (QMS) at par with

Various sources are acknowledged in this module as used for reading

Good luck and enjoy communication with and for a PURPOSE!

MODULE PROCESS FLOW GEC 5

This module is a self-contained learning material designed for a more

CENTRAL PHILIPPINES STATE UNIVERSITY

ASSISTANT CHAIRPERSON: JOSEPHINE ASUNCION R. EMOY, Ph.D.

MEMBERS : MARIA LORINA B. CROBES, Ph.D.

Program Heads, Peer Reviewers, External Reviewer

STUDY GUIDE AND HOUSE RULES GEC 5

Observe honesty and integrity. Make sure to answer or do your tasks/activities/outputs on

STUDY GUIDE AND HOUSE RULES GEC 5

To pass the course, you must:

Knowledge 40% Pre-tests and Post-tests

The final grade computation is weighted as shown below:

A. Midterm Grade 40%

STUDY SCHEDULE GEC 5

STUDY SCHEDULE GEC 5

STUDY SCHEDULE GEC 5

TABLE OF CONTENTS GEC 5

PURPOSIVE COMMUNICATION Page

 Cover Page and Disclaimer i

 CPSU VMGO and Quality Policy ii

 Module Process Flow iv

 Study Guide and House Rules vi

 Study Schedule viii

UNIT 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS 1

Lesson 1 Nature of Language 6

Lesson 3 Principles and Ethics of Communication 34

UNIT 2: COMMUNICATION AND GLOBALIZATION 51

Lesson 1 Local and Global Communication in Multicultural 55

Lesson 2 Varieties and Registers of Spoken and Written 67

UNIT 3: COMMUNICATION FOR VARIOUS PURPOSES 84

Lesson 1 Informative, Persuasive and Argumentative 89

Lesson 2 Making Inquiries 100

Communication becomes a mechanism of everyone,

The unit 1 of Purposive Communication module is

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

UNIT 1: Communication Processes, Principles PRE-TEST

1. Language learning is an active process that begins at birth and continues

4. The person who wants to communicate.

5. The means by which a message is conveyed.

7. What is communication ethics?

8. It is a communication principle that emphasizes on the clear delivery of

9.Which of the following statements is true about speech community?

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

UNIT 1: Communication Processes, Principles PRE-TEST

rst language that a child acquires.

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

UNIT 1: Communication Processes, Principles PRE-TEST

20. Which is not an ethical consideration in communication?

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

UNIT 1: Communication Processes, Principles

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

The Nature of Language

Purposive communication is very important in human lives,

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU

The Nature of Language

• Let's Look Back

2. List some of the ways that animals express themselves.

GEC 5: PURPOSIVE COMMUNICATION CAS-CPSU