Updated Learning Modules in Geccom

Rose E. Parpa and Jesusa E.
Pineda
PURPOSIVE
COMMUNICATION
Zion
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CARLOS HILADO MEMORIAL STATE COLLEGE
Vision
To be a leading GREEN institution of higher learning in the global community by

2030
GREEN stands for Good governance, Research-oriented, Extension-driven, Education
for Sustainable Development and Nation-building
Why 2030? CHMSC made a commitment to Education for Sustainable Development

(ESD) when it launched Greening CHMSC in 2012. Today, ESD is a key element of
the UN Sustainable Development Goals which is targeted to be achieved in 2030.
With Greening CHMSC, ESD and the SDGs closely linked together, CHMSC wants
itself to be relevant and responsive to the global challenges of a transformed world
and make a significant contribution by 2030.
Mission
We are a GREEN institution committed to empower the youth and life-long learners
who will contribute to nation building and global transformation through quality
instruction, inclusive and creative teaching-learning pedagogies, relevant research,
social innovation, dynamic partnership, and active civic engagement, in a conducive
and fulfilling environment for students, faculty, staff, and partners.
Core Values Core Attributes
Excellence Competent Worker Compassion Compassionate Being Environment

Environmentally Responsible Love of Country Nation-Builder Service Engaged
Citizen
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Quality Policy
We commit to deliver quality higher education service in conformance with

established standards through competent Human Resource and Functional Systems
adherent to the principle of continual improvement for customers’ satisfaction.
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PREFACE
Every communicative situation entails conveyance of a message that is

complete, concise, concrete, clear, courteous, and correct, and that considers a
recipient’s background and points of view. Hence, individuals who aspire to become
effective communicators must equip themselves with effective communication skills.
The learning modules packed together in Purposive Communication is an
overarching guide that focuses on the most important facets of purposive
communication. Featured in these learning modules are lessons and activities that are
well suited to your needs as students. Part One, Communication in a Globalized
World, delineates the rudiments of effective communication in a multicultural cultural
world. Part Two, Communicating with Purpose, acquaints you with specific forms of
a language, with levels of language formality, with technology-based communication
tools, and with the various types of speeches. Part Three, Communication for Work
Purposes, equips you with the communication skills that will make you employable
and with job application essentials. Part Four, An Instructional Module in Teaching
Fake News in the Philippines, orients you towards the discourse of fake news in the
Philippines.
To aid you in your pursuit to become effective communicators is the foremost
aim of this module. That being so, Purposive Communication uses the following
seven-step learning model:
1. Target
Objectives are set to guide the discussions and activities in this module.
2. Lead-in
Each lesson begins with a presentation of a topic and its importance.
3. Learning Aid
Key concepts are provided to enable you to become effective communicators.
4. Were You Engaged?

This section affords you with opportunities to convey the knowledge and skills
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that you have acquired.
5. How Engaged Were You?

At the end of every module, an assessment of how much of the knowledge and
skills you have acquired is conducted.
6. Embellish Your Learning!
After an assessment, interactive activities are given to help you become more
engaged in your learning and retain more information.
7. Your Opinion Matters!

To solicit your opinions about the learning modules, a feedback survey is
provided.
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HOW TO USE THE LEARNING MODULES
The learning modules packed together in Purposive Communication are

designed to equip you with effective communication skills that may be relevant to
both the school and the workplace. It is expected that completing the learning
modules will take approximately 54 hours.
In each learning module, you must go through all of the components in the
order presented below.
Target
Lead-in
Learning Aid
Were You Engaged?
How Engaged Were You?
Embellish Your Learning!
Your Opinion Matters!
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TABLE OF CONTENTS
Page
Title i CHMSC Vision, Mission, Core Values, Core Attributes ii Quality Policy iii
Preface iv How to Use the Module vi Table of Contents vii Pretest vii Learning
Module 1 1 Learning Module 2 27 Learning Module 3 60 Learning Module 4 108
Midterm Output 159 End Term Output 160 Post-Test 161 Opinion Matters! 164
References 165 Appendices 169
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PRE-TEST
Name: ___________________________________ Date: _______________

Program/Year/Section: ______________________ Score: _______________
A. Box the letter that corresponds to your answer. (10 Points)

1. The Greek word communicares means to share or to make ideas common.
a. The statement is true. c. The statement is possibly true. b. The statements is
false. d. The statement is possibly false.
2. Self-expression is the driving force for people to communicate. a. The

statement is true. c. The statement is possibly true. b. The statement is
3. Globalization is purely economic in nature.

a. The statement is true. c. The statement is possibly true. b. The
statement is false. d. The statement is possibly false.
4. Globalization does not require the development of a person’s language ability.

a. The statement is true. c. The statement is possibly true. b. The statement is
5. Which of the following is not needed for people from other cultures to learn a
number of vocabulary words with specific meanings?
a. Interactions c. Relations
b. Dealings d. Detachment
6. Which of the following terms describes communities in which there is a deep

understanding and respect for all cultures?
a. multicultural c. intracultural
b. cross-cultural d. international
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7. The society and media representations of gender inform and influence the people’s
understanding and expectations of the gender roles in the real world. a. The statement
is true. c. The statement is possibly true. b. The statement is false. d. The statement is
possibly false.
8. __________ is one of the foundations of a person’s roots and development.

a. friends c. ancestry
b. neighborhood d. race
9. __________ is a specific set of linguistic terms or human speech

pattern. a. language ethics c. language varieties
b. language components d. language diversities
10. Why is printed text considered a multimodal text?

a. It involves communication complexities.
b. It involves various communication modalities.
c. It involves communication barriers.
d. It involves communication presentations.
B. Answer each of the following questions in 5 to 7 sentences. (15 Points each)

1. When can you say that communication is effective?
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2. Why are the two concepts, namely: audience and purpose vital in purposive
communication?
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3. How can purposive communication be applied in real life situations?

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LEARNING MODULE 1
Communication in a Globalized World
Time Allotment: 18 Hours (2 Weeks)
1. Discuss the
At the end of this learning module, you will be
able to: communication
process;
2. Identify the principles of communication; ____________
3 Apply the
ethics of
communication.
4. Demonstrate knowledge on the concept
of communication and globalization;
5. Identify communication challenges in a
global atmosphere;
6. Discuss how globalization affects world
communication;
7. Describe local and
global communication in multicultural settings;
8. Discuss how diverse cultures affect global
communication
LEAD IN
Above and beyond all other

consideration, knowing the process, Communication is a one-way process.
principles, and ethics of

communication, understanding the EXPLORE
concept of communication and
globalization, and describing local and What if you were asked to speak before an
global communication in multicultural audience, what would your speech be
settings are paramount. about?
ENGAGE
Misconception Check: Agree or Disagree?
EXPLAIN
Read the following lessons to be acquainted with the process, principles,
and ethics of communication.
LEARNING AID
LESSON 1
THE PROCESS, PRINCIPLES, AND ETHICS OF COMMUNICATION
Communication is ubiquitous. At any place, people will need to convey

messages for whatever purpose. It is therefore necessary to find out how
communication takes place, how to communicate effectively, and what values to hold
as communicators.
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Takeaways:
❖ Communication was derived from the Latin words con which means “with,”
munus which means “a business,” communis which means “common,” and
communico which means “to confer” or “to relate with one another” (Igoy et
al., 2004).
❖ In business and workplace situations, an effective communication is vital to a
company’s overall success.
❖ The importance of effective communication in the world of business and
personal life is an absolute must because it generally accounts for the
difference between success and failure or profit and loss.
❖ According to Sanchez (2017), effective communication is the most critical
component of total quality management.
❖ It has been proven that poor communication reduces quality, weakens
productivity, and eventually leads to anger and a lack of trust among
individuals within an organization.
The Communication Process
❖ Communication is a process of mutual interaction of people through sensory

stimuli.
➢ It is a two-way process which occurs in an orderly and systematic
sequence that involves giving and receiving ideas, feelings, and
attitudes between two or more persons and results in a response.
❖ The mode of communication may be oral, written, or visual.
❖ The communication process is the guide toward realizing effective
communication.
➢ It is through communication that the sharing of a common meaning
between the sender and the receiver takes place.
❖ Individuals who observe and follow the communication process will have the
opportunity to become productive in every aspect of their profession.
1. The communication process begins with the formulation of an idea by the sender
who may be a speaker or a writer.
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2. The speaker or writer then encodes the message into a language to be transmitted
through audible, visible, or comprehensible symbols to the receiver, listener, or
reader.
➢ The goal of communication between a sender and a receiver is understanding
of the message being sent.
➢ Communication noise can influence the receiver’s interpretation of the
message and significantly affects her/his interaction with the sender. ➢ As
the receiver receives the message, s/he decodes it and may verbally,
mentally, or physically respond to the sender.
➢ The response made by the receiver of the message is the feedback which may
be negative or positive.
• The positive feedback is accepted while the negative feedback is provided
with an adjustment.
• Therefore, the receiver of the original message changes its function- from the
receiver of the original message to the sender of the response to the original
message.
• The adjustment made by the sender of the original message should be
incorporated in the communication process and should reach the sender of the
feedback.
3. Finally, the communication process ends or temporarily stops when both
participants have reached their goal or are satisfied with their transaction.
The Components of the Communication Process:
1. Source 5. Feedback
2. Message 6. Environment
3. Channel 7. Context
4. Receiver 8. Interference (psychological, physical, linguistic and cultural,
and mechanical)
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The Nine Principles of Effective Communication
Michael Osborn (2009) claims that communication must meet certain

standards for effective communication to take place, and these are the following:
1. Clarity 6. Creativity
2. Concreteness 7. Conciseness
3. Courtesy 8. Cultural Sensitivity
4. Correctness 9. Captivating
5. Consideration
Ethical Considerations in Communication
❖ Communication ethics deals with the behavior of an individual or a group that

is governed by their morals which, in turn, affect communication. ❖
Communication has broad ethical implications.
• In a fast-changing mode of communication, one should regard ethical
listening, avoiding plagiarism, presenting the right evidence, and
applying ethical standards to mass media and social media with
paramountcy.
❖ The National Communication Association stipulates that “ethical
communication is fundamental to responsible thinking and decision making,
and to the development of relationships and communities within and across
contexts, cultures, channels, and media.”
❖ Ethical communication enhances human worth and dignity by fostering
truthfulness, fairness, responsibility, personal integrity, and respect for self and
others.
❖ Unethical communication threatens the quality of all communication and
consequently, the well-being of individuals and the society in which we live.
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Principles of Ethical Communication or the Credo for Ethical Communication
endorsed by the National Communication Association:
1. Advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of

communication.
2. Endorse freedom of expression, diversity of perspective, and tolerance of dissent to
achieve the informed and responsible making fundamental to a civil society. 3. Strive
to understand and respect other communicators before evaluating and responding to
their messages.
4. Promote access to communication resources and opportunities as necessary to
fulfill human potential and contribute to the well-being of families, communities,
and society.
5. Promote communication climates of caring and mutual understanding that respect
the unique needs and characteristics of individual communicators. 6. Condemn
communication that degrades individuals and humanity through distortion,
intimidation, coercion, and violence, and through the expression of intolerance and
hatred.
7. Commit to the courageous expression of personal convictions in pursuit of fairness
and justice.
8. Advocate sharing information, opinions, and feelings when facing significance
choices while also respecting privacy and confidentiality.
9. Accept responsibility for the short- and long-term consequences of our own
communication and expect the same of others
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ELABORATE WERE YOU
Activity 1 ENGAGED?
Name: __________________________________ Date: _______________

Program/Course/Year: _____________________ Score: _______________
A. The Communication Process (50 Points)

Instructions:
1. Illustrate the communication process through a graphic organizer. (50
Points)
2. See Appendix B for the graphic organizer rubric.
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B. The Principles of Effective Communication (15 Points)
Instructions:
1. Cite a communicative situation where all of the 9 principles of effective

communication are present.
2. Use the space provided.
3. See Appendix A for the essay writing rubric.
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C. The Principles of Ethical Communication (15 Points)
Instructions:
1. Cite a communicative situation where the first principle of ethical
communication is applied.
2. Use the space provided
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LESSON 2
COMMUNICATION AND GLOBALIZATION
The growing interdependence of cultures across the globe has instigated a

need for effective communication. Each and every individual has realized that
understanding can be achieved only if the information conveyed abides by the
principles of effective communication.
Takeaways:
❖ Globalization is the process by which people and goods move easily across
borders (Gray, 2017).
❖ Globalization is an economic concept – the integration of markets, trade and
investments with few barriers to slow the flow of products and services
between nations (Gray, 2017).
❖ Globalization promotes the development and prevalence of digital technologies
that make communication faster and information more easily accessible.
❖ Globalization takes us to an understanding of transformation, advancement,
and interdependence.
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❖ We are living in a globalized society where a great change and transformation
are evident in a variety of economic, cultural, and social changes that have
shaped the world over the years.
❖ Technology has been globalizing the world into a closely interconnected
society.
➢ This global interdependence for people and cultures has become a
norm of life.
❖ Thompson (1995) acknowledged that the origins of globalization of
communication can be traced back to the mid-nineteenth century. He presented
the following features of globalization:
1. The emergence of transnational communication conglomerates as key

players in the global system;
2. The social impact of new technologies, especially those associated with
satellite communication;
3. The asymmetric flow of information and communication products within
the global system; and
4. The variations and inequalities in terms of access to the global networks of
communication.
❖ Globalization requires the development of a person’s language ability. ➢ The

ability to use language accurately and appropriately is a requirement of a
globalizing society.
❖ People should acquire knowledge and skills that account for “global
communication competence.”
➢ It is only through global communication competence that people from
different cultures are able to communicate effectively and productively.
❖ Cooley and Roach (1984) defined communication competence as the

knowledge of effective and appropriate communication patterns and the ability
to use and adapt that knowledge to various contexts.
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➢ Their definition can be unpacked into three parts: knowledge, ability to
use knowledge, and ability to adapt knowledge to various contexts.
• Knowledge – knowing how to do something and understanding
why things are done the way they are (Hargie, 2011)
• Ability to use – accounts differences in intellectual ability
o There are factors that help or hinder individuals when
they try to apply the knowledge they have learned to
actual communication behaviors.
• Ability to adapt knowledge to various contexts – what is
competent or not varies based on social and cultural contexts,
which makes it impossible to have only one standard for what
counts as communication competence (Cooley & Roach, 1984). o
Status, power, race, and nationality are social variables
that affect competence.
❖ In the global communication context, competence further requires individuals
to be equipped with the ability to acknowledge, respect, tolerate, and integrate
cultural differences to be qualified for enlightened global citizenship (Chen &
Starosta, 1997, 2003).
❖ People who are globally competent do not only acknowledge the importance of
knowledge and skills to face the changing environment but also regard a new
set of thinking and behavior that greatly considers cultural differences.
❖ THE NATIONAL COMMUNICATION ASSOCIATION (NCA) has identified

what students should do to become globally competent communicators.
1. State ideas clearly.
2. Communicate ethically.
3. Recognize when it is appropriate to communicate.
4. Identify communication goals.
5. Select the most appropriate and effective medium for communicating.
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6. Demonstrate credibility.
7. Identify and manage

misunderstandings. 8. Manage conflict.
9. Be open-minded about another’s point of
view 10. Listen attentively.
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WERE YOU
ELABORATE ENGAGED?
Activity 2
Name: _________________________________ Date: _______________
Program/Year/Section: ____________________ Score: _______________
Instructions:
1. Discuss the impact of globalization on communication in the society in not more
than 7 sentences.
2. Discuss the impact of globalization on communication in the world in not more
than 7 sentences.
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- 1. Impact of globalization on communication in the society (15Points)
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2. Impact of globalization on communication in the world (15 Points)
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LESSON 3
LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL

SETTINGS
Cultural differences do abound. Divergence in cultural practices can bring

about misunderstandings even in places where people speak the same language.
Therefore, knowing how to communicate in multicultural settings must be regarded as
the sine qua non of effective local and global communication.
Takeaways:
❖ Intercultural communication refers to the interaction among people from

diverse cultures (Jandt, 1998).
Forms of Intercultural Communication (Jandt, 1998):
1. Interracial communication – communicating with people of different

races 2. Interethnic communication – interacting with people of different ethnic
origins
3. International communication – communicating between representatives
from different nations
4. Intracultural communication – interacting with members of the same racial
or ethnic group (co-culture)
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❖ According to Gamble and Gamble (2008), communication styles among
cultures may be high-context communication or low-context communication.
A. High-context communication is a tradition-linked communication

system which adheres strongly to being indirect.
➢ High-context cultures often display the following tendencies as stated

in C.B. Halverson’s book titled Cultural Context Inventory.
1. Association
• Relationships build slowly and depend on trust.
• Productivity depends on relationships and on the group process. •
An individual’s identity is rooted in groups (family, culture, work).
• Social structure and authority are centralized.
2. Interaction
• Nonverbal elements such as voice tone, gestures, facial
expressions and eye movements are significant.
• Verbal messages are indirect, and communication is seen as an
art form or way of engaging someone.
• Disagreement is personalized, and a person is sensitive to
conflict expressed in someone else’s nonverbal communication.
3. Territoriality
• Space is communal. People stand close to each other and share
the same space.
4. Temporality
• Everything has its own time, and time is not easily scheduled. •
Change is slow, and time is a process that belongs to others and
nature.
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5. Learning
• Multiple sources of information are used.
• Thinking proceeds from general to specific.
• Learning occurs by observing others as they model or
demonstrate and then practice.
• Groups are preferred, and accuracy is valued.
❖ Asian, African, Arab, central European and Latin American cultures are
generally considered to be high-context cultures.
B. Low-context communication is a system that works on straightforward

communication.
➢ Low-context cultures often display the following tendencies as stated

in C.B. Halverson’s book titled Cultural Context Inventory.
1. Association
• Relationships begin and end quickly.
• Productivity depends on procedures and paying attention to the
goal.
• The identity of individuals is rooted in themselves and their
accomplishments.
• Social structure is decentralized.
2. Interaction
• Nonverbal elements are not significant.
• Verbal messages are explicit, and communication is seen as a way
of exchanging information, ideas and opinions.
• Disagreement is depersonalized; the focus is on rational (not
personal) solutions.
• An individual can be explicit about another person’s bothersome
behavior.
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3. Territoriality
• Space is compartmentalized. Privacy is important, so people
stand farther apart.
4. Temporality
• Events and tasks are scheduled and to be done at particular times.
• Change is fast, and time is a commodity to be spent or saved. •
One’s time is one’s own.
5. Learning
• One source of information is used. Thinking proceeds from
specific to general.
• Learning occurs by following the explicit directions and
explanations of others.
• Individual orientation is preferred, and speed is valued.
❖ Cultures with western European roots, such as the United States and Australia,
are generally considered to be low-context cultures.
Socio-Cultural Aspects of Communication
❖ Culture and communication are inseparable.

❖ Anyone involved in communication has his/her own identity and culture which
influences his/her communication.
❖ Communication becomes successful when the people involved are sensitive to
the socio-cultural aspects of communication.
❖ The following socio-cultural aspects are considered among components of an
intercultural event (Dapat, et al, 2016).
1. Cultural identity
➢ refers to the membership and acceptance into a larger cultural group
that shares a system of tradition, norms, and values
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➢ involves the people’s standards of appropriate and inappropriate
behavior.
2. Gender Role
➢ is not necessarily limited to male and female
➢ In some cultures, dresses and skirts are proudly worn by men. ➢
Women in other cultures are not only seen nursing children at home but
also run a country or lead a nation.
➢ The society and media representations of gender inform and influence
the people’s understanding and expectations of the gender roles in the
real world.
➢ Like culture, communicators must respect and accept the gender
preference of each human being.
3. Age Identity
➢ refers to how people feel and think about themselves as they age ➢ Not
all children are innocent and childish, even adults are not at all matured
and responsible.
➢ Age identity can influence one’s self-image, personality, language use,
attitudes, and communication with others.
➢ Hence, communicators must be oriented to the age identity of the
person with whom they interact so they can convey appropriate
messages.
4. Social Class
➢ is the rank assigned by the society to its members according to their
income, titles, possessions, etc.
➢ People’s perception of another’s social class affects the way they
communicate.
➢ The social class of one’s culture may not apply to another culture. •
Generally speaking, the higher classes enjoy more privileged roles, and the
lower classes are assigned manual labor.
➢ Regardless of one’s social class, people should communicate with each
other in ways that they find acceptable.
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5. Religious identity
➢ refers to the active or inactive membership of a person to a certain
religious organization
➢ Some see themselves as members of various religious groups. ➢ Either
way, their religious beliefs, values and worldviews are associated with
their way of life.
➢ Religion is very sacred and important to anyone (or perhaps to
everyone).
➢ Hence, religious issues and prejudices should be handled properly and
respectfully.
The following are common forms of body language in multicultural

settings:
1. Shaking hands
❖ Philippines and America – the cultural gesture of shaking hands upon greeting
is considered the norm when doing person-to-person introduction. ❖ Saudi Arabia
– one can shake a man’s hand after meeting him but s/he cannot shake a woman’s
hand at all in greeting
2. A-OK sign
❖ America and England - the OK hand gesture is quite popular and considered a
general gesture that denotes an agreement of sentiment
❖ Brazil - the OK hand gesture is equivalent of using the middle finger ❖ Latin
American countries (Peru, Venezuela, Chile, Guatemala, Ecuador, Cuba, Bolivia,
Haiti, Dominican Republic, Honduras, Paraguay, El Salvador, Nicaragua, Costa
Rica, Panama, Puerto Rico, Uruguay, Guadeloupe, Martinique, French Guiana,
Saint Martin and Saint Barthelemy) Austria, and France - the OK hand gesture is
taken as an insult
3. Thumbs-Up
❖ America, England, Philippines - the Thumbs-Up gesture can be equivalent to
the OK gesture
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❖ Americas excluding the United States (Northern America—the northern region
of the North American continent, comprising Canada, the United States,
Greenland, Saint-Pierre and Miquelon, and Bermuda. Latin America and the
Caribbean: Central America—the countries south of the United States and
north of Colombia - Thumbs-Up is a horrible idea (using this gesture can be
denoted as a sexual insult, and correlates to the middle finger meaning in the
United States).
4. Sitting with crossed legs

❖ North America and European countries – sitting with crossed legs is common
❖ Asia and Middle East – sitting with crossed legs is disrespectful
5. Eye contact
❖ Philippines – eye contact is considered a positive aspect of body language ❖
Spain and the Arabic culture (among people of the same sex) – eye contact is also
common
6. Nodding the head

❖ Philippines – nodding the head up and down means agreement or approval
while nodding the head from side to side means the reverse
❖ Bulgaria and Greece – nodding up and down indicates a negative response
7. Tugging the earlobes

❖ Portugal – tugging earlobes is done to indicate tasty food
❖ Spain – tugging earlobes is done to signify that someone is not paying her/his
drinks
❖ Italy – tugging earlobes is done to insinuate sexual innuendos
8. Pointing using the lips

❖ Philippines, Native America, Puerto Rico, and many Latin American cultures –
people use their lips to point, instead of a finger
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9. Broad arm movement
❖ Italy and United States of America – waving arms around when talking is
common
❖ Northern Europe – gesturing with the arms is difficult to tolerate for it is
associated with insincerity and over dramatization
❖ Japan – gesturing with broad arm movements is considered impolite
Cultural Barriers to Communication in Multicultural Settings (Penn, 2017):
1. Language barrier 3. Behavior differences 2. Hostile stereotypes

4. Emotional display
Ways to Improve Intercultural Communication Competence:
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.
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WERE YOU
ENGAGED?
ELABORATE
Activity 3
Name: _________________________________ Date: _______________

Program/Year/Section: ____________________ Score: _______________
Instructions:
1. Answer each of the following questions in 3 to 5 sentences.
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1. Challenges in communication in multicultural settings abound. How are you going
to deal with those challenges? What communication strategies are you going to
employ? (15 Points)
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2. In what way can diverse cultures affect communication? (15 Points)

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HOW ENGAGED WERE
EVALUATE YOU?
LEARNING MODULE 1 ASSESSMENT
Name: _________________________________ Date: ______________

Program/Year/Section: ____________________ Score: _____________
Instructions:
1. Answer each of the following questions in 3 to 5 sentences or write 5 to

7- sentence essays.
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1. When can you say that the process of communication in a communicative situation
is complete? (15 Points)
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2. How can abiding by the principles of effective communication contribute to

successful communication? (15 Points)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What will happen if the principles of ethical communication are violated? (15
Points)
_____________________________________________________________________
24
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Why is being able to communicate effectively in a globalized world important? (15

Points)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Give and explain 1 communicative situation in which cultural differences are not
respected. (15 Points)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. Why must the components of an intercultural event be considered when

communicating?
_____________________________________________________________________
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25
EMBELLISH
YOUR
LEARNING!
Name: ___________________________________ Date: _______________
Instructions: (15 Points)

1. In relation to communication, describe the following picture in 3 to 5
sentences. 2. See Appendix A for the essay writing rubric.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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26
LEAD IN
At the end of this

learning module, you
will be able to:
1. Discuss the
importance of understanding the varieties of
English in both oral and written contexts;
2. Demonstrate
knowledge about the concept of registers of
English in spoken and written
language; Let‘s start off this learning module with an
3. Identify and use technology-based unequivocal reminder: COMMUNICATING

communication strategies for effective IS FUN!
communication: 4. Present ideas
effectively using various types of speeches.
LEARNING MODULE 2
Communicating with Purpose

To some, finding the right words to say when
communicating with people from different
walks of life requires strenuous effort.
However, when you get acquainted with the
purposes of communication and
communication strategies, you will discover
that communicating is indeed an exciting
ENGAGE
activity.
One Word Splash:
What one word can you associate

with the term COMMUNICATING?
______________________________
EXPLORE
What if you were tasked to communicate

with someone from a different country, how
will you start your conversation?
____________________________________
___________
____________________________________
___________
____________________________________
___________
27
EXPLAIN
Read the following lessons to be able to muster up the confidence to
engage in cross-cultural communication in varied communicative
situations.
LEARNING AID
LESSON 1
VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
Learning the varieties of English and different kinds of spoken and written
registers of a language will, indubitably, capacitate each and every person to become
an effective sender and receiver of messages.
Varieties of English
28
❖ World Englishes actually stands for the localized varieties of English as they
are used or spoken in certain areas.
❖ The concept of World Englishes was introduced by Braj Kachru. ❖ Kachru is
known for the “Three Concentric Circles of Asian Englishes,” to wit:
➢ Inner Circle with ENL (English as a Native Language) member

countries:
• USA, UK, Australia, Canada, and New Zealand belong to the
Inner Circle
➢ Outer Circle with ESL (English as a second language) member

countries:
• Malaysia, the Philippines, and Pakistan belong to the Outer
Circle.
➢ Expanding Circle with EFL (English as a foreign language) member
countries
• Expanding Circle is composed of countries such as China,
Taiwan, Japan, and Thailand.
❖ Aside from the fact that the Outer and Expanding Circles are ESL- and
EFL-speaking, respectively, they have been colonized by some member
countries in the Inner Circle, making the varieties they speak as post-colonial.
❖ It is then to be understood that people have different linguistic and

cultural backgrounds, making intercultural communication a significant
variable in communication.
29
The expanding Circle e.g.
China Caribbean Countries Egypt

Three Concentric Circles of English
Indonesia Israel Japan
Korea Nepal Saudi Arabia
South Africa South America Taiwan
CIS Zimbabwe
The Outer Circle e. g.

Bangladesh Ghana India
Kenya Malaysia Nigeria
Pakistan Philippines Singapore
Sri Lanka Tanzania Zambia
The Inner Circle
USA UK Canada
Australia New Zealand
Three Concentric Circles of English
❖ As regards structural variation, Kachru and Nelson (2006) claimed that the
varieties of English are influenced by the local languages(s) in various areas of
their grammars and exhibit specific phonological, lexical, syntactic, and
discoursal characterictics.
➢ For instance, in terms of stress and rhythm, Outer and Expanding
Circle varieties observe syllable-timed rhythm rather than stress-timed
rhythm.
• Nigerians say ‘success for suc’ess and Indians and Nigerians say
recog’nize for ‘recognize.
30
➢ Moreover, speakers from the outer and Expanding Circles do not make
any changes in their pronunciation to make a distinction between
nouns and verbs in pairs which Inner Circle countries observe as in the
case of ‘import and im’port and do not utilize contrastive stress for
focusing (Bambose, 1992 & Gumperz, 1982a, 1982b, as cited in
Kachru & Nelson, 2006).
❖ As regards sounds, Outer and Expanding Circles do not observe initial
aspiration of voiceless plosives such as p, t, k and these are often perceived by
Inner Circle countries as b, d, g.
➢ Some speakers of Expanding Circle varieties, as in the case of Japanese
speakers, do not properly distinguish between r and l.
➢ According to Pope (1976), as cited in Kachru and Nelson, 2006), in case
of syntactic features, question-answering systems differ between Inner
and Outer-Expanding Circles.
• While the former observes the positive-negative system where the
answer follows the polarity of the question (i. e., If the question
is in the positive, the answer confirming the assumption of the
questioner is in the positive, and the answer disconfirming the
assumption is in the negative).
• If, however, the question is in the negative, the answer
confirming the assumption of the questioner is in the negative
as well, while the answer disconfirming the assumption of the
questioner is in the positive), the latter observes the agreement
disagreement system which poses difficulty to speakers who
follow the positive-negative system particularly in interpreting
the yes or no of the response unless it is followed by a
clarification (i. e., Yes, I think you’re right; No, that’s not so)
(p. 45).
❖ With respect to lexicon, vocabulary words peculiar only to some English
varieties in Southeast Asia can be noted as seen in the following examples:
1. Singapore English :
➢ actsy -show off
31
➢ missy –nurse
➢ chop-rubber stamp
➢ Marin kids- youngsters who spend their leisure time at or around
Marina Square, a shopping center
➢ graduate mothers-graduate (well-educated) married women,
encouraged to have more children and accorded certain privileges in
Singapore,’ as compared to non-graduate mothers (Pakir, 1992, as
cited in Kachru and Nelson, 2006);
2. Philippine English:
➢ deep - puristic or hand to understand ‘ as an attribute of language
➢ stick –cigarette
➢ high blood -tense or upset
➢ blow out -treating someone with a snack or mea
➢ motel -a hotel used for pre-marital or extra-marital affairs
➢ manualized-to prepare manuals
➢ go ahead -leave before others with host’s permission
➢ studentry -student body
➢ Amboy- a Filipino perceived to be too pro-American
➢ promdi - from the province
➢ behest loan -unguaranteed bank loan given to presidential cronies
➢ pulot boy- boy who pick us balls in a game
➢ balikbayan box- ‘a box where Filipinos returning from abroad put all
their shopping,’ among others (Bautista, 1997, as cited in Kachru
&Nelson, 2006); and
3. Malaysian English:
➢ antilog -a male hated by a girl
➢ popcorn - a loquacious person
➢ kachang -peanuts, easy
➢ slambar – rela
➢ red spot ‘ open shelf - girls who are popular and those who are not ➢
day bugs- those who come to attend school but do not live in residence
halls’ Said &Ng, 2000, as cited in Kachru &Nelson, 2006).
32
❖ When Bautista’s monograph on defining Standard Philippine English: Its
Status and Grammatical Features came out in 2000, she answered the usual
question asked about Philippine English: Is there a Standard Philippine English?
➢ She stressed that just like any other new variety of English (Indian English,
Singaporean English, and Nigerian English), Philippine English is
legitimate, having its own grammatical, lexical, and syntactic features.
❖ Gonzales (1985, as cited in Bautista, 2000) identified the following lexical

features in Philippine English (p. 76):
1. Preference for specific words and collocations specifically shall, could, such,
wherein, of (to signal possession);
2. Unusual words and collocations, specific terms, and word combinations

which may have been originally confused with other collocations but which, because
of frequent use, have become fixed combination in their own right, (e.i., results to
instead of results in); and
3. Unusual prepositional usage, including omission of prepositions in two- word

verbs, addition of prepositions to verb phrases, local use of different prepositions in
noun phrases following certain verbs and adjectives.
❖ The syntactic features identified include the following:
1. Word-order features, consisting of the placement of the time adverb before

the place adverb, placement of the adverb between verb and object, placement of the
adverb between noun and prepositional phrase, placement of the indirect object
introduced by to between verb and direct object, and other unusual adverb
placements;
2. Use of articles, including absence of the indefinite article, usual use of the
definite articles, absence of the indefinite article;
33
3. Noun-categorization, consisting of the non-pluralization of count nous, the
reclassification of General American English (GAE), mass nouns as count nouns,
mass noun pluralization, pluralization of adjectival nouns in compounds;
4. Pronoun antecedent incongruence;
5. Subject-predicate incongruence;
6. Reclassification of GAE transitive verbs as intransitive verbs; and 7.
Tense-aspect usage consisting of unusual use of verb forms and tenses, use of the
perfect tense where the simple past tense or even present perfect tense is called for in
GAE, lack of tense sequence.
❖ As for the question “When does an error become a feature of Philippine

English?,“ Gonzales has this to say:
When do these errors cease to be errors and become part of the standard? If
enough educated elites in the society ‘commit’ these errors, then these errors in effect
have been accepted by the society as the standard (p. 189).
❖ The foregoing discussion only shows how dynamic English is. ❖ These are
only some of the essential features of some varieties of English which should be
given full attention by users coming from different cultures. ❖ From the variety
of English used by the native speaker, such as British, Americans, Canadians,
Australians and New Zealanders, English has evolved into post-colonial
varieties and should not be mistaken as errors most especially if they have
become the standard in the speech community and have been codified.
❖ As the poet Gemino Abad (1997, p. 8) aptly put it: English is ours. We have
colonized it too.
❖ We need to be aware of and recognize intercultural communication as we

need to be sensitive to the people around us who belong to different cultural
heritages and who have their own linguistic identity. ❖ Being able to deal with
people from diverse cultures will enable us to avoid misunderstanding and
communication breakdown, and to overcome language
34
barriers with less difficulty since you are exposed to their own language
features.
❖ This way, we will be able to enhance our personal and social interactions.
Language Registers/Registers of English
❖ When it comes to language variation, the terms genre, register, and style are
often encountered.
❖ David Crystal (2008) defines registers as “a variety of language defined
according to its use in social situations e. g. a register of scientific, religious,
formal English (p. 409).
❖ In Hallidayan linguistics, the term is seen as specifically opposed to varieties of
language defined according to the characteristics of the users (viz. their
regional or class dialect), and is given a subclassification into field, mode and
manner of discourse (p.409).
CRYSTAL (1964) further discusses style and register:
❖ Language, being the product of interaction among the members of society,

must ultimately be studied according to the social context in which it is found. ❖
Within a language, there are variations in style and register, which differentiate
and formally characterize distinct social situations.
❖ Style refers to the degree of formality attached to particular interpersonal social
situation which is reflected by differences in language-for example, the kind
of language used while talking to a friend will differ noticeably from that used
in addressing a superior, in otherwise the same situation.
❖ Register refers to a kind of language whose forms are of a deniable social
situation, regardless of the status of the participants-thus one finds the register
of legal language, liturgical language, and so on (p. 149).
❖ It is to be noted that genre and register overlap and are sometimes used
interchangeably.
❖ According to Lee (2001), whereas genre is associated more with the
organization of culture, register is associated with the organization situation.
35
❖ To this end, register is understood as the context-specific variety of language to
which the field-mode-tenor framework is important.
➢ To give a concrete example, with the genre of recipe, field may
analyzed in terms of the social setting and the communicative purpose
in which the text is produced.
➢ Tenor may be described in terms of the role/s required of the writers
and readers including the cultural values shared by both.
➢ Mode could be explained in light of the knowledge of other texts
required of speakers/listeners and writers/readers as regards the genre
including the formal text features.
❖ Language register then refers to the formality of the language which one
speaks. Different registers are used in different situations.
❖ It is through register that one is able to determine the kind of lexicon or
vocabulary to use as well as the kind of structure to be use.
❖ Even in writing, one may use a formal or informal register.
❖ In some instances, even a neutral language is identified.
❖ The formal register then is used in formal speaking and writing situations. ❖ In
a state of the nation address classified as a formal communicative situation, the
speech is usually delivered using a highly-polished language, read from a
manuscript.
➢ This is certainly allowed since the president occupying the highest
position in the country could not afford to make mistakes.
❖ On the contrary, a priest delivering a homily, more often than not, speaks
extemporaneously and uses ordinary language.
➢ This is so since the audience is composed of various audiences coming
from different walks of life.
➢ The priest should be able to convey his special message to the listeners
without difficulty of comprehension on their part.
➢ The priest should be able to touch the very core of the listeners’ hearts
so that they live the preachings they hear.
❖ The formal register is likewise appropriate for use in professional writing like
project proposal, position papers, and business letters as in the case of writing
to a superior or to a head of a certain organization.
➢ It is more impersonal, objective, and factual.
36
❖ Informal register, which is more casual in tone, is 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 the speaker and listener or writer and
reader.
❖ Earlier in the discussion, it was mentioned that register refers to the kind of
language whereby the forms used define the social situation, notwithstanding
the status of the interlocutors.
❖ Thus, legalese or legal language is highly characterized by archaic expressions,
technical jargon intrinsic only to the community of legal professionals,
embedded structures, nominalizations, passive voice, as well as long,
kilometric sentences which are not the features of textese or language of texts.
❖ Conversely, the features of SMS language or textese language, are exactly the
opposite-use of abbreviations, acronyms, slang words, and expressions. ➢
This is so since messages used to be limited to certain number of
characters/spaces which made texting much easier and quicker. ➢ However,
misinterpretation and/or miscommunication in text messaging may arise if
vocabulary and knowledge of context are limited.
➢ Hence, extra care should be practiced when comprehending text
messages.
37
WERE YOU
ELABORATE
ENGAGED?
Activity 1
Name: _________________________________ Date: _________________

Program/Year/Section: ___________________ Score: ________________
Instructions:
1. Look for English news on television or on the internet delivered by a Filipino
newscaster and a Singaporean newscaster.
2. Cite your sources.
3. In 5 to 7 sentences, write the differences that you were able to discern in the
ways the two newscasters spoke English and used English. (15 Points)
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38
LESSON 2
COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF
TECHNOLOGY
The advent of technology has enabled humans to communicate any time.

Messaging platforms and social media platforms have been made available for people
to keep in touch with family members and friends who live in different parts of the
world. Moreover, acquaintances and friendships have been forged among people who
have come to know each other only through online platforms.
Takeaways:
❖ It is inevitable that teachers and students use technology as an avenue for

learning.
❖ They use the computer to learn modern ideas and updated researches. ❖
Nowadays, technological innovation shapes the future of learners. ❖
Communicating with a purpose requires effective use of technology that continues
beyond the classroom.
❖ Knowledge and awareness of the various technology-based communication
aids and strategies can lead to students’ development for life-long learning and
for the workplace.
39
Communication Aids and Strategies Using Tools and Technology
1. Print Media
❖ is considered one of the oldest forms of instructional media used in the
classroom
❖ is used to inform, instruct, and motivate readers, and may come in the
form of worksheets, activity sheets, textbooks, and modules
➢ Likewise, training materials include handouts, and manuals
while printed information materials may include brochures,
newspapers, newsletters, journals, and magazines.
2. Visuals and Visual Media

❖ Visuals refer to anything like pictures that are used to make
communication interesting to an audience.
❖ Visuals help convey messages more clearly and more appealing to the
audience.
❖ Visual media pertains to images, pictures, and graphic organizers. ❖
Readers or listeners need to acquire visual literacy (the ability to interpret
images).
❖ We acquire visual literacy if are endowed with interpreting skills, can
understand and appreciate the meanings of visual messages, can
communicate more effectively with the use of visual designs, can
produce visual messages using the computer and other technology
devices, and can use visual thinking to conceptualize problem solutions
at hand.
❖ Visuals may be categorized as the following: realistic visuals,
mnemonic visuals, analogical visuals, organizational visuals,
transformational visuals, interpretive visuals, and decorative visuals.
3. Graphics, Tables, and Charts

❖ are visual representations of numerical data
❖ may be used to illustrate relationships among units and trends of data
40
❖ may be used to present statistical results that are used to compare and
contrast, or present an eye-view of the whole information
❖ Graphs may be of different types as bar graph, pictograph, pie graph,
and line graph.
❖ Tables and charts may also be used for graphic communication.
4. Project Visuals
❖ The most recent project visual nowadays is the Liquid Crystal Display
(LCD) Projector.
5. Smart Television
❖ is the most recent device used inside the classroom for audio-lingual
presentations
6. Digital Audio
❖ Digital audio files come in different formats as wave (.wav) files and
MPEG Layer-3 (.mp3) files.
❖ Other audio formats are Windows media Audio (.wma), Real Audio
(.ra, .ram) or Musical Instrument Digital Interface (MIDI).
❖ Digital files are kept in digital storage as CD, computer hard drive,
flash drive, or digital recorder.
❖ Computers are digital devices.
❖ Audio files can be accessed through streaming audio, podcasting,
internet radio, and digital players.
➢ Streaming audio is a method where audio signals are delivered
to a computer via the Internet. It lets one hear the sound in
his/her computer. Among the most popular websites with audio
streaming are Spotify and Rhapsody.
➢ Podcast (Origin: Pod and Broadcasting) audio files are recorded
in MP3 format and are distributed on the internet. TEDtalks
and Podcast.com are among the many websites that provide
podcast.
➢ Internet Radio: Wi-Fi Radios provide access to thousands of
internet radio stations.
41
➢ Digital Players: These are mobile digital media players;
portable electronic gadgets used to store and play audio files.
7. Video
❖ is a series of images that, when combined, will form moving visual
images
❖ Youtube and Vodcasts are video websites.
8. Video Conferencing
❖ can be used to give lectures and seminars to students who cannot be
present during the lecture.
➢ Skype is a program or an application used to communicate with
other people using webcams.
9. Email
❖ is the opposite of “snailmail”
❖ Electronic mail may be used to send messages through email websites
such as www.yahoo.com and www.gmail.com.
10. Multi-modal Texts

❖ “Multi-modal as defined in the Australian Curriculum is the strategic
use of two or more communication modes to make meaning as image,
gesture, music, spoken language, and written language” (O’Brien,
2013).
➢ A multi-modal text can be paper- such as books, comics, and
posters.
➢ A multi-modal text can be digital-from slide presentations, e
books, blogs, e-posters, web pages, and social media, through
animation, film, and video games.
➢ A multimodal text can be live- a performance or an event. ➢
According to Jenkins (2011), a multi-modal text can also be
transmedia; that is where the story is told using “multiple delivery
channels” through a combination of media platforms
42
as book, comic, magazine, film, web series, video game
mediums-working together to form part of the same story.
43
Activity 2
ELABORATE
WERE YOU
ENGAGED?
Name: _____________________________ Date: ___________________

Program/Year/Section: ________________ Score: ___________________
Instructions:
1. Answer the following question in 5 to 7 sentences.
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- How can tools of technology aid in effective communication? (15 Points)
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44
LESSON 3
COMMUNICATION FOR VARIOUS PURPOSES
Communicating effectively with a purpose will have desirable results indeed.

If you know your reasons for sharing ideas or conveying information, you will be able
to deliver understandable messages every time you communicate.
General Principles of Communication
❖ Since communication is a two-way process, it is important that you

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

➢ Are you communicating basically to inform, to entertain, or to
persuade?
➢ While you may have more than one purpose, there is still a
more dominant objective or reason why you communicate.
2. Know your audience.

➢ In both speaking and writing, you should know your audience
as they will dictate the speaking or writing style you are going
to employ.
➢ Consider age, educational background, profession, culture, and
other salient features of your listeners or readers.
45
3. Know your topic.
➢ You communicate essentially because you want to share
something.
➢ In speaking situations, speakers are invited because they have
something to share.
➢ This also applies to writing.
➢ You write because you wish that other people learn something
from you.
➢ You may then utilize several or multiple communication
techniques to easily catch the attention of the audience.
4. Adjust your speech or writing to the context of the situation.

➢ The environment in which your speech or writing is to be
delivered will determine the kind of language you will use.
5. Work on the feedback given to you.

➢ Work on the comments you receive from your listeners/readers
at once.
➢ Take criticisms positively.
➢ In the long run, constructive criticisms will prove beneficial to
you as you learn to address them.
Principles of Effective Oral Communication:
1. Be clear with your purpose. You should know by heart your objective in
communicating.
2. Be complete with the message you deliver. Make sure that your claims are
supported by facts and essential information.
3. Be concise. You do not need to be verbose or wordy with your statements.
Brevity is a must.
4. Be natural with your delivery. Punctuate important words with the appropriate
gestures and movements. Exude a certain degree of confidence even if you do not
feel confident enough.
46
5. Be specific and timely with your feedback. Inputs are most helpful when provided
on time.
Types of Speeches:
1. Expository/Informative Speech needs data to impart, and explains an idea, a

process, or an object.
❖ Facts must be presented in a clear, organized way.

❖ Also, in informative speech, technical language may be used to more
accurately describe the topic.
2. Persuasive Speech is a discourse designed to move people to do or not to do.
❖ It tries to convince audience to accept a particular view point or to take a

certain action.
❖ Persuasion, according to communication scholars, is:
➢ a communication process in which the communicator seeks to elicit a
desired response from his receiver (Anderson, 1971, p. 6);
➢ a conscientious attempt by an individual to change the attitudes,
beliefs, or behavior of another individual or group of individuals
through the transmission of some messages (Bettinghaus & Cody,
1987, p. 3).
➢ a symbolic activity whose purpose is to effect the internalization or
voluntary acceptance of new cognitive states or patterns of overt
behavior through the exchange of messages (Smith, 1982, p. 7).
➢ a successful effort at influencing another’s mental state through
communication in a circumstance in which the persuade has some
measure of freedom ( O‘Keefe, 1990 , p. 17).
3. Entertaining Speech is spoken both in standard and informal language, offers the
audience an enjoyable experience.
➢ Entertaining passages may be included in the other kinds of speeches to
offer variety or to provide emphasis.
47
4. Extemporaneous Speech is an informal speech given to suit an occasion, event, or
audience, and does not rely on a prepared manuscript but on the speaker’s
knowledge and ability to improvise.
Consider the following so you can render an effective speech and be a good public
speaker:
1. Audience
❖ Know the profile of your listeners.
❖ It is important that you know who will listen to you- their age, gender,
educational background, religion, economic status, and interests.
❖ Also, know how much the audience knows about the topic. That way, you can
avoid discussing points that would run contrary to their beliefs and practices
and thus prevent miscommunication and misunderstanding.
❖ Further, you can introduce new things for them to learn and not simply repeat
things that they may have already learned from previous speakers. ❖ Know how
to read the posture and gestures of your audience members as well as these will
signal to you what kind of an audience they are.
❖ Be ready to face different kinds of audiences as there may be some who are
questioners, hecklers, disrupters, hostile, or unresponsive/bored audience. ❖
Know how to deal with any unpleasant incident or conflict with your audience
and always stay in control of the situation.
2. Logistics
❖ It is something basic or essential for every speaker to know who is organizing
the event.
❖ Know who will be introducing you and who will be speaking before and after
you. That way, you will be able to tie up the earlier presentation with your
own resulting in a more coherent presentation.
❖ You may give the audience an idea as to what the next talk is going to be.
48
2.1. Venue
➢ The venue is equally important.
➢ Locate the lights and if you have movable visual aids, and know where
to position them.
➢ As a speaker, you should know also how to position yourself and how
you should move in front to get the attention of the listeners.
➢ Remember to work on your posture and avoid bad habits when
speaking.
➢ Do not block the view of your visual aids as you present them.
➢ Employ a balanced posture by not standing on one leg only.
➢ Do not lean on any object that will give support tour weight.
➢ These postures give the impression that you lack confidence and
authority.
2.2. Facilities
➢ Ask beforehand about the pieces of equipment available for you. ➢
These facilities should match the presentation aids that you will use. ➢
If there is no available projector, find a way to have one especially if
your visual aids are highly complex.
➢ Know how to troubleshoot electrical problems or technical glitches.
3. Content of report/speech/lecture
❖ Since you have been invited as a speaker, the organizers must have sought you
because of your reputation as an effective speaker.
❖ If the purpose of the event is to inform just like in a convention, conference, or
a training-seminar, it is expected that you are able to contribute new
information.
❖ If the purpose is to entertain, your speech should be lighthearted, amusing, and
lively. If the purpose is to persuade, your presentation should sound
convincing enough.
❖ Note, however, that any communicative event may have more than one purpose
but there is always a more dominant one.
49
So how do you prepare for the big event? The following are some tips for you:
1. Read a lot.
❖ Research on the topic assigned to you.
❖ With the fast-changing times, it is certain that there are new developments that
have occurred in the field.
❖ As a speaker, you should be kept abreast of these new developments by reading
a lot.
2. Prepare your oral presentation with an introduction, body, and conclusion. ❖ The
following are the different techniques to open and close your presentation: (a)
using a startling or shocking statement; (b) beginning with a question; (c) using a
quotation; (d) narrating an anecdote or a story; (e) singing a line from a song; (f)
presenting statistics.
❖ The strategy you will employ should match the topic that you will present. For
example, you cannot sing a happy song if the topic has something to do with a
tragic event.
❖ Remember that your introduction and concluding parts will leave a lasting
impression on your audience.
❖ As regards to the body of your presentation, emphasize the major points you
wish to make backed up with supporting statements to further elucidate your
main points.
❖ Arrange your thoughts in a logical sequence so your listeners can easily follow
through your talk.
❖ You can do this by employing transitional or cohesive devices to make your
ideas coherent.
3. Rehearse by practicing aloud and getting feedback of those who will act as your
audience during the rehearsal stage.
❖ You may invite your family, or friends to listen to you while rehearsing. ❖
Their comments and suggestions can be useful for you to improve your
presentation before the big day.
50
❖ For the introduction, use any of the following gambits:
a. I would like to talk about….
b. I believe that the topic is….
c. let me relate a …..
❖ For the conclusion, use gambits or expressions such as:

a. Summing up the points….
b. To summarize….
c. In conclusion….
d. To conclude….
e. Finally….
f. To end my talk or speech….
❖ Then restate the highlights you mentioned.

❖ You may also challenge the listeners to act on the ideas you presented if the
purpose of the oral presentation is to convince or persuade.
4. Use technology.
❖ In this day and age, most speakers use technology.
❖ Technology forms part of their audio and visual aids.
❖ Through these tools, listeners can easily follow the discussion because they not
only hear but also see the highlights of the presentation.
❖ A disadvantage, however, is that some speakers rely on their visuals that when
technical problems arise, they are caught off-guard, and their presentation goes
away.
❖ Technology tools should be used sparingly.
❖ Visuals should be utilized only to enhance your presentations. ❖ Thus, do not
copy and paste on the slides what you are to say and then simply read them
verbatim.
❖ It is important that you only use key words in your slide presentations.
❖ Pictures that will represent a concept are also encouraged.
❖ The same is true with graphs, tables, charts, maps, quotes, and important
passages and sayings.
51
Delivering the Report/ Speech Talk
❖ Now that you have prepared your report/speech/talk, you are ready to make an
oral presentation.
❖ You have spent a great deal of time reading, researching, and writing your oral
output so you should also do your best to deliver it confidently.
❖ When you deliver your report, speech or talk, make use of both the verbal and
non-verbal codes.
❖ We know that effective communication calls for the blending of these two
codes.
❖ These two codes are always linked together.
❖ While the former is important, the latter is equally essential as it gives
emphasis to a striking thought or idea.
1. Paralinguistic Cues
❖ Subsumed under this category are facial expression, posture, gesture, and
movement.
❖ For facial expression, the eyes and eye-to-eye contact are very important. ➢
There is a saying that goes: “The eyes are the window to the soul.” This
means that by establishing eye contact, one can detect the emotional state
of a person.
➢ For example, it is difficult to hide your real emotions and fake your
feelings when people look straight into your eyes.
➢ When you are happy, your eyes become bigger without you being
conscious about it.
➢ When you are sad, worried or anxious, your eye become smaller as you
raise your eyebrows and make them furrow.
❖ Posture, on the other hand, refers to the speakers’ stance.
➢ How speakers carry themselves during the presentation will show
whether or not they possess credibility.
52
➢ It is important that as speakers deliver their messages, they project an
air of confidence so they can get the attention of the listeners and win
them over to their side.
➢ So how do you execute a correct posture? Simply stand comfortably
with your feet at least six to eight inches apart, with one foot over the
other. Your weight should also rest on the balls of your feet and your
hands should hang naturally at the sides. Ask yourself if you are
comfortable enough with the way you stand.
❖ Another important variable is gesture.

➢ Speakers who employ gestures in their speeches or reports are more
convincing than those who do not.
➢ Gestures are used to make a point more emphatic.
➢ However, gestures should be used only for important points raised as
they can become distractive when used often.
➢ Gestures abound so a speaker should know how to create variety.
❖ Finally, there is movement.

➢ Whereas gestures are made by some parts of the body such as the hand
and the arm, movement is made by the entire body (e.g. movement of
the head, shoulder, feet, etc.).
➢ Swaying one’s body from left to right, side to side, front to back, or
pacing from one side of the stage/platform to the other can be
exhibiting a negative non-verbal cue.
➢ A speaker should know how to move on the stage so that his/her
movement will not distract the audience.
❖ It is to be noted that while dress or attire is not considered as paralinguistic cue,
it is still classified as non-verbal.
➢ One way to attract the attention of the audience is by dressing up
properly.
➢ As a speaker, you should look good and pleasing to the eyes of the
listeners.
53
➢ Dress appropriately but do not overdo it as it may create a gap between
you and the audience.
➢ You should be well-groomed with your hair neatly combed and your
shoes well-polished.
➢ Pieces of jewelry or fashion accessories should also be used
conservatively.
2. Prosodic features
❖ When making a presentation, there are features that you need to observe. ❖
When you speak, aim at delivering your message clearly through intelligible and
comprehensible pronunciation.
❖ You need to articulate the sounds clearly by paying attention to how you move
your lips, tongue, and teeth.
❖ An aspect of articulation is assimilation. It means blending the final sound of a
preceding word with the initial sound of the following word. Consider the
examples below:
to each his own the pros and cons

to eachizown the prosen cons
the splendor in the grass for a while

thus splendor in the grass for a while
Try reading the examples above. Blend the sounds. Do you think you were
able to achieve assimilation?
❖ Finally, note that successful communication depends on prosodic features such

as intonation, tone, stress, and rhythm.
❖ Pauses or phrases and sentences are likewise prosodic features. ❖ While it is
impossible to imitate or sound like Americans or British who use English as their
native tongue, try to at least approximate them.
54
❖ If the listeners cannot understand what you say because of the rate or speed by
which you speak, do it more slowly.
Presenting in Groups
❖ The earlier discussions apply to both individual and group presentations. ❖

However, when making group presentations, everyone should be a team player,
and members should not compete with each other.
❖ Note that since you are working with a team, there should be coordination
among you.
❖ Guidelines should be strictly followed, especially if the task is a group activity.
❖ Planning is of the essence so that your presentation is coherent and does not
become fragmented.
❖ As you prepare your presentation, note the following tips:
1. Assign a specific task to each group member.

2. Divide the work accordingly. Each should know the part assigned to
him/her as well as the time allocated for each.
3. Decide on a strategy as to how you will begin and end your group
presentation.
4. Prepare your audio-visual aids to hold the attention and increase the interest
of the listeners.
5. Practice on your own. Then come up with a schedule acceptable to the team
in which you can rehearse as a group.
6. Get feedback from your teammates as to how you can still improve your
presentation in particular and the presentation of the group in general. 7. As individual
and group presenters, think of possible questions that may arise after the presentation.
If you cannot think of an answer, seek the help of your groupmates.
8. As individual and group presenters, respond to questions effectively during
the question time. If nobody from the group knows the answer, be honest to admit
that you will find time to research on the matter.
55
Overcoming Anxiety or Stage Fright
❖ Many speakers become tense when making small and big presentations. This is
normal.
❖ Being nervous only shows that you care about your presentation. ❖ You are
concerned about whether the audience will pick up something from your talk.
❖ Note that a little amount of nervous tension is needed if you aspire for an
excellent performance.
❖ At the beginning, you may experience anxiety, but as you go along with your
presentation, your nervous tension will ease up.
❖ White and Henderlinder (1956) stated that: “We do not actually fear the
process of speaking as such but a negative response from the listeners.” This is
indeed true.
❖ What people actually fear is not the process of speaking but the negative
response, comment, or feedback from the listeners.
❖ There are ways by which you can overcome stage fright.
➢ One way is by preparing thoroughly for your presentation.
➢ It is important that you know about the topic and that you know more
than your listeners.
➢ Another way is to practice. The more you practice or rehearse, the
more confident you become.
❖ Stage fright then can be minimized. It is not also a negative feeling all the
time.
❖ Learn how to convert this social fear into something positive so that you can
aspire for top performance.
56
WERE YOU
ELABORATE ENGAGED?
Activity 3
Name: ________________________________ Date: ___________________

Program/Year/Section: ___________________ Score: ___________________
Instructions:
1. View any TED talk on www.ted.com.
2. Answer the following question.
-----------------------------------------------------------------------------------------------------------
Did the speaker effectively use paralinguistic cues and prosodic features to persuade
his/her audience into believing his/her assertions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
57
YOU?
EVALUATE
HOW ENGAGED WERE
LEARNING MODULE 2 ASSESSMENT

Name: ________________________________ Date: ________________
Program/Year/Section: ___________________ Score: _______________
Instructions:
1. Use infographics to show what you have learned about the following topics. (50
Points)
2. Be as concise as possible.
3. Use separate sheets.
4. See Appendix B for the rubric for the graphic organizer rubric.
------------------------------------------------------------------------------------------------------
- 1. Varieties of English
2. Technology-based communication tools
3. Things to observe when preparing and delivering a speech
58
EMBELLISH
YOUR
LEARNING!
Name: ___________________________________ Date: _______________

Instructions:
1. Write a 150-word speech about a topic that interests you.
2. See Appendix C for the speech writing rubric.
-------------------------------------------------------------------------------------------------------
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
59
2. Use language
appropriate for professional
communication 3. Write business letters,
memos, and minutes of the meeting
4. Write an
effective
application letter
LEARNING MODULE 3
At the end of this learning module, you Communication in the Workplace
will be able to:
1.Exhibit
interpersonal
skills that will
help you forge smooth
relationships
with your
colleagues
LEAD IN
It is a must for professionals to
know how to deal with coworkers for
successful communication in the
workplace to come into play. Also,
professionals are required to write
specialized reports to convey information
about their work. It is a requisite then for
you, an aspiring professional, to acquaint
yourself with the nuts and bolts of
business correspondence.
ENGAGE
Misconception Check: Agree or Disagree?
Box your answer.
Writing business letters, memos, and

minutes of the meeting is a difficult task.
EXPLORE
What if you were asked to speak about

the things that make you good at dealing
with colleagues, what would your topic
be?
__________________________________
_____ _
60
EXPLAIN
Make sense of every lesson presented here.
LEARNING AID
LESSON 1
COMMUNICATING WITH MEMBERS OF THE WORKPLACE

EFFECTIVELY
Successful communication among members of the workplace comes to light

when they strive to develop interpersonal skills. People come from different walks of
life, so it imperative that every individual strive to acquire skills for communicating
and interacting with others.
61
The Value of Relaying Information in the Workplace and Interacting with the
Members of the Workplace
What makes an organization successful? What enables members of an

organization to function and accomplish their task efficiently and effectively? What
can be done to establish a pleasant and professional atmosphere in the workplace?
❖ One of the key factors is effective communication.

❖ Relaying information means using the appropriate language, tone,
style, and format.
❖ Communication in the workplace requires the same elements. ❖ You have
also to consider the specific domain, sector, field, or industry to which your
workplace belongs.
• For example, your work maybe in government, the academe, the
corporate world, media, health, or social services.
❖ Each organization or community has specific philosophies, values, and
ideals that shape the way communication is practiced.
❖ Thus, in any kind of professional setting, you have to consider the culture
established by the founders and senior associates and adjust to it
accordingly.
❖ You are expected to meet prescribed standards and work within
specific norms to achieve common goals and objectives.
• For example, if the culture promotes conventions such as
adhering to certain dress code, you cannot just disregard them
to show your individualism.
❖ Showing respect for the company policies reflects maturity and integrity.
❖ However, there may be opportunities to introduce a new culture for a more
efficient and innovative organization (Inett 2016; Guo and Sanchez
2009).
• For example, to help negotiate heavy traffic during the morning
rush, you are inspired by the idea of ride-sharing within your
department when going to work.
62
• You and your colleagues may agree to meet at a particular pick up
area or you may agree on a specific pick up time for each
person if it entails multiple stops to ensure that you reach your
department on time.
• Consequently, in this manner, you may even find yourself
exceeding company expectations in following the norm.
• Naturally, you communicate a new idea using language that is
fair, respectful, and ethical.
❖ As you have learned, communication is not only verbal.
❖ When it comes to face-to-face communication, people read your facial
expression and body language.
• If you keep looking at your watch, your colleague may sense that
you are in a hurry and do not have time to listen.
• If you raise your eyebrows after hearing a suggestion, you maybe
communicating that you are not convinced that it will
work.
• If you are scrolling through your smartphone while in a
department meeting, you may be showing that you are not
interested in the discussion.
• Indeed, the small yet visible detail on your face and in your
movements speaks a thousand words.
❖ Indeed, when you join an organization or community, consider yourself
as a relevant member of one big team.
❖ Keep in mind your primary responsibilities and objectives. Interacting
with colleagues in the workplace means listening purposefully,
responding appropriately, expressing ideas respectfully, negotiating
proactively, and solving problems efficiently.
Using Appropriate Language in the Workplace

❖ Professional communication requires that you use language that is most
appropriate to a given situation in your workplace.
63
❖ When you are in a meeting, assembly, conference, or a formal event, you are
always expected to use a polite tone.
❖ You have to address your heads, clients, and colleagues according to their
official titles or positions (e.g., Doctor, Professor, President, Justice,
Honorable, Representative, Ms., Mr.).
❖ You need also to learn how to craft an effective email that commands respect
and elicits a prompt response.
❖ However, there are instances when formal language may be used in the
workplace.
• For example, conversations during break time or after-office hours with
peers may not call for such formal language.
• In fact, being formal all the time may result in your alienating the rest of
the department.
• There is an art to knowing the appropriate language register based on
unique contexts.
❖ Vulgar language or slang that demeans is considered offensive in the
workplace.
❖ In addition, remember to use jargon only if you are among colleagues who
belong to the same profession; otherwise, do not use jargon in the company of
colleagues who are not familiar with your field of expertise or interest. ❖ Indeed,
the workplace consists of diverse individuals.
❖ Hence, using politically correct terms means to avoid offending people
belonging to a specific race, religion, gender, age range, class, and group is
important.
❖ Political correctness in language means using words that have positive
suggestions or connotations to avoid discrimination.
❖ As in any community, being in a work place means being aware of your
beliefs, and principles, as well as your dormant or unexamined biases. ❖ Make
sure you do not discriminate against a particular group through your attitudes,
behavior, and decisions.
❖ If you talk politely to your heads and associates, but talk disrespectfully to the
staff or your peers, then you are not treating people equally with respect.
64
❖ Each individual deserves respect regardless of position or status in the
workplace.
Using the Appropriate Tone, Style, and Format in Professional Communication
❖ Tone refers to the attitude that is reflected in the words that you use, in both
writing and speaking.
❖ Your tone may be sincere, optimistic, sarcastic, pessimistic, and so on.
❖ People usually respond to the tone that you use.
• For example, if you say “Sorry” with a sincere tone, then people are
more likely to accept your apology.
• But if you say it sarcastically, the response can be negative.
❖ There are a number of details that may reveal tone.
❖ Word choice and language register can achieve a certain tone.
❖ Compare the following pair of sentences in terms of word choice and the tone
it achieves.
Style A: We should present our concerns in today’s open forum with the dean so that
they can be discussed.
Style B: We should raise our problems in today’s open forum with the dean so
that she can tell us what has been done about them.
• The tone of style A may appear to be more open and inclusive with its
choice of words.
• The use of the verb “present” and the noun “concerns” do not intensify
emotion and attitude.
• In addition, the objective “so that they can be discussed” may suggest a
level of openness to holding a dialogue.
• In Style B, however, the verb “raise” and the noun “problems” may
suggest a negative attitude.
• The use of these words reveals a certain degree of resistance to
negotiation.
65
❖ When you write messages, style and format also suggest your tone. ❖
Exclamation marks may suggest emotions or excitement or anger. ❖ Emoticons
in email messages suggest informality and may not be appropriate if you are
writing a formal request or proposal.
❖ Words in all CAPS may indicate antoganism and may offend the recipient.
❖ Consider also the specific style and format that your organization requires.
• For instance, when writing official correspondence, you may be expected

to use a particular size of paper (e.g., letter; legal,; or A4), font size
(e.g., Times New Roman), and a letter head that shows the logo of
your organization.
Maintaining Smooth Interpersonal Relationships in the Workplace
❖ One important principle underscored in the 2015 book titled In Search of

Excellence by Peters and Waterman is respect people.
• “Treat people as adults.
• Treat them as partners; treat them with dignity; treat them with respect.
Treat them …. As the primary source of productivity gains” (238). ❖ Working in
any organization means working with different individuals with various
personalities.
❖ Having differing opinions on certain matters are fine as long as these are about
professional concerns.
❖ Arguing about differing opinions on personal preferences or taboo topics and
religion may result in intense and emotional rifts that may affect
communication and performance in the workplace.
❖ Keep communication to a professional standard during working hours. ❖
Working with people means you have to collaborate with them. ❖ You have to
function as a team in order to accomplish your tasks and achieve your objectives.
66
❖ Being a member of the team means that:
1. You do your job proficiently and efficiently because your work may affect
the entire operations of your team.
2. You help all members of the team if needed to make sure the job gets done.
3. You listen and provide constructive feedback to improve the performance of
the entire team.
4. You take a positive and proactive attitude towards work. You do not focus
on problems; instead, you focus on solutions and take the initiative to help
overcome challenges.
5. You help resolve conflict instead of creating it, magnifying it, and spreading
it. You strive to be positive influence in your office.
❖ The ideal attitude is to be considerate, concerned and confident. ❖

Cheerfulness is also an effective antidote to negativity in the workplace. • When
people are happy, satisfied, and affirmed, they become more productive.
• When there are close bonds among colleagues, they look forward to
going to work and achieving more.
❖ In addition, working on concrete shared goals fosters a sense of camaraderie.
• For example, if you work as an event manager for a non-government

organization and discover that you do not have sufficient funds, you can
either worry or take a proactive stance.
• You can brainstorm with your team on creative ways to generate funds. •
You can create stronger bonds by working together on a common goal.
❖ Negativity in the workplace is contagious and brings down productivity; thus,

positivity is a better option if you want to make an impact and make a
difference.
❖ In order for synergy or smooth interaction to take place, every member of the
team should do his or her part and think of the entire group or organization. ❖
As Francis Kong, an inspirational business speaker and corporate training
consultant, asserts, “Open space collaboration should be in the norm. Turf
67
protection and egos should be parked in the parking lot while every person in
the firm should be led to rally for their common cause” (cited in Ferraz, 2015).
❖ Indeed, soft skills or interpersonal skills are important in the success of any
organization.
❖ Employers look at attitude and communication skills as significant attributes
when they evaluate applicants (Booher 2001).
• They do not look only for skilled graduates; surveys have shown that they
prefer applicants who have high communication and interpersonal skills
(White 2013).
❖ In the workplace, opportunities to write business letters abound. ❖

When you write business letters, remember that you are communicating
with people who are busy.
❖ They expect letters to be brief, clear, and organized.
❖ Do not use vague words that are open to multiple interpretations. ❖ Avoid
lengthy sentence structures that are packed with details. ❖ Use a polite and
formal tone especially if you are writing an official letter and if you are
representing your organization or community.
Writing Memorandum
❖ When you send an official announcement, a directive, a guideline, or a

reminder to your colleagues within your department or across departments,
you will have to write a memorandum or, in short, a memo.
❖ Memos may be used to:
• Formally document a verbal message

• Inform, notify, or update colleagues about certain concerns
• Request, remind, or recommend
• Serve as an introduction to specific document
68
❖ When you write a memo, you have to indicate the time, the date, the recipients,
and the subject.
• Recipients are usually busy, and they do not have much time to read
lengthy emails.
• If there are details that need to be presented, place them in a separate
document and send them as an attachment.
❖ Similar to any communication in the workplace, use a formal and a polite tone
with only the essential points.
❖ Do not go into a lengthy narratives or heavily detailed accounts of discussions
during meetings.
❖ Avoid using humorous expressions in an effort to lighten the tone; this may
offend your recipients as it may be understood as an inappropriate. ❖ Be sure the
copies are only sent to the ones who are concerned.
Consider the following samples:
Sample A
DATE: September 16, 2020
TO: Finance Department; Marketing Department; Operations
Department FROM: Human Resource Department
SUBJECT: Annual Performance Evaluation Reports
THIS IS TO REMIND YOU THAT YOU HAVE NOT SUBMITTED YOUR

ANNUAL PERFORMANCE EVALUATION REPORTS. YOU HAVE UNTIL
SEPTEMBER 20, 2020 TO FORWARD THESE DOCUMENTS TO US. IF YOU
DO NOT MEET THIS DEADLINE, THEN YOU WILL NOT RECEIVE ANY OF
THE INCENTIVES EXTENDED TO EMPLOYEES ANNUALLY. YOUR LACK
OF COMPLIANCE WILL ALSO MEAN YOUR INSTABILITY TO FOLLOW
THIS ORGANIZATION’S POLICIES AND GUIDELINES.
For your compliance.

69
Sample B
DATE: September 16, 2020
TO: Finance Department; Marketing Department; Operations
Department FROM: Human Resource Department
SUBJECT: Annual Performance Evaluation Reports
Kindly submit your annual performance evaluation reports by September 20, 2020.
We have extended the deadline to allow you to fulfill the requirements and enable
you to receive the incentives extended to employees annually. If you have questions
or concerns, please let us know right away.
Thank you for following our organization’s policies and guidelines.
• The language, tone, style, and format in Sample A seem to show an

aggressive and threatening tone.
➢ First of all, the use of all caps indicates “shouting” at the receiver.
➢ Second, the message seems to focus on what has not been
accomplished.
➢ The word choice and language use may create an attitude of
resentment that may lead to demotivation.
• On the contrary, the tone in Sample is more respectful as the word choice
seems to emphasize the receiver’s ability and willingness to fulfill the
organization requirements.
➢ This may encourage your colleague to do the expected tasks with

more enthusiasm.
❖ Therefore, before you write a memo, remember that the elements of word
choice, language use, format, and mechanics have a powerful impact on the
recipients. It may destroy or nurture the harmony in the workplace.
70

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Rose E. Parpa and Jesusa E.

To be a leading GREEN institution of higher learning in the global community by

Why 2030? CHMSC made a commitment to Education for Sustainable Development

Core Values Core Attributes

Excellence Competent Worker Compassion Compassionate Being Environment

We commit to deliver quality higher education service in conformance with

Every communicative situation entails conveyance of a message that is

4. Were You Engaged?

5. How Engaged Were You?

7. Your Opinion Matters!

The learning modules packed together in Purposive Communication are

Were You Engaged?

How Engaged Were You?

Embellish Your Learning!

Your Opinion Matters!

Module 1 1 Learning Module 2 27 Learning Module 3 60 Learning Module 4 108

References 165 Appendices 169

Name: ___________________________________ Date: _______________

A. Box the letter that corresponds to your answer. (10 Points)

2. Self-expression is the driving force for people to communicate. a. The

3. Globalization is purely economic in nature.

4. Globalization does not require the development of a person’s language ability.

6. Which of the following terms describes communities in which there is a deep

8. __________ is one of the foundations of a person’s roots and development.

9. __________ is a specific set of linguistic terms or human speech

10. Why is printed text considered a multimodal text?

B. Answer each of the following questions in 5 to 7 sentences. (15 Points each)

3. How can purposive communication be applied in real life situations?

Time Allotment: 18 Hours (2 Weeks)

Above and beyond all other

principles, and ethics of

Misconception Check: Agree or Disagree?

THE PROCESS, PRINCIPLES, AND ETHICS OF COMMUNICATION

Communication is ubiquitous. At any place, people will need to convey

The Communication Process

❖ Communication is a process of mutual interaction of people through sensory

The Components of the Communication Process:

Michael Osborn (2009) claims that communication must meet certain

Ethical Considerations in Communication

❖ Communication ethics deals with the behavior of an individual or a group that

1. Advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of

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A. The Communication Process (50 Points)

1. Cite a communicative situation where all of the 9 principles of effective

COMMUNICATION AND GLOBALIZATION

The growing interdependence of cultures across the globe has instigated a

1. The emergence of transnational communication conglomerates as key

❖ Globalization requires the development of a person’s language ability. ➢ The

❖ Cooley and Roach (1984) defined communication competence as the

❖ THE NATIONAL COMMUNICATION ASSOCIATION (NCA) has identified

1. State ideas clearly.

3. Recognize when it is appropriate to communicate.

4. Identify communication goals.

5. Select the most appropriate and effective medium for communicating.

7. Identify and manage

9. Be open-minded about another’s point of

view 10. Listen attentively.

- 1. Impact of globalization on communication in the society (15Points)

2. Impact of globalization on communication in the world (15 Points)

LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL

Cultural differences do abound. Divergence in cultural practices can bring

❖ Intercultural communication refers to the interaction among people from

Forms of Intercultural Communication (Jandt, 1998):

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Program/Year/Section: ________ Score: _

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