Purposive Communication Prelims Finals

Module in Purposive Communication GE1
MODULE1
QUIRINO STATE UNIVERSITY’S HISTORICAL
DEVELOPMENT, VISION, MISSION, AND
GOALS
Historical Development of QSU
The Quirino State University (QSU) metamorphosed from a municipal
high school to a state university. In June 1963, it was known the
Northeastern Nueva Vizcaya High School (NNVHS) founded by the
municipal government.
On June 18, 1964, it was converted into Northern Nueva Vizcaya
National Agriculture School (NNVNAS) offering secondary vocational
agriculture and agricultural home- making curricula.
When Quirino was weaned from its mother province Nueva Vizcaya in
1972, a municipal resolution changed its name to Quirino National
Agricultural School QNAS). On June 10, 1983, Batas Pambansa Blg.
440. QSU started to operate as a state college SY 1984-1985. Through
Republic Act No. 10230 QSC is converted to Quirino State University,
integrating therewith Quirino Polytechnic College in the municipality of
Cabarroguis and the Maddela Institute of Technology in the municipality
of Maddela. The Bill was finally approved by the President of the
Philippines on October 19, 2012.
Vision
The leading center for academic and technological excellence and prime
catalyst for a progressive and sustainable Quirino Province and Southern
Cagayan Valley
Mission
Develop competent and morally upright professional and generate
appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley.
Goals
1. Perform the mandated functions of the university through an
effective management system.
2. Provide innovative and quality academic programs and produce
competent, productive and committed professionals.
3. Generate relevant knowledge and responsive technologies through
quality researches.
4. Develop and implement techno-transfer programs/modalities
through effective and efficient training and extension services.
5. Generate adequate resources to support and enhance institutional
development.
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MODULE2
COMMUNICATION PROCESSES, PRINCIPLES,
AND ETHICS
Introduction
If you are an online seller or of online shops, you probably recognize the phrase
“PM is the key.” In Internet slang, PM is short for Personal Message. Thus, we have
“Personal Message is the key.” Usually, the seller uses this phrase as caption to items
in sale. This entails that the buyer should directly message the seller for negotiation
and more information regarding the sale. In other words, communication is the key.
But what do we mean by “communication”? When asked to define the word,

how would you respond? Most people will relate to the obvious—talking or listening.
But communication goes beyond that. The Oxford English Dictionary defines
communication as “the imparting, conveying, or exchange of ideas, knowledge and
information”. This can apply to words or body language.
Given the arbitrary property of language and the symbols we use, it is not
unlikely to have gaps in communication. A situation that interests scholars is: If I tell
you one thing and you hear another, have I communicated? Communication, seen
from another angle, involves the perception of the information as much as the delivery
of that information. In this module, you will look at different communication models,
as well as certain ethical principles which should guide whatever we communicate.
The nature of communication
To clarify the nature of communication—this is our first task. Let us begin with an
activity.
Activity 1

Where did it go wrong?
Think of an instance when you and your family or friends had an argument. Use the
space below to answer the questions:
1. What is the context of the argument? (What was it about? How did it start?)
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2. Were you and the persons involved able to resolve the argument? If yes, how? If
no, what do you think should you have done differently?
It is a mistake to believe that communication is a simple process. People talk

with one another daily, but the real question is whether the ideas one has expressed
are truly understood by another. Communication breakdowns happen in every part of
the globe, and the COVID-19 pandemic has even brought about outbreaks in
communication. The use of online platforms such as Zoom for virtual meetings, and
Google classroom for online learning, has reached an all-time high.
Amid this situation, effective communication can breach peace, spark

revolutions, and affect change in government. However, to communicate effectively,
one cannot simply strive to express oneself and leave understanding to fate. Effective
communication depends on the richness of ideas. One must organize one’s thoughts
and control one’s emotions to articulate concepts and arguments in the best way
possible.
The art of one’s communication reflects the art of one’s thinking. According to
James Berlin (1982), one of the major proponents of The New Rhetoric, “In teaching
writing, we are not simply offering training in a useful technical skill that is meant as
a simple complement to the more important studies of other areas. We are teaching a
way of experiencing the world, a way of ordering and making sense of it” (776).
This is true to all the language skills essential in communication. Writing,

reading, listening, and speaking are tools that help us analyze, critique, and negotiate
with the world. To construct ideas and bring people to believe in one’s vision, it is
important to be able to communicate in an effective, articulate manner. On a personal
level, good communication skills bring about success to one’s personal and
professional life.
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Communication models
One way of thinking about communication processes is by looking at the
different communication models available. According to Denis Mcquail and Sven
Windahl (2013), in their book Communicative Models for the Study of Mass
Communications, “a model seeks to show the main elements of any structure or
process and the relationship between these elements…it helps in explaining by
providing in a simplified way information which would otherwise be complicated or
ambiguous” (2).
The earliest model comes from Aristotle at around 5 B.C. In this model, Aristotle
explains that speakers should adjust their messages according to their audience and
the occasion to achieve a particular effect. This model is more focused on public
speaking than interpersonal communication.
Let us apply this to a modern example. After the Japanese attacked Pearl
Harbor on December 7, 1941, then US President Franklin Roosevelt delivered a
stirring speech to declare war on Japan on December 8 (National Geographic, 2017).
The speaker, in this case, was US President Franklin Roosevelt and his speech was
crafted especially for the occasion, filled with strong words that were crisp and straight
to the point. The occasion was the US President’s response to the attack on Pearl
Harbor; the main audience was the US Congress; and the effect was to persuade
members of Congress to declare war on Japan, which they did, with only one
dissenting vote. These components of speaker, speech, occasion, audience, and effect
should be considered when communicating one’s message.
The Shannon-Weaver model was created by Claude Shannon and Warren

Weaver. According to the website Communication Theory.Org, in 1948, Shannon and
Weaver wrote an article in the Bell System Technological Journal titled “A Mathematical
Theory of Communication.” This is also often called the “Telephone Model,” since it
was developed because of the technology of the telephone and the experience of
“Noise” coming from the switchboard.
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The sender would be the person giving the message, while the encoder would be
the transmitter which converts the message into signals. Let us see the modern
example of the mobile phone. With our modern example, the encoder would be the
cellphone, and the sender, of course, would be the person calling. The decoder, on the
other hand, would be the reception place of the signal which converts signals into
message, which is why in modern parlance, when there is “no signal,” there is
difficulty in decoding the message. The receiver would be the destination of the
message by sender which would be the person who is being called—and when there
are problems, or “noise,” that interferes with the message, then the receiver would give
feedback, which is usually phrased as “choppy,” when the message cannot be heard
because of the signal. The messages are transferred through the use of a channel; in
the case of the telephone, the channel would be the cables, while in the case of the
cellphone, the channel would be radio frequencies (Communication Theory.Org). This
model can also be used in other situations, and can tell us how the message may
sometimes get lost because of the noise, which can be physical or psychological, and
how feedback is an essential component of communication to ensure that the message
is successfully received.
On the other hand, when it comes to Schramm’s model of communication,

there are two primary models involved. The first one is built on the theories of Osgood,
which is why this is also known as the Osgood-Schramm model.
In this model, pay attention to the role of the interpreter. Encoding and
decoding are not automatic processes both go through the filter of the interpreter.
Therefore, the message may succeed or fail, based on the interpreter’s appreciation of
the message. There are times when the sender and receiver may apply different
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meanings to the same message, and this is termed “Semantic noise” (Communication
Theory.Org).
His second model, on the other hand, builds this theory about the interpreter
into the different fields of experience of the sender and the receiver. For the message to
reach the receiver, there must be a common field of experience between the sender
and the receiver. Although the receiver might not fully appreciate all the nuances of
the message, as there are parts of the sender’s experience that the receiver has no
knowledge of, the receiver may still understand the core meaning of the message.
According to Sneha Mishra (2017), this field of experience may constitute “culture,
social background, beliefs, experiences, values, and rules.”
The last model is Eugene White’s Stages of Oral Communication. According to

White, it is possible to begin at any of the stages outlined in his model. People are
under the mistaken impression that when we communicate, we usually start with
thinking, but that is not necessarily the case. Since it is a circular model, it means
that oral communication is a continuous process with no real beginning or end. The
most important contribution from Eugene White’s model is the concept of feedback,
which can only be processed by the speaker if he or she has been monitoring the
audience or the listener. Hence, the speaker must also pay attention to the listener’s
verbal and non-verbal cues (Flores, 2016).
W HITE’S STAGES OF ORAL COMMUNICATION
In conclusion, communication is not a simple process that starts with the

speaker and ends with the listener—there are many factors that should be considered.
When it comes to the message, how the message is organized and what field of
experience it comes from should be taken into consideration. When it comes to the
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sender, the best communication is the one that involves feedback. Furthermore, there
are several kinds of “Noise” that may severely affect the reception of the message and
thus, should be considered and avoided. Cultural differences, technology, and
interpretation need to be considered as well. To be good communicators, one needs to
pay attention to how people are responding to the message, and adjust accordingly,
rather than being preoccupied with simply expressing oneself.
Activity 2
ELEMENTS OFCOMMUNICATION
In the preceding paragraphs, you read about the four communication models.
Although different in names and contexts, some elements are common within the
models. Define the basic elements of the communication process. You don’t have
to grab a book or run to the library to do this exercise. Just express your own
understanding of the following:
1. Sender
2. Receiver
3. Message
4. Medium
5. Feedback
6. Noise
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7. Context
Communication Ethics
It is important to understand that whatever we communicate should be guided
by certain ethical principles. The US National Communication Association (NCA, 1999)
discusses this in their Credo for Ethical Communication, stating that, “Ethical
communication is fundamental to responsible thinking, decision-making, and the
development of relationships and communities within and across contexts, cultures,
channels, and media. Moreover, ethical communication enhances human worth and
dignity by fostering truthfulness, fairness, responsibility, personal integrity, and
respect for self and others. We believe that unethical communication threatens the
quality of all communication and consequently the well-being of individuals and the
society in which we live.
In their Credo, there are four ethical principles of communication that are
especially relevant for students today.
Firstly, they “advocate truthfulness, accuracy, honesty, and reason as essential

to the integrity of communication” (NCA, 1999). Nowadays, social media and speeches
in public have been so filled with black propaganda and whitewashing that there is a
call to reiterate the need for truth and honesty. It is important to be accurate when we
communicate, and to have facts and figures to prove our assertions. It is important to
be reasonable, rather than to be too emotional or threatening when we communicate.
Secondly, the NCA also endorses “freedom of expression, diversity of

perspective, and tolerance of dissent to achieve the informed and responsible decision-
making fundamental to a civil society” (NCA, 1999). In certain political climates,
people may feel threatened to the point that they no longer feel that it is safe to
express what they feel or think. This is not a good environment to live in. We fully
agree with the NCA that to have a vibrant democracy, we must be able to hear
different perspectives and have a high tolerance for views that are different from ours.
It is important to foster an environment where people feel safe enough to express what
they think and feel, and for these expressions to be met with reasonable dialogue and
debate, rather than outright censure or violence.
Thirdly, the NCA (1999) states that they “condemn communication that
degrades individuals and humanity through distortion, intimidation, coercion, and
violence, and through the expression of intolerance and hatred” (1999). This
condemnation is important because it safeguards society from racism, sexism, and
violence against oppressed peoples. History has shown us that a tolerance for hate
speech, as well as speeches that incite violence and the act of killing, have often
instituted such violence in society, whether this is in the context of slavery,
colonialism, or misogyny.
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Lastly, the NCA (1999) states that communicators should accept responsibility
for the short- and long-term consequences of or own communication and expect the
same of others.” All too often, there have been people who do not feel accountable for
their actions. Therefore, if one risks to communicate maliciously, spread false news, or
incite hatred or violence, he or she should be ready to face the consequences of such
actions. States are beginning to realize this, especially in the porous medium of social
media.
Every time we communicate, we should consider the consequences of our

actions. If people were more responsible in their use of communication, there would be
less conflict in this world. Even though the four principles above are short and
concise, they are important, because they help us discern the difference between
ethical and unethical communicators.
Activity
3
The BLM Movement
Following the death of

George Floyd was streets
filled with protesters and an
international support for the
Black Lives Matter
movement. Think of a
parallel situation in the
Philippines where one is
discriminated because of
race, religion, or gender
identity. How can you help
end hate through
communication? Write a
reflection in the space below.
You may use the back
portion of this paper if
needed.
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References
Admin. 2017, February 15. Principles, Theories and Methods of Effective

Communication (Written and Oral) in General, and in a Management
Context. Health Knowledge. Retrieved from
www.healthknowledge.org.uk/public-health-textbook/organisation-
management/ 5aunderstanding-itd/effective-communication.
Communication Models. n.d. Retrieved from

https://www.communicationtheory.org/category/ communication-
models/.
MDT Training. 2010. Effective Communication Skills. Retrieved from

http://promeng.eu/downloads/ training-materials/ebooks/soft-
skills/effective-communication-skills.pdf.
Nordquist, R. 2020. The basic elements of the communication process. Retrieved

from https://www.thoughtco.com/what-is-communication-process-
1689767.
Uychoco, M. & Santos, M. 2018. Communication for society: Purposive

Communication. 1st ed. Quezon City: REX Printing Company.
[@adah_fairy]. 2020, June 2. Made this art piece as to show my support. Im

TIRED of black ppl getting killed bc of their skin [Tweet]. Twitter.
https://twitter.com/adah_fairy/status/
1267505709194723329/photo/1.
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MODULE 3
COMMUNICATION AND GLOBALIZATION
LESSON 1: The Perspective of Global Communication and Globalization
Introduction
Communication occurs around the globe across international borders. Because of

technology, the world seems to be shrinking continually. Do you video chat with
relatives and friends living outside the country? Do you watch Western series and K-
dramas? Do you have imported goods or products at home? Have you spoken to
people using different languages? Your answer to most of these questions is probably
an astounding “Yes!” This shows how globalization has changed the environment of
people through cultural changes. Different cultures, societies, and countries are now
able to share their languages, ideas, knowledge, and practices.
One can communicate internationally in a matter of seconds, whether one is

sending an email, chatting in social media, or sending a text message. One can read
about different cultures, and have access to films, academic papers, and the like from
countries around the world, and vice versa. These things have the power to shape,
reform, expand, and even control our ideology.
Indeed, globalization has affected us in numerous ways. Airfare has become

cheaper, and one can travel internationally more than one could in the past. Many
Filipinos have decided to work or live abroad, with some of them migrating to other
countries. The free trade of goods and services all over the world has brought
multinational companies and foreign investors to our shores. And although the world
came to a standstill due to the pandemic, human transmission of the disease
demonstrates the capacity of individuals to move from one place to another. Because
of all these factors, it is imperative to be aware of the differences between our culture
and the rest of the world’s culture.
In this module, you will read expositions that will provide you with an awareness of
how cultural and global issues affect communication.
Globalization Defined
In any discussion, defining terms is crucial. Let us begin with globalization.
Globalization means the speed up of movements and exchanges (of human

beings, goods, and services, capital, technologies or cultural practices) all over the
planet. One of the effects of globalization is that it promotes and increases interactions
between different regions and populations around the globe.
In geography, globalization is defined as the set of processes (economic, social,

cultural, technological, and institutional) that contribute to the relationship between
societies and individuals around the world. It is a progressive process by which
exchanges and flows between different parts of the world are intensified.
Globalization is also the process of integrating people from various countries,

nations, cultures, and governments into one global melting pot. It represent the
merger of developed world with the developing world, thus creating new and dynamic
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mutually beneficial business models and cultural exchanges, experiences and

considerations.
This process has an effect on our communication processes, the environment,

the culture, the systems and the practices tend to extend our ideas and give more
information in communication through the use of technology.
According to David Weedmark, Global Communication can be defined just as any

communication, a message is sent from one person to group to another anywhere in
the world. He also explains the process in global communication as follows:
1. A person or an organization in one country sends a message.

2. The message is encoded.
3. The message travels through a channel or medium.
4. The receiver in another country decodes the message.
5. The recipient receives the message.
Communicating globally usually is in the form of encoding and decoding. Wherein

the message has been send by the sender and received by the receiver. For example:
on the messenger, let say that it is a group chat of different people; Member A send a
message and click the send button (the message of a member A then encoded which
are being sent across the internet to the other members). Member B which is from the
other country logs in and decodes the message by opening the messenger, and able to
retrieves the message. Including other member on the group chat.
Cultural Barriers in Global Communications
Global communications get complicated when there are various receiver,

considering the fact that some recipients are from different cultures with different
languages and practices that receive the same messages. Like for instance; When a
great influencer blog about his opinion on the issue of Covid19. Probably, some people
may like his opinion, others may find it offensive or unnecessary. Moreover, this kind
of situation can create another communication that leads to and being a translator,
news, editors and commentators that may interpret the opinion variously before
sending or passing to the audiences.
Language has been viewed to be the most crucial barrier in global

communication, considering the fact that verbal communication is significant in
understanding context. Language barrier occurs because of the different forms of
variety of dialects that we used. Site for instance; the Filipino and Chinese language
have different dialects in many aspects and in several parts of their country. If one
communicator is not aware, it will probably create misunderstanding and lead to a
conflict of information and ideas.
Values and Beliefs can create barriers in communication. One’s level of

acceptability in their own values and beliefs is a concrete example, and some reasons
behind these are their religious system. However, their religion predicts their values as
well as their behavior. Knowing that every country has its numerous religions
practiced by their people. For example; Muslim believe and practice polygamy while
Christians believe and practice monogamy.
Body language and gesture somewhat creates a cultural barrier in

communication. For others it is impossible to communicate without gestures or body
language, because it provides meaning and justification in communication. Site for
instance, in a conservative countries particularly in the Middle East, greeting opposite
gender by kissing, hugging, even shaking hands is considered immoral or ill manner,
but in some other countries such as, New York, Canada, USA etc. it is very common
for them to practice those kind of greetings
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Overcoming Cultural Barriers in global communication
As part of the global communication, it is necessary for us to overcome any

kind of barriers for a successful and effective communication purposes. Particularly in
the context of cross cultural communication. The reasons for wars between two
countries, business revelry are may be due to cultural barriers between
communications. If possible try to open new ideas, understand the different context of
communication, and try to adjust with their communication processes and many
more.
Barriers can make effective communication in difficult situations. There should be

a solutions and side strategies to overcome communication that can help and ensure
that everything goes smoothly as possible. There are things that we have to reconsider;
a. Understand that each country has different customs and traditions, in their
cultural patterns. People around the world bound to many differences, it would
be critical and necessary to be more patient and understanding.
b. In any means, recognize that you are communicating with actual people.
Nowadays, communicating with the use of internet and technologies became
informal even if they’re communicating with their heads or boss, it is like they
are interacting with the machine itself rather than human being. With this
situations, it can possibly leads to unrealistic result and expectations, that why
there are many people having misunderstanding in conversing with social
media.
c. Manage to communicate through your social media accounts and video

conferences. Using your face as an expressions and your tone of voice as
instructions in communication makes other wonder and curious. Provided how
technology has advanced and all people today’s generation uses it as a method
of communication such as; email, messenger, video call and chat, zoom, google
meet/classroom, skype, viber etc. with all of these you can communicate with
other people easily and anytime.
d. It is very important to show an interest to someone whom you talk or

communicate with. Take time to deal with them and listen to what they are
saying, it is necessary to understand them globally and show your interest for
better conversation. Eye contact is helpful to show your interest.
Activity 1
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IDENTIFYING CULTURAL BARRIERS AND SOLUTIONS
From the given ideas and information about global communication, give one example/scenario
for each cultural barrier and provide some possible solutions to overcome these barriers in
global communication.
Cultural Barriers Possible Solutions
Language
Values and Beliefs
Body language and Gesture
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Activity 2
IDENTIFYING CULTURAL DIVERSITY
Answer the following questions briefly but with substance:
1. How important is it to consider cultural variations in global communication?
2. What is the impact of global communication to technologically-oriented persons?
3. How can one communicate effectively in a global world?
References
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Tayeb, M. (2001). Conducting Research Across Cultures: Overcoming Drawbacks and

Obstacles. International Journal of Cross Cultural Management, 1(1), 91–108
Hofstede, G. (1980). Culture's consequences. Beverly Hills, CA: Sage.
Kagitcibasi, C. ,& Berry, J.W. (1989). Cross-cultural psychology: Current research and
trends. Annual Review of Psychology, 40, 493-532.
https://www.researchgate.net/publication/323581040_Global_Communication_Chall
enges_and _Remedies
https://www.academia.edu/29767596/Global_Communication_and_International_Rel
ations
https://www.yazaki-group.com/global/pdf/ser2003_05.pdf
https://www.quill.com/blog/office-tips/how-to-communicate-effectively-in-a-global-
world.html
The Impact of Globalization on Communication
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Communication skills has always been an important factor of success in life, but
the influence of globalization and cross-cultural interaction in recent decades has
impacted the types of communication skills needed in dramatic ways. No longer can
we afford to simply communicate well within homogenous cultures (there’s no such
thing!). Today, people need to understand the dynamics of long-distance collaboration,
the impact of culture on manners of speaking and body language, and how to use
technology to communicate with people on the other side of the globe. Understanding
the impact of globalization on each of these factors can help you to communicate
properly.
1. Virtual Interactions
Globalization has introduced virtual communication and collaboration as a major

part of workplace dynamics. Modern entrepreneurs need to understand the strengths
and limitations of different communications media, and how to use each medium to
maximum effect.
For example, communicating via email to distant team members requires a certain
etiquette and nuance not necessarily required in face-to-face interactions.
Virtual interaction somehow face some challenges, it requires training and

adaptation of different communication skills. Using virtual interactions requires
various approaches, in order for them not to confuse or lost in communication
process. Peculiar or unfamiliar people with the virtual interaction system will unable
to share their own ideas and input about the communication.
2. Cultural Awareness in Speech
The need for cultural awareness is a major impact of globalization on the required
skillset of effective communicators, resulting in the evolution of communication
skills development programs.
Like for instance, a Christian oriented people communicate with the atheistic people.
If the Christian are not aware with the mode of communication practices of the
atheist, it is possible that their conversation will lag and turn to improper
communication.
Communicating with various people requires manners and awareness of their

cultural practices. Consider the fact that even two people with the same nationality
and language still confront some challenges in communications.We should be
mindful especially with regards to vocabulary used, informal information (taboo
topics), and vulgar expressions (facial and voice tone). Culture teaches individuals to
think and behave. Therefore, a kind of interaction among people is depicted in
various circumstances.
3. Cultural Awareness in Body Language
Awareness of cultural differences in body language can be just as important as the

nuances of speech. Modern training programs teach students to understand
acceptable speaking distances, conflict styles, eye contact and posture in different
cultures, accepting that the physical expressions of their own culture are not
universally accepted. Just like Arab people, the body language are limited in
communication, American people usually practice body language in communication,
while Chinese, Japanese and even Filipino people are known for their humble facial
expressions in communication or conversation. Body language must be considered in
communication for different purposes.
4. Time Differences
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The advent of global collaboration introduces another new dynamic to

communication skills—the need to communicate and share information with people
across several time zones. When people collaborate with others on the other side of
the globe, their counterparts are usually at home asleep while they themselves are at
work.
It is like talking to your relatives or friends from other country. Today's

communication skills development programs should address the nuances of
overcoming this challenge by teaching people to understand the information needs of
their colleagues, according to the communication styles of different countries or
cultures.
Activity3
IDENTIFYING IMPACT OF GLOBALIZATION TO COMMUNICATION
From given ideas and information about the impact of globalization on

communication, try to evaluate its positive and negative effect in communication
processes. Follow the format below.
Impact Positive Negative
Virtual Interactions
Cultural Awareness in
Speech
Cultural Awareness in
Body Language
Time Differences
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Types of Cultural Orientation
Much has been said about culture. But, how does culture really affect the way we
communicate? Below are four types of cultural orientation. As you read through
them, try to figure your own cultural orientation.
1. Horizontal Individualism speaks of an autonomous self and values the

individual more and independence is being highlighted.
Horizontal individualism includes the conception of an autonomous

individual and emphasis on equality. This type of orientation tries to evaluate
one’s endeavor as a distinct individual without desiring a special status.
2. Vertical Individualism values the autonomous self by seeing it as different and

unequal to the others. It also emphasizes status and competition.
It is the conception of an autonomous individual and acceptance of

inequality. In addition, this type of orientation tries to evaluate one’s endeavor
as a distinct individual desiring a special status.
3. Horizontal Collectivism notes the self as a member of an in-group sharing the

same values and interests. The self-reliant and equality is expected.
However, horizontal collectivism includes perceiving the self as a part of

the collective, but seeing all members of the collective as the same; thus
equality is stressed. This type of an orientation is known to be the “do not
submit easily to the authority”, wherein, it evaluates and emphasize one’s
interdependency.
4. Vertical Collectivism believes that the self is an integral part of the in group
even if the members are different from the other. It also specifies the groups
interdependence and inequality (Neuliep, 2015).
It includes perceiving the self as a part or an aspect of a collective and

accepting inequalities within the collective orientation. This type of orientation
emphasizes hierarchy. This type of orientation evaluates and emphasizes
competitions with out-group and one’s interdependency.
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Activity 4
RECOGNIZING CULTURAL ORIENTATION IN RELATION TO GLOBALIZATION
Differentiate the types of cultural orientation in relation to globalization and communication by

giving specific scenarios in which communication processes have been affected. It could be
your own experience or others’ experiences and observations.
Activity 5
GLOBALIZATION AND CULTURAL DIVERSITIES
Answer the following question briefly but with substance:
1. How would you describe the relationship between globalization and communication
processes?
2. Why do we need to be aware of cultural diversities and behavioral patterns in

communication? Provide at least three reasons.
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References
Tayeb, M. (2001). Conducting Research Across Cultures: Overcoming
Drawbacks and Obstacles. International Journal of Cross Cultural
Management, 1(1), 91–108
Hofstede, G. (1980). Culture's consequences. Beverly Hills, CA: Sage.
Kagitcibasi, C. ,& Berry, J.W. (1989). Cross-cultural psychology: Current

research and trends. Annual Review of Psychology, 40, 493-532.
https://link.springer.com/article/10.1007%2Fs10551-007-9603-1
http://www.sjdm.org/dmidi/Horizontal_&_Vertical_Individualism_&_Collectiv
ism_I.html
SyGaco, S.B., (2018) Principles and Competencies in Purposive

Communication
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MODULE4
LOCAL AND GLOBAL COMMUNICATIONS IN
MULTICULTURAL COMMUNICATION; VARIETIES &
REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
Lesson 1. Local and Global Communication in Multicultural Environment
Introduction
Multiculturalism is a reality the way world is globalized in the social sphere,

political system, economic landscape, geographical areas, and international
relations. Ours is an age of globalization. Indeed, we define globalization as the
increasing economic, political, and cultural integration and interdependence of
diverse cultures—the worldwide integration of humanity.
Globalization requires that we pay attention to a related concept—

diversity—the recognition and valuing of difference, encompassing such factors
as age, gender, race, ethnicity, ability, religion, education, marital status,
sexual orientation, and income. An early observer of how the mass media affect
behavior and thinking, theorist Marshall McLuhan predicted many years ago
that our world would become a global village. He was right. We are now linked
physically and electronically to people around the globe. In addition to using
the Internet with increasing frequency, most of us move—for personal or
professional reasons—an average of five times during our lives.
Moreover, digital technology has helped erase the notion of territorial

boundaries between countries, gradually eroding the idea of the term nation as
it does so. People we once considered strangers are now friends and co-
workers, creating the need for people who are multiculturalists—persons
respectful of and engaged with people from distinctly different cultures.
Indeed, the aforementioned reality is also causing colleges and universities

to emphasize the importance of diversity education in curricula offerings.
Hence, as universities are the sites of learning, thinking and innovation, it is
only fit that the notion of a future professional graduate be one where
creativity, critical thinking and open-mindedness are foregrounded.
Therefore, understanding local and global communications in

multicultural environment is indeed significant.
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Activity 1
PREPARING TO COMMUNICATE ACROSS CULTURES
Assess your personal preparedness to communicate effectively with persons of

different cultures by labeling each of the following statements as true or false.
_____1. I enjoy communicating with persons unlike me as much as with persons

like me.
_____2. I am equally sensitive to the concerns of all groups in our multicultural

society.
_____3. I can tell when persons from other cultures do not understand me or are
confused by my actions.
_____4. I do not fear interacting with persons from minority groups any more than
I fear interacting with persons from the dominant culture.
_____5. Persons from other cultures have a right to be angry at members of my

culture.
_____6. Persons from other cultures who don’t actively participate in a

conversation, dialogue, or debate with others may act that way because of
their culture’s rules.
_____7. How I handle disagreements with persons from other cultures depends on
the situation and the culture(s) they are from.
_____8. My culture is not superior to other cultures.
_____9. I am knowledgeable of how to behave with persons of different cultures.
_____10. I respect the communication rules of cultures other than my own.
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The greater the number of statements you labeled true, the more prepared you
are to enrich your communication arena by welcoming people from different
cultures into it.
Virtually every day, we find ourselves in situations that require us to

communicate with persons culturally different from ourselves. Whether we are aware
of it or not, culture influences communication. According to researchers, the
effectiveness of any transaction in the global arena depends on our ability to
communicate competently with people from other cultures.
Understanding Cultural Diversity

Given different cultural contexts, this brings new communication challenges to
the workplace. Even when employees located in different locations or offices speak the
same language (for instance, correspondences between Filipino English-speakers and
American English-speakers), there are some cultural differences that should be
considered in an effort to optimize communications between the two parties.
In such cases, an effective communication strategy begins with the

understanding that the sender of the message and the receiver of the message are
from different cultures and backgrounds. Of course, this introduces a certain amount
of uncertainty, making communications even more complex.
Without getting into cultures and sub-cultures, it is perhaps most important for
people to realize that a basic understanding of cultural diversity is the key to effective
cross-cultural communications. Without necessarily studying individual cultures and
languages in detail, we must all learn how to better communicate with individuals and
groups whose first language, or language of choice, does not match our own.
Defining Multicultural, Intercultural, Cross Cultural

Communication
A. Multicultural Communication
When people from multiple backgrounds, with different ways of communication,

coexist without really interacting deeply—that’s a multicultural communication
situation. There are multiple cultures present, but there isn’t much crossover or
integration between the groups, who remain largely separate. Often, there is one group
(or maybe a few) that has the most prestige relative to the others. This doesn’t have to
be the case; instead, think of multicultural communication as the prerequisite for
the other two types. There must be more than one culture to have the kind of
moments produced by intercultural or cross-cultural communication. But sometimes,
it takes resources (such as language services) or a shift in attitudes to move beyond
this starting point. When interactions between people in different cultures occur in a
solely multicultural context, they are rarely rich learning experiences for anyone
involved. Multicultural Communication focuses on the dynamics of communication
across cultures. It explores not only what happens when people of two different
cultures meet, but also what happens when people from a variety of cultures and
ethnicities come together in one organization, community or country.
Multicultural Communication Tips for Today's World
Multicultural communication can be an intimidating concept for many. In

business, we have plenty of other things to worry about, and usually, we just want to
get the job done. With a culturally diverse team, however, it is also important to avoid
giving offense unnecessarily. It is important to avoid being a cultural rube.
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If you're concerned about adding yet another thing to your to-do list, don't worry. The
following five tips require very little effort, and in multicultural communication, it's the
effort that counts. By keeping these things in mind, you can go a long way toward
endearing yourself to your classmates, ,friends, and colleagues, creating trust, and
fostering a more cohesive communication transaction or work environment.
1. Keep an open mind.
This may sound obvious, but keeping an open mind is the most important
thing you can do in relating to people of different cultures. People simply don't
do things the same way. If, of course, someone's differences are destroying the
work flow and group culture, that is another matter. When that isn't happening,
an open mind is critical.
Keeping an open mind means, in part, not stereotyping. We are

bombarded with cultural assumptions every day, particularly in the media, and
being an effective communicator means letting go of our own preconceived
notions about our team members and the backgrounds they come from.
For example, if you believe that all Filipinos arrive for a 9:00 meeting at
9:40, you will project that belief in your interactions with Filipino members of
your staff. Also, if you have Hawaiians on your team and think that all they want
to do is lounge around, hit the beach and surf, your interactions with them will
suffer.
These and other preconceived notions about different cultures are simply
not true. Your staff may be quite dedicated, committed and punctual despite
cultural differences. It's a matter of self-awareness on our part. It helps to ask
ourselves: Am I holding on to any preconceived notions that are getting in my
way? Simply asking the question helps to create an open mind that creates an
inclusive and more pleasant work environment.
2. Have at least some knowledge of people's cultural backgrounds.
To be fluid and cohesive with your team, it is important to have at least a

general understanding of each member's cultural background. This will give you
valuable cues as to how your team members approach people, their definitions
of respect, their boundaries and their overall sense of how human interactions
should be conducted.
An encyclopedic knowledge is not required. Indeed, to assemble that

much information on people would take time you could be devoting to other
things. It is more practical to arm yourself with some basics, especially if you
know you will be working in or around other cultures, such as traveling for
business. For example, in Japan it is considered rude to show someone the sole
of your shoe; many Jews and Muslims do not eat pork.
Again, having this knowledge is a matter of awareness. The more

cognizant you are of your team members' backgrounds, the better you will relate
to them and the more effective your organization will be.
3. Practice active listening.
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All human beings feel more comfortable, more valued, and more a part of
a team if they are confident they are being heard. Give people in your
organization this value by actively listening to them: make eye contact with them
(or not, depending on the culture); nod and give verbal indications you are
listening. You may also find it helpful to summarize and restate what someone
has told you, particularly if this restatement echoes a great idea or a concern.
Active listening is an entire course unto itself, but practicing these points
and simply keeping the issue in mind will boost team morale and improve your
communication immeasurably.
4. Watch your nonverbal communication.
Often included with the skill of active listening, nonverbal communication

takes on special importance when it comes to the subject of multiculturalism.
For example, many Native Americans do not make eye contact the way people do
in a typical business or corporate environment. In some cultures, animated
gestures or "talking with your hands is considered normal, in others it is a sign
of gross mental instability. For almost everyone, it is, of course, poor
communication to speak to somebody while glued to a computer screen, your
cell phone or the clock on the wall. Paying attention to your nonverbal messages
can show you're listening, and that your colleagues' opinions matter.
5. Maintain a personal touch.
Even when faced with deadlines, financial constraints, a burdensome

workload and all sorts of workplace disagreements, it is important to keep a
personal touch in your interactions. In multicultural communication, this point
is again a matter of simple awareness. For example, if you know that people of
certain nationalities are family-oriented, it takes very little time to ask someone
about their kids. The other person then sees you as nicer and more human,
building trust between you. Anything you can do to show an interest in your
colleagues' lives outside of work will build camaraderie among you and make
your organization that much more effective, and enjoyable.
In conclusion, attaining comfort and fluidity in multicultural communication is

surprisingly easy. Practicing these five items will make your work life more enjoyable,
and you will avoid coming across as a cultural rube. Remember that perfection is not
required, nor expected it's making the effort that counts.
Communication Challenges in Multicultural Environment
Communication challenges are bound to come in the multicultural

environment. The significant communication challenges are: language barrier,
stereotyping, ethnocentrism, cultural relativism, cultural shock, attitude toward
conflict resolution, task completion, decision making, privacy, trust building, and non-
verbal language.
1. Language barrier - is the most common problem found in

multicultural environment as individuals have more chances of meeting and
dealing with the speakers of other languages (Jenifer and Raman
2015:334).There is no denying the fact that English is the lingua franca of the
modern economic world; and it has become the official standard language for
business throughout the globe; however, because of this many non- English
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speakers can be overlooked and unrewarding because of their incompetence to

communicate and comprehend English, and thus convey what they want to
say. Even sometimes, there are chances the managers take a backseat as they
are unable to convey their message crossways. This leads to Managing
Communication Challenges in Multicultural thwarting and constant worry over
a passage of time, and certainly it affects the productivity of the organization
(Sudhiir&Sudhiir, 2016:97).
2. Stereotyping - is the notion that we carry about a certain set of people

and their culture, value judgments, overestimation or over-exaggerations. These
stereotypes are the main reasons for difference of opinions about the conflicting
culture and leads to miscommunication (Jenifer & Raman 2015:332;
Sudhiir&Sudhiir, 2016::96). The popular examples of stereotypes are: Spanish
people are bad-tempered and racist; the English are business men; Chinese
people make work their religion, Swiss people like exactness, Brazilians are
always late, and Japanese are forward-looking. All these ideas are stereotypes
against a country and its people, which can negatively affect the working
employees or future employees. Because of already-made suppositions, an
employer can demonstrate bias and make a mistake in hiring, operation, and
firing (Heyman 2017:19).
3. Ethnocentrism / Cultural Relativism. Ethnocentrism is defined as a

cultural superiority complex: rationalizing that one’s own culture or group
behavior is advanced against all the other groups. It is an attitude wherein
one’s own cultural experience unintentionally makes us to feel that our culture
is distinctive. This feeling further increases the level of the anxiety, which in
turn affects the productivity of the working culture (Jenifer & Raman 2015:332;
Sudhiir&Sudhiir, 2016:96). The individuals of multicultural environment faces
a lot of issues due to ethnocentrism. Ethnocentrism interferes with interaction
to other cultures and proves a barrier of communication. International
workforces need cultural understanding of local conditions to multiply
competence and productivity (Singh, 2018:48). Cultural relativism is the belief
where in one compares the standards and conducts of target cultures and
gauges them against the norms of what's incorrect and what's correct. This
becomes a hurdle when one presumes that cultural norms, customs and
traditions are not right if they vary from those of the other culture
(Sudhiir&Sudhiir, 2016:97).
4. Cultural Shock-is the accidental encounter of an employee with some

unknown and unexpected cultural practice. When employees enter another
nation or territory, they tend to undergo cultural shock, which is the diffidence
and bewilderment caused by encountering a different culture. They may not be
acquainted with how to act, may fear losing face and self-confidence, or may
become emotionally disappointed. Some individuals segregate themselves, while
a few even decide to come back home from the next flight. Cultural shock is
virtually universal, which happens even on a migration from one advance
nation to another (Singh, 2014:47-48).
5. Attitude toward Conflict Resolution - Attitude toward conflict play a

vital role for the working place, especially in the team work. The different
cultures of the world resolve clashes in the different ways. For example, the
people of United States take conflicts positively, and like to solve it directly, and
face-to-face; whereas, for Easterners conflict is a negative undertone and they
like to resolve the conflicts quietly or silently(Kiss, 2005:216).
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6. Approaches to Tasks’ Completion.Other individuals accomplish one

task at a time, and they are individualistic; whereas, the other group of
individuals for example accomplish many tasks at a time, and they are
collectivistic in modes operandi. Individualistic cultures like are more self-
centered and emphasize mostly on their individual goals. People from
individualistic cultures tend to think only of themselves. They emphasize their
achievements in job or private wealth and aiming up to reach more and/or a
better job position. In contrast, collectivistic cultures have a great emphasis on
groups and think more in terms of "we" rather than “I”. For collectivists,
harmony and loyalty is very important and is always maintained and
confrontation is avoided. In China, it is out of the question to disagree with
someone's opinion in public. One has to do that in a more private and personal
atmosphere to protect a person from the Managing Communication Challenges
in Multicultural Organizations “loss of face." In collectivistic cultures, a direct
confrontation is always avoided. Expressions or phrases are used which
describe a disagreement or negative statement instead of saying “no” clearly.
Saying “no” would mean to disrupt the synchronization in the group. The
relationship between employer and employee or business partners is based on
trust, harmony, and a deep understanding of ethical values (Kiss, 2005:216).
7. Different Decision-Making Styles–Differenceson decision making

depends on how individual look at a certain situation and depends on his or her
stand in the community. The reason behind is the diverse natures of decision
they take in a day to day transaction. A successful workforce is well aware with
the styles of different cultures in taking decision. The roles individuals play in
decision-making vary widely from culture to culture. For example, when
decisions are made in group, the “rule of majority” is a common approach
among the organizationsor “consensus” is preferred mode in decision making
style (Kiss, 2005:216).
8. Different Attitudes toward Privacy - Privacy is the important element of

a culture. It is a mindset, which is related to the efficiency and productivity. If
managers of MCOs will properly know about the attitudes toward privacy of the
employee, he/she can accrue better competence among them. Different cultures
in the world have different orientation towards privacy. It is interesting to know
that for instance, Americans have a low degree of privacy, and most of the time
they prefer to be in public. That means, they expose and show-up more in
public, friends, and staff members. On the contrary, the people of Germany,
France, China etc. are enclosed people. They have high degree of privacy, and
they share just a low percentage with public (Shanthi, 2014:50).
9. Different Ways of Building Trust and Relationship - there is a strong

association between the trust and productivity. Cultural differences play a vital
role in the creation of trust and relationship. For instance, in the United States,
trust is demonstrated performance over time. Here one can gain the trust of
his/her colleagues by “coming through” and delivering on time on his/her
commitments. In many other parts of the globe, including many Asian and
Latin American nations, building relationships is a prerequisite for professional
interactions. Building trust in these countries often involves lengthy
discussions on non-professional topics and shared meals in the restaurants.
Work- related discussion starts only once his/her counterpart has become
comfortable with him/her as a person. Cultural difference in multicultural
teams can create misunderstanding between team members before they have
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had a chance to establish any credibility with each other. Thus, building trust
is a critical step in creation and development of MCO teams (Shanthi, 2014:50).
10. Non-Verbal Communication - many communications are done through

physical gestures, tone, touch, expressions without using words. Folded arms,
crossed legs are defensive whereas music, dance, painting, sculpturing are
creative and aesthetic non-verbal communication. The examples of non-verbal
communication are: facial expression, body movement, posture and gestures,
personal appearance, dressings, touch, colors, silence, proxemics (science of
reflecting relationship that refers to space between two people when they
communicate), paralanguage (the vocal characteristics and sounds that adds
flavor to words), pitch (raising or lowering of our voice), tempo (variation in
speaking too fast or slow), resonance (the variation of volume from a thin voice
to loud), and quality of voice, add a lot of flesh and blood to the words. Non-
verbal communication plays an important role in any communication situation.
It often plays a supplementary role to the verbal content delivered orally. People
with different cultures have different styles of non-verbal communication.
Knowledge of different nonverbal communications is essentially very important
so as to avoid the misunderstanding and other barriers of communication. They
differ in the rules for turn-taking, the use of silence, the posture, the eye
contact, the proximity, the touch, the tone of voice, the node, the facial
expression, the gesture, and so on (Sudhiir and Sudhiir, 2016:96).
B. Intercultural Communication
Like multicultural communication, intercultural communication

acknowledges the coexistence of multiple cultures in a single space. However, it
goes one step further by focusing on the productive encounters that are constantly
taking place between cultures. If individuals can embody or perform multiple
cultures, then any interaction between two people can potentially be an
intercultural one. They may or may not share a common language; even within
English, there are many cultures at play. But from a translation and interpreting
point of view, an intercultural moment is perhaps most apparent when it happens
across languages.
Whenever cultural variability influences the nature and the effects of

communication, intercultural communication is at work. Thus, when we speak
about Intercultural Communication, we are concerning ourselves with the
process of interpreting and sharing meanings with individuals from different
cultures. In actuality, intercultural communication comprises a number of forms.
Among its many variations are the following:
1. Interracial communication (which occurs when interactants are of different

races).
2. Interethnic communication (which occurs when the communicating parties

have different ethnic origins)
3. International or Global communication (which occurs between persons

representing political structures). A communication between persons
representing different nations.
4. Intracultural communication (which includes all forms of communication

among members of the same racial, ethnic, or other co-culture groups)
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C. Cross-Cultural Communication
This term is often confused with intercultural communication—but the two are not
actually interchangeable!
The key aspect of cross-cultural communication is the comparison

between two (or more) cultures. Researchers in this field attempt to objectively
analyze the communication styles for the same contexts in different cultures.
For example, how do two groups differently handle a business situation like a
job interview or board meeting? This kind of perspective is most useful for
workers who are planning to relocate abroad.
Potential assignees should learn the relative difference of specific

communicative moments from their own, which can help avoid culture shock.
But sometimes the patterns found in specific cases are generalized into
personality attributes that are applied to all cases.
Be careful with this assumption, as it can lead you to think everyone from a
particular group is hopelessly different. Simply comparing the norms of how
people behave does not on its own explain an entire culture, or its members.
Any given moment of communication can move through all three of these
frames, depending on the participants’ behavior. It takes practice, but the more
exposure you have, the better you will understand how an interaction is
unfolding.
Then, you can adjust your own style of speaking and acting to find common
ground, even without a common language. If there’s one quality all cultures
share, it’s the expectation of being acknowledged—which is the foundation of
being understood.
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Activity 2
EXPLORING CULTURAL DIVERSITY
How Hard Do You Work?
Make a list of individuals whose cultural backgrounds differ from your own
and with whom you have recently communicated. How many of the following
questions can you answer with respect to each person on your list?
1. How do the individual’s feelings about socialization differ from your

own?
2. How does the individual’s concept of self-compare with yours?
3. To what extent do the individual’s values and attitudes differ from

yours?
4. Which of your behaviors did the individual have difficulty understanding

or accepting? Which of his or her behaviors did you have difficulty with?
5. Which of the individuals you interacted with did you find most like you?
Most unlike you? Can you identify your points of similarity and
difference?
6. To what extent was the individual more cooperative or competitive than

you?
7. In what ways did the individual’s use of verbal language differ from your
own?
8. In what ways did the individual’s nonverbal behavior differ from your
own?
9. How did the individual’s treatment of time and space differ from your
own?
10. In what ways did the individual’s thinking processes differ from yours?
For those questions you cannot answer, take the time to conduct research; then
answer them.
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How to Improve Your Ability to Communicate Interculturally

Having the desire to relate more effectively with persons of different cultures is
critical to improving your ability to communicate interculturally. Also important is
limiting your reliance on stereotypes that can diminish your success when you
interact with others. In addition, you need to be able to reduce your uncertainty levels
regarding the persons of different cultures with whom you communicate. Since you do
not necessarily share the same communication rules, the degree of ambiguity you feel
when interacting with them increases as your ability to predict their responses
decreases.
The following guidelines should help you increase your tolerance for ambiguity,
enhance your ability to handle new situations, and better prepare yourself to meet the
communication challenges of today and tomorrow:
1. Refrain from formulating expectations based solely on your own culture.
When those you interact with have diverse communication styles, it is critical
that you acknowledge the differences and accept their validity. By not isolating
yourself within your own group or culture, you allow yourself to be more fully a part of
a multicultural society and thus a better communicator.
2. Recognize how faulty education can impede understanding.
It is important to identify and work to eliminate any personal biases and

prejudices you have developed over the years. Determine, for example, the extent to
which your family and friends have influenced your feelings about persons from other
cultural groups. Do those you have grown up with appear comfortable or
uncomfortable relating to persons of different cultural origins? To what extent have
their attitudes affected your intercultural communication competence?
3. Make a commitment to develop communication skills and abilities appropriate to

life in a multicultural world.
While culture is a tie that binds, the creation of the global village makes it
essential that you leave the comfort of your cultural niche, become more
knowledgeable of other cultures, and strive to be culturally aware. It is important to
familiarize yourself with the communication rules and preferences of members of
different cultures so that you can increase the effectiveness of your communication
encounters. Your ability to develop intercultural communication skills depends in
large part on how many of the following promises you are willing to make:
I will make a commitment to seek information from persons whose cultures are
different from my own.
I will try to understand how the experiences of persons from different cultures
leads them to develop perspectives that differ from mine.
I will pay attention to the situation and the context when I communicate with
persons from different cultures.
I will make every effort to become a more flexible communicator.
I will not insist that persons from other cultures communicate with me on my terms.
Intercultural communication will become increasingly important in the coming
years.
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Activity 3
ENRICHMENT ACTIVITIES
A. Listen to the following songs and write a reaction paper on the views of the
singer/speaker about the ability they have to meet diversity’s challenges.
You may visit the link attached for the whole text and video.
1. “Land Down Under” by Men at Work

https://www.songfacts.com/facts/men-at-work/down-under
https://www.youtube.com/watch?v=Tj_luloRFio
2. “Colors of the Wind” by Vanessa Williams

https://www.youtube.com/watch?v=IsVqO83OYow
https://www.google.com.ph/search?q=Colors+of+the+wind+lyrics&sa=X&ved=2
ahUKEwj7npCL56jrAhUKrJQKHbPEAFEQ1QIwOHoECDMQAw&biw=1505&bih=
721
B. Read the following literary writings and discuss how age gender, ethnic,
affiliation, family ties, education, beliefs and religion, and/or nationality
influence and shape attitudes. You may visit the link attached for the
whole text.
1. “To Kill a Mockingbird” by Harper Lee

https://www.goodreads.com/book/show/2657.To_Kill_a_Mockingbird
2. “The Kite Runner” by Khaled Hosseini

https://www.goodreads.com/book/show/77203.The_Kite_Runner
C. View the following film and react how does culture influence the
interaction of the characters in the film and what lessons about the effects
of culture can be taught through the film. You may visit the link attached
for the full episode.
1. Bend It Like Beckham

https://www.youtube.com/watch?v=TCdwsombQ-Q
2. Boys Don’t Cry
https://www.youtube.com/watch?v=qny5Hi1D7Sg
3. The God’s Must Be Crazy
https://www.youtube.com/watch?v=Mut1n-
qQvAI&list=PLhVf2RirznOF6tTYbfosMrffKjf4eWh3M
We hope you feel better prepared to meet your future.
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Lesson 2. Varieties and Registers of Written and Spoken Communication
Using an appropriate varieties and registers of language can help people to

understand each other according to different situations. As we discussed the lesson
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about the varieties and registers of language, the varieties of language is also called
“lect” – it is a form of linguistic expression/referring to the different ways how people
speak. They use “lect” in able to understand each other in their particular group where
they’re belong and place where they’re live. They also use jargon or specialized
language that can only understand by a specific group of people and according to what
their profession is. Register of language is the way how speaker uses language
according to what the situation is. It includes the words you choose, tone of voice, and
body language. As a conclusion for that, proper using of varieties and registers of
language is very important in able to understand a person and knowing their
limitations to speak according to a situation and who is there audience and a person
who talk with.
(Source: https://achriselfdeguzman.wordpress.com/2019/03/11/why-is-it-important-to-use-
appropriate-varieties-and-registers-of-language-in-a-certain-communication-context/)
Language Register: What is it and why does it matter in communication?
Many teacher and parents today lament a lack of formality in student language,
especially writing. Ask any educator about the use of so-called "texting language" in
student writing, and you will likely see eye rolls, a pained look on their face, hear a
sigh or complaint about the decline in language.
What students may not understand, however, is language register — different
language and levels of formality are used in different situations and scenarios. While
most people have a working understanding of the concept, students may need to be
taught or reminded that different scenarios call for different language.
Perhaps the first considerations for students, when speaking or writing,

are audience, topic, purpose and location. Many students need to be explicitly
taught about these ideas and how to adjust their language use based on these
considerations. When working with English learners, explicit instruction in vocabulary
and syntax is important.
1. Audience. Students need to understand that different audiences require

differing types of language.
For example, the way they speak to their parents may differ from how they
speak to their siblings when they are alone. The language they use will likely
change when speaking with friends, and should change again when
speaking in school.
Similarly, when writing, students should adjust the formality, tone, and
vocabulary used based on who the writing is intended for.
2. Topic.Different subject areas in school and differing topics require differing

styles of speech and writing. Mathematicians, scientists, historians, artists,
musicians and others use differing styles when speaking about or writing
about the subject and topic at hand.
For example, when writing in science, students should avoid the use of
metaphors or unnecessary language, being as concise as possible while
getting the appropriate principle, finding, description, etc., across to the
reader. It is critical that we, as educators, share with students the differing
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language styles used in the subject areas we are discussing and learning
about.
3. Purpose. Students should clearly understand the purpose of their writing

or speech. Is it to inform, argue, persuade, describe, narrate, share cause
and effect, or some other purpose? When students are clear on the purpose
of the writing or speech, they can more accurately choose the language
register to use.
Additionally, teachers will need to explicitly teach students the appropriate

general academic vocabulary that pertains to the specific language function.
Teachers can include instruction on specific sentence frames, starters and
signal words to help students choose the most appropriate language for the
purpose of their writing or speech.
4. Location. Location can, and often does, dictate the appropriate register to
use. In a school setting, the language and formality used in the classroom
should differ from the language used in the hallways or on the playground.
Similarly, the vocabulary and syntax used to answer a simple question
versus giving a formal speech in the classroom differs.
Students should know that the way they speak and the words they use in a
library versus a restaurant versus a shopping center differ, and they should
adjust their language register accordingly.
Five Language Registers.
It is helpful for students to learn about register, especially if students are from
culturally and linguistically diverse homes. As people are interacting with others, it is
acceptable to move from one register into an adjacent register without any problems or
awkward moments. However, skipping a level or even more than one level may be
considered inappropriate or offensive.
1. Frozen/Static Register: This register rarely or never changes. Examples of

frozen register include the Pledge of Allegiance or the Preamble to the
Constitution.
2. Formal/Academic Register: This register includes academic language from

speeches, proclamations and formal announcements.
3. Consultative Register: This register is formal and acceptable speech often

used in professional settings. Some examples of this register include discourse
between teachers and students, judges and lawyers, doctors and patients, and
between a superior and a subordinate.
4. Casual Register: This register is used among friends and peers, and includes
informal language including slang and colloquialisms. Casual register is often
used among friends, teammates, etc.
5. Intimate Register: This register is reserved for close family members such as
parents and children and siblings, or intimate people such as spouses.
In the context of schools and instruction, it is important to note that

students can be taught about the five registers and when they are used, but
perhaps more importantly should be taught the language that is used in the first
three registers listed.
36
Students will encounter the language in the Frozen/Static Register as they

study social studies primarily. The Preamble, Pledge of Allegiance and other
examples are exemplary resources to teach history along with language and word
choice.
Speeches, lab reports and other examples of the Formal/Academic Register

are also prime candidates for close reading and analysis of text and language.
Lastly, the Consultative Register should be focused on in schools as students
learn to interact with teachers, administrators, guest speakers and each other.
Utilizing and practicing this register allows students to incorporate skills such as
interviewing a professional or practicing being interviewed for a job, or speaking
formally to another.
While teaching students about the five registers may not be high on the
teaching priority list, being aware of register is helpful as teachers prepare
students for a variety of contexts and task. The language involved in each of these
registers provides rich opportunities for language and content instruction,
especially for English learners.
Varieties of Spoken and Written Language
What to achieve?
The spoken mode is often associated with everyday registers while the written
mode is strongly associated with academic registers. However, this is not always true.
For instance, in everyday communication, face-to-face conversations are usually
supplemented by text messaging. In academic contexts, significant forms of oral
communication are used along with written communication. Significantly, both
everyday and academic communications are characterized by multi-modality or the
use of multiple modes of communication, including spoken, written modes and
images, music, videos, gestures, etc.
Nature of Language Variations
Lin (2016) presents the following nature of language variations as prescribed by

most linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local) and outside
(global) our community.
2. Language varies in everyday and specialized discourses.
3. Language varies in speaking and in writing.

Mahboob (2014) identifies eight different domains in which language varies
depending on the combinations of different values on the three dimensions (field, tenor
and mode) of the context of communication.
Domains of Language Variations (Local and Global Usage)
The first four (4) domains involve language variations that reflect local usage done
in one local
language or multiple local languages depending on the context.
37
1. Local everyday written: This includes instances of everyday written usage found in
the neighborhood posters (e.g. For Rent: Bedspacer, Preferably Lady Boarders; Ice
For Sale)
2. Local everyday oral: Local everyday oral may be seen in local communication among
neighbors in everyday, informal and written varieties of languages (e.g. talking with
friends or neighbors)
3. Local specialized written: It may be found in publication and web sites of local
societies such as SIRMATA, the newsletter of the Province of Quirino.
4. Local specialized oral: It involves specialized discourses (e.g. group chat (GC) of
teachers where transaction is being done)
The remaining four (4) domains cater the global usage. These domains of
language deal on people who belong with other groups and living with different
cultures.
5. Global everyday written: It avoids local colloquialism to make the text accessible to
wider communities of readers. This can be seen in the international editions of
newspapers and magazines.
6. Global everyday oral: It may occur in interaction between people coming from
different parts of the world when they talk about everyday casual topics.
7. Global specialized written: It expands to as many readers internationally, hence the

non-usage of local colloquial expressions (e.g. international research journal
articles).Global specialized oral: It occurs when people from different groups
discussed specialized topics in spoken form (e.g. paper presentation sessions in an
international academic conferences).
38
Activity 4
EXPERIENCING VARIOUS LANGUAGE REGISTERS

Source: http://pulse.pharmacy.arizona.edu/9th_grade/from_global/language_arts/language_registers.html
1. You are taking a stroll through the mall when someone approaches you. It is one of the persons
described in the list below. What do you imagine this person will say to you? Will all of the above
people speak to you in same way?
 A teacher, principal, or boss

 A parent, relative, or guardian
 A friend or sibling
 A boyfriend or girlfriend
 A stranger on the street
 A shop clerk or librarian
 A scientist or mathematical expert
2. Write down what you think each individual will say to you and more importantly how they will say
it.
3. Create several short conversations or skits in which they act out all the different language
registers in various situations. For example, the casual register could be demonstrated by a
conversation between friends, the formal register could be acted out as a graduation
speech, the intimate register could take place between girlfriend and boyfriend, the static
register could be a recitation of the Pledge of Allegiance, and the consultative register could
be represented by a conversation between an employee and his boss.
39
Language Varieties
1. Pidgin. A pidgin is a new language which develops in situations where speakers

of different languages need to communicate but don't share a common
language. The vocabulary of a pidgin comes mainly from one particular
language (called the 'lexifier'). An early 'pre-pidgin' is quite restricted in use and
variable in structure. But the later 'stable pidgin' develops its own grammatical
rules which are quite different from those of the lexifier.
Once a stable pidgin has emerged, it is generally learned as a second language

and used for communication among people who speak different languages.
Examples are Nigerian Pidgin and Bislama (spoken in Vanuatu).
2. Creole. When children start learning a pidgin as their first language and it
becomes the mother tongue of a community, it is called a creole. Like a pidgin,
a creole is a distinct language which has taken most of its vocabulary from
another language, the lexifier, but has its own unique grammatical rules.
Unlike a pidgin, however, a creole is not restricted in use, and is like any other
language in its full range of functions. Examples are Gullah, Jamaican Creole
and Hawaiì Creole English.
Note that the words 'pidgin' and 'creole' are technical terms used by linguists, and not
necessarily by speakers of the language. For example, speakers of Jamaican
Creole call their language 'Patwa' (from patois) and speakers of Hawaiì Creole
English call theirs 'Pidgin.'
3. Regional dialect. A regional dialect is not a distinct language but a variety of a

language spoken in a particular area of a country. Some regional dialects have
been given traditional names which mark them out as being significantly
different from standard varieties spoken in the same place. Some examples are
'Hillbilly English' (from the Appalachians in the USA) and 'Geordie' (from
Newcastle upon Tyne in the UK).
4. Minority dialect. Sometimes members of a particular minority ethnic group

have their own variety which they use as a marker of identity, usually alongside
a standard variety. This is called a minority dialect. Examples are African
American Vernacular English in the USA, London Jamaican in Britain, and
Aboriginal English in Australia.
5. Indigenized variety. Indigenized varieties are spoken mainly as second

languages in ex-colonies with multilingual populations. The differences from the
standard variety may be linked to English proficiency, or may be part of a range
of varieties used to express identity. For example, 'Singlish' (spoken in
Singapore) is a variety very different from standard English, and there are many
other varieties of English used in India.
40
41
Activity 5
EXPERIENCING THE VARIETIES OF LANGUAGE COMMUNICATION

Let’s Do it!!!
1. In what ways or situations are the local and global varieties of spoken language
used? What registers are appropriate to such situations?
2. Read a letter to the editor in a day’s newspaper, listen to a radio broadcast or

observe people in conversation at the canteen. What registers are they using?
What features identify them as those registers? Why do they think the speakers
chose those registers?
3. Role play one situation portraying either global or local variety of spoken
language. Choose appropriate register.
4. Reflection Writing: Why is there a need to use appropriate varieties and

registers of language in certain communication contexts?
42
Principles of Gender-Sensitive Communication
(United Nations’ Development Program UNDP Gender Equality Seal initiative)
Language plays a critical role in how we interpret the world, including how we
think and behave. Word choices often reflect unconscious assumptions about values,
gender roles and the abilities of women and men. Gendered language is still
commonplace in both the workplace and everyday life. For example, when speaking
about a Resident Representative; many colleagues automatically use the male form
‘he’, not knowing if the person is a woman or a man.
It is important to remember that imprecise word choices can be interpreted as

discriminatory, demeaning or biased, regardless of how they are intended. Such
language hinders efforts to increase women’s empowerment, and is not in accordance
with UNDP’s goals.
1. Ensure that women and men are represented
As UNDP’s partners are women and men, both should be seen, heard,
and treated equally in corporate media products and messages. It is important to
ensure that quotes from both men and women are included in press releases,
stories and other communications. Additionally, presenting female voices in
traditionally male roles and vice versa contributes to deconstructing stereotypes
and gender norms. Such messages, including visuals and written messages can
have a positive impact on people’s attitudes over time. When preparing press
releases, stories and other materials it is important to plan ahead and clarify how
women’s and men’s voices can be captured.
2. Challenge gender stereotypes
Our use of language often reinforces gender stereotypes and assumptions

about women and men are often formed through such gender stereotypes. It is
important to avoid using these, as gender stereotypes limit and trivialize both
women and men, presenting inaccurate images.
In UNDP’s context, it is important to not represent certain vocations or

roles as only appropriate for, or held by, by women and men. For example,
doctors are men and nurses are women.
It is also critical to not imply, for example, that women and girls are
timid in comparison to men and boys, or that females are passive and males are
active. Similarly, one should avoid using phrases that stereotype women’s or
men’s behavior or thought processes. For example, gender stereotypes are
deployed when describing men as aggressive or violent, and when describing
women as emotional, shrill, or passive.
Gender Biased Gender Sensitive

Social Good Summit attendees and their Social Good Summit attendees and their
wives are invited. partners are invited.
John and Mary both have full time jobs; John and Mary both have full time jobs; they
he helps her with the housework. share the housework.
Research scientists often neglect their Research scientists often neglect their
wives and children. families.
The average construction worker is Recent research reviled that construction
experiencing impacts on his health due to workers are experiencing impacts on their
hazardous working conditions by the age health due to hazardous working conditions
of 35 years. by the age of 35 years.
43
The policy manual states that the Deputy The policy manual states that the Deputy
Resident Representative attends every Resident Representative attends every
Project Appraisal Committee meeting at Project Appraisal Committee meeting at the
his Country Office. Country Office.
3. Avoid exclusionary forms
Exclusionary forms of language indicate the use of “he”/“his” when

referring to both a female and male, which excludes females. One can use “he”
and “she” to be inclusive, or use the plural ‘they’ to avoid using any gendered
pronouns.
When using gendered pronouns, it is important not to confuse your

audience by using she in one paragraph and he in the next. In these situations,
it is good practice to stick to one pronoun, or use a plural, or eliminate the use
of pronouns altogether by rewording the sentence. In addition, when used
sparingly, using “he or“she” in a sentence can be a good way to include both
sexes.

Listen to the employee as he uses his Listen to the employee who is using short,
short, simple sentences to communicate. simple sentences to communicate.
Dear Mothers, please ensure that your Dear Families, please ensure that your
children wash their hands after using the children wash their hands after using the
bathroom. bathroom.
The employer will address the situation The employer will address the situation when
when he is ready. ready.
The employer will address the situation Everyone must do his part. Everyone must
when ready. do their part.
4. Use equal forms of address
Addressing women by their marital status is an old practice dating back to

the 1700s. Women were often called by their husband’s full name, for example:
‘Mrs. John Smith.’ Nowadays however, this practice is no longer appropriate.
While the address ‘Mrs.’ implies that the woman is married, ‘Ms.’ emerged in the
1940s as an alternative to ‘Mrs.’. Today, the ‘Ms.’ form is universally accepted
and a good practice to adopt.
In the same way, women are often referred to as someone’s partner, instead
of an individual in their own right. Clearly, this creates an imbalance in who is
deemed important in public life. It is good practice to avoid referring to women as
somebody’s wife, widow or mother unless absolutely necessary.
Overall, however, it is important to be mindful and respectful of how

individual women prefer to be addressed. For example, if a woman refers to
herself as ‘Mrs.’, or adopts her husband’s name in correspondence, it is
important to respect this choice and subsequently refer to her with the name of
her choosing.

Miss, Mrs. Ms.
Men and ladies Men and women / women and men
Man and wife Wife and husband / husband and wife
Ed Schmidt and his wife Janet Mr. and Ms. Schmidt / Ms. and Mr. Schmidt
Mrs. Ed Schmidt Janet Schmidt, Ms. Janet Schmidt
44
5. Create a gender balance
In written and oral communications, it is important to be mindful of the

gender implications of generic terms. Generics are nouns and pronouns intended
to be used for both women and men. For example, the terms ‘fatherland’ or
‘mankind’ describe concepts that encompass men and women but both terms are
evidently male-dominated. Male-specific generics tend to call up primarily male
images for readers and listeners. It is best to avoid such generics, to create a
more gender-inclusive language.
Similarly, word order can often give the assumption that one sex is superior
to the other, or that the latter sex is an afterthought. For example, using the
phrases men and women, or ladies and gentlemen, may give this impression.
Instead, it is better to address groups of people with generic terms. For example,
addressing a group as colleagues or members of the delegation avoids using any
gender bias.

Fatherland Native land
Mother tongue Native tongue
Mankind Humanity, human beings, people
Man’s search for knowledge has led him to The search for knowledge has led us to
impressive scientific discovery. impressive scientific discovery.
People have continually sought knowledge.
This led to improved scientific discovery.
This project aims at building the This project aims at building the
entrepreneurial capacities of men and entrepreneurial capacities of women and
women in the district. Outputs will include men in the district. Outputs will include
business trainings for salesmen and owners business trainings for salespeople and
of small enterprises. owners of small enterprises.
6. Promote gender equity through titles, labels, and names
Titles for people and occupations often reflect inequitable assumptions about
males and females; gender-sensitive language promotes more inclusive and
equitable representations for both females and males.
Referring to a woman as a ‘career woman’ instead of a ‘professional’, or to a server

as a waitress can exacerbate inequality, as women are not perceived as equal to
men.
Additionally, feminine suffixes such as –ess or –ette can also reinforce the notion
that women are subordinate, or doing a different job to men. For example, instead
of using actress or stewardess, for women professionals, it is better to use the
generic term (actor or flight attendant) to avoid promoting gender inequality.

Salesman / saleswoman Sales clerk; sales person; sales
representative
Career woman Professional; executive; business person
Stewardess; waitress Flight attendant; waiter / server
Male nurse Nurse
Congressman Member of Congress
45
Spokesman Spokesperson
Activity 7
Gender Communications Quiz

How much do you know about how men and women communicate? If you think a
statement is an accurate description of communication patterns, mark it true. If you think it
isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt other men.
3. During conversations, women spend more time looking at their partner than men
do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional openness and drama than
male managers.
6. Men not only control the content of conversations, they also work harder in
keeping conversations going.
7. When people hear generic words, such as "mankind" and "he," they respond
inclusively, indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more reprimandsand

criticism.
9. Women are more likely than men to disclose information about intimate personal
concerns.
10. Female speakers are more animated in their style than are males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a female speaker,
even when she makes the identical presentation.
13. In general, women speak in a more tentative style than do men.
14. Women are more likely to answer questions that are not addressed to them.
15. There is widespread gender segregation inschools, and it hinders effective

classroom communication.
16. Female managers are seen by both male and female subordinates as better
communicators than male managers.
17. In classroom communications, teachers are more likely to give verbal praise to
female than to male students.
18. In general, men smile more often than women.
46
References
Montano-Harmon, M. R. (2000). “Developing English for Academic Purposes”

California State University, Fullerton.
Erick Herrmann (2015). Available at

https://exclusive.multibriefs.com/content/language-register-what-is-it-and-why-
does-it-matter/education
Tomas, G. (2013). Multicultural Communication Tips for Today's World. Available at

https://www.agprofessional.com/article/multicultural-communication-tips-
todays-world
Links for Further Readings
https://www.songfacts.com/facts/men-at-work/down-under
https://www.youtube.com/watch?v=Tj_luloRFio
https://www.youtube.com/watch?v=IsVqO83OYow
https://www.google.com.ph/search?q=Colors+of+the+wind+lyrics&sa=X&ved=2ahU
KEwj7npCL56jrAhUKrJQKHbPEAFEQ1QIwOHoECDMQAw&biw=1505&bih=721
https://www.goodreads.com/book/show/2657.To_Kill_a_Mockingbird
https://www.goodreads.com/book/show/77203.The_Kite_Runner
https://www.youtube.com/watch?v=TCdwsombQ-Q
https://www.youtube.com/watch?v=qny5Hi1D7Sg
https://www.youtube.com/watch?v=Mut1n-
qQvAI&list=PLhVf2RirznOF6tTYbfosMrffKjf4eWh3M
Further Reading on Gender Sensitive Communication:
“Guidelines on Gender-Neutral Language. UNESCO 1999, -

http://unesdoc.unesco.org/images/0011/001149/114950mo.pdf
“Guidelines for Gender-Fair Use of Language”, The National Council of Teachers of

English (NCTE), Revised 2002, Women in Literacy and Life Assembly (WILLA);
Formerly “Guidelines for Nonsexist Use of Language in NCTE Publications”;
47
Revised 1985; Created 1975, Committee on the Status of Women in the

Profession http://www.ncte.org/positions/statements/genderfairuseoflang
“A guide to gender-inclusive language policy”, Government Office for the South East,
2003 http://www.venet-
eu.com/assets/mainmenu/197/docs/gender_inclusive_policy.pdf
- “Guidelines for Gender Sensitive Materials, Advocacy and Communications”, The

World Alliance for Breastfeeding Action (WABA), 2008, -
http://www.waba.org.my/whatwedo/gender/pdf/WABA_Guidelines_for_Gender_
Se nsitive_Materials_Advocacy_Communications.pdf - For a good example of
applying and reporting on gender-sensitive principles:
https://undp.unteamworks.org/node/343453
Walkington, J. (2015). Enhancing multicultural perspectives in the formation of

preservice teachers through immersion in a culturally different context
Multicultural Education Review, 2015 Vol. 7, No. 3, 140–154,
http://dx.doi.org/10.1080/2005615X.2015.1072077
MODULE 5
Evaluating Messages and Images of Different Types of
Texts Reflecting Different Cultures
Introduction
In the previous modules, you learned about how globalization has affected us in
many ways. We now live in a global village. As a consequence, you can read about
different cultures, and have access to films, academic papers, and the like from
countries around the world, and vice versa. Given the overwhelming amount of
information at your range, you should know how to read them critically.
Critical reading is a more active way of reading. It is a deeper and more complex
engagement with a text. A text is not limited to something written down. It can be a
film, an artifact, or anything in a language and culture that conveys meaning.
Especially when dealing with unfamiliar texts, one should practice sensitivity.
Different types of non-literary texts are provided to you in this module so that you can
exercise evaluating their messages.
Jean-Jacques Rousseau, a Philospher, writer, and composer, once said that “There
is no ouside of text.” In everyday life, what we encounter are texts. That is to say,
reading is survival. In the sections that follow, you will learn how to identify some
aspects of a text, including its main idea, the author’s purpose, and the intended
audience.
Finding the Main Idea
The main idea of a text sums up the overall idea or theme, or what information the
text is trying to convey. Since non-literary texts tend to be short and succinct, the
main idea is usually stated early on, in the title or subheading, or in the first
paragraph. For example, take a look at the title from this editorial in The Guardian:
'The Guardian view on climate change: good news - but not yet good enough.'
This very clearly sums up the main idea of the article: That what's being done to stop
climate change is good, but there is more that needs to be done. If you weren't sure
from the title, the subtitle confirms this:
48
'Eleven of the last 12 months have been the hottest on record. Though progress on
cutting carbon emissions is encouraging, more must be done.'
This is fairly typical of newspaper and magazine articles, and makes the main idea
easy to find. In shorter non-literary texts, such as advertisements, the main idea is
even more clear because there is little extra space for details. An advertisement will
typically state the main idea in bold as the first text on the page.
Considering the Purpose
Another aspect of non-literary text to consider is purpose, or why the author

wrote the piece. Some purposes might be to inform, to persuade, to criticize, or even to
entertain. The author's wording and the information they choose to include will give
you clues as to why the text was written. Let's look at The Guardian article again.
This article is full of facts and figures. For example: '. . .world governments
agreed to address that by eliminating the substitute chemicals - called HFCs -
potentially reducing rising temperatures by as much as 0.5C in a relatively short time.'
The article also includes opinion words like 'good news', and persuasive phrases
such as 'Governments should take the simple measures needed. Altering the fuel to be
less polluting, preventing outflow during shipping and harborage, and improving
monitoring to reduce emissions need not be costly and will be invaluable in the fight
against marine and air pollution as well as climate change.'
The combination of these facts and persuasive phrases tell us that the article
has two purposes. One is to inform the reader about the actions being taken to slow
climate change. The other is to persuade the reader that these are positive measures,
but that further steps still need to be taken. You can also see with this article that the
main idea can give you a clue as to the author's purpose.
Audience
The audience is who the writer expects to read the text. Realize that you may
not be the primary audience for this text, as the audience for a text is not always the
same as the person or people who are reading it because writers cannot always control
who reads their work. However, when a writer composes a reading, he or she does so
with a specific type of reader in mind. When the writer knows who the audience is, he
or she can use specific language, details, and examples to speak directly to that
audience. If you are not the intended audience, it may be more difficult for you to
comprehend the piece.
You can determine the audience by identifying where the reading is located. For
example, an article in Seventeen magazine is intended for teenage girls, while an
article in the Journal of Developmental Education is intended for faculty and
administrators of college-level developmental education programs, all of whom have
college educations and many of whom have advanced degrees.
Keep in mind that the intended audience could be:
 A single individual (like in a personal communication)

 A group of people (children for a juvenile book or chefs for a cooking article)
 The general public (speech from the president)
49
Now, it’s your turn! Let us begin with a text reflecting our own culture.
It is important to answer the pre-reading questions as preparation for
evaluating the message of the text.
The first text, “PinoyBaduy,” is an essay published in Budhi, an international and

peer-reviewed interdisciplinary journal. Doreen Fernandez’s “PinoyBaduy”was
originally published in Who magazine in 1982. Fernandez draws a variety of sources
and examples to talk about the meaning of the expression “baduy.” As the title
suggests, she finds a connection between this label and the “truly Pinoy” experience.
For instance, she mentions links between “baduy” practices of bringing pasalubong
and the more general Filipino trait of being accommodating, even “overly
accommodating (Fernandez, 2002). Fernandez also, quite significantly, links the label
to attitudes relating to class and the wealthy Western world.
Text 1▲
PinoyBaduy
Doreen Fernandez
In 1976, in the late, lamented Ermita magazine, it was defined by Mercedes R. Prieto and Gilda
Cordero Fernando as that part of custom that made being Filipino “a bit of a drag,” even though
“we’ve all felt proud of being truly Pinoy at one time or the other.” PinoyBaduy, they felt, was
being overly accommodating (excessive hospitality, bringing pasalubong, seeing people the
airports, hunting down every last bilin). It was also being a creature of fads, aping the latest
fashion (e.g. henna), the latest name brand, even the latest business (remember hot pan de
sal? And now ihaw-balot?).
Baduy was also branding everything, (a) with one’s name (car door, dashboard, book,
ballpen); or (b) with a droppable one (e.g. on pants pockets false or true); or (c) for
identification/assertion (pictures with family or the near-great, under glass). It was also making a
big thing of pregnancy hiligand suffering; using such body language as lifted eyebrows to greet;
overfeeding guests, even at hospitals and funerals; women setting up tindahanin offices, ladies’
rooms, university basements, fashionablesubdivsions. It was the omnipresent basahan(on
jeepneydriver’s neck, on the sink, in Chinese restaurant in the guise of a hot towel). It was
palusot—not lining up when singit was possible, cutting through gas stations instead of turning
corners, giving vague instructions when unwilling or unknowing. It was being late so as not to
seem overeager; chronic filching, from mangoes on the tree to manhole covers; being
captivated by giveaways and extras.
Last year, my student Ditas wrote in a composition of Definition: “Baduy” is wearing

mustard-yellow pants, a violet printed shirt, wide belt, chunky-heeled shiny brown boots—all at
the same time. And just last April Mia exclaimed: “tita, how baduy!” when I lit a Hope cigarette in
the lobby of the Peninsula Hotel in Hongkong.
What, then, is PinoyBaduy? Peachy and Gilda, it was doing the obvious, the over-eager,
the non-classy thing—something that the foreigner or the upper class or the old rich would
never do, but which the Pinoy does because: (a) he does not know any better being cianongor
50
uneducated and poor; or (b) his and the country’s poverty make giveaways and shortcuts
desirable and even necessary; or (c) certain values—e.g. pakikipagkapwatao—are expressed in
ways (OA hospitality, seeing off at airports) that the Western sophisticate finds uncomfortable,
awkward, or in bad taste.
To Ditas and Mia, it is obviously not being “in the swing, fashionable, in the know, hip. It
is being out of step with the fashion being proviciano or, well, baduy.
To both generational groups—the teenager and the “older adult,” it means not being
“with it.” And what is “it” with which one should be? Who sets the standards for “it”? The
Westerner, of course, since being “with it” is obviously being Western. Thus, not being baduy is
smoking blue seal, and knowing how to put (Western) clothes together. It is knowing when to
wear Topsiders without socks; what the Preppy look is, and when it is in or out, when to be
studiedly casual and when downright sloppy; when the three-piece suit is right and when
unthinkable; where to go and eat and disco and shop, and what places to avoid like herpes; just
which guys and coeds are sosyal, dull, bigat, okay without trying too hard. It is knowing the
name brands to sport, the names to drop, the campus organizations to join, the current length of
skirts anthe rights with of pants’ legs. It is the way of the well-to-do teenager, the on who does
not have to work for a scholarship, or take a part- time job, or slog at his English in order to stay
in a private school.
For the elder writers, it is being cool enough not to see a husband off at the airport, or
bring home pasalubong(“because I am in and out too often”). It is ot flaunting obvious brands
like Gucci and Gloria Vanderbilt, because one uses the uncommon, unobtrusive (more
expensive) Fendi, or Roberrts di Camerino (the tiny R almost invisible, and unrecognizable to
most except the cognoscenti). It is not talking about the details of one’s pregnancy, labor and
delivery but looking elegant before, during and after, like Princess Diana. It is an understated
wedding, at which there are only two sponsors—both of impeccable pedigree—and very plain
invitation (without the onionskin insert with the sponsor line-up) printed by I. Magnin. It is being
impatient with the chaos of Philippine life, because in the U.S. traffic is neat, people line up at
supermarket checkouts, no one drives the wrong way down a one-way street, and people arrive
on time.
It is, in effect, being more oriented to life abroad than a patchy existence in this
developing country.
Does this imply, then, that the native, non-Stateside Filipino, member of the majority
educated in public schools rural or urban, who barely understands English and only speaks
Pilipino, is necessarily baduy? And if baduy is, as it seems to be, a term at least slightly
pejorative—is then the majority of the Filipino nation to be looked down upon as not hip, not in
the know, not in the swing? If, further, with the world economy the way it is, and the Philippine
economy even more lamentable and lamented; with survival the highest priority such that food
is more important than lifestyle and any clothing something to be grateful for, even if not in
style—does this not mean that most Filipinos will always be baduy? at least until the quality of
life changes? And will most Filipino therefore remain objects of amusement and pity even
exasperation in the eyes of the non-baduy elite few?
Might it ot be more accurate to say that baduy means being Filipino? Being in the
national swim, suffering with the rest the scarcity, the ignorance, the being out of step with
developed nations (and not only in lifestyle, either) being bearer of the burdens of the history,
whatever the name, be it feudalism, oppression, colonialism, exploitation, imperialism, poverty
or capitalism?
To examine baduyness in another direction: Why are we to excessively, sometimes
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stupidly, hospitable? Probably because, as the receptors of at least two colonizations, we have
had to be hospitable, in order to survive. We took the cross and the sword, the English language
and consumerism, even the bowing and slapping of the Japanese occupation. And we survived.
Why do we see everyone off at the airport? Because so many who have left have never
returned, since the “land of milk and honey” is elsewhere. Because it is a way of makiramay, of
sharinganother’s burdens, something necessary in an agricultural culture, where fields are
plowed and houses moved—together. A family member leaving for Saudi is to be mourned, not
only because of dangers, loneliness, hard work away from loved ones—all because right here
life is difficult, and relief has to be found elsewhere, and at much cost.
Why the pasalubong? Because to return is to be triumphant, and this too one shares.
This also seems the reason we are so noisy, celebrative and joyous at funerals (when the
Westerners is hushed and even ashamed to admit normal hunger). We keep the bereaved
family company in grief for as long as it takes—and it takes noise and games to keep awake.
And the bereft appreciate the fellow-feelings, and reciprocate most directly—by feeding us all,
often and to the limits of his pocket (and those of his lending friends).
Our poverty is certainly the reason giveaways are so enticing, as are contests and prizes
and things just lying around. Why would anyone take a manhole cover? First, because it can be
sold. Secondly, because it belongs “to the government,” and is therefore; (a) really ours; or (b)
deservedly ours, since the government is not doing all it should do for us—and we are in need.
Why do we take shortcuts through gasoline stations? Because mahirapangbuhay, and anything
that will make it easier is justifiable.
The term that preceded baduy was bakya. Borrowed from the footwear of the poor, it
deserved a style and a sensibility, as Jose Lacaba pointed out in the essay “Notes on Bakya,”
subtitled “Being an Apologia of Sorts for Filipino Masscult.” It meant anything “cheap, gauche,
naïve, provincial, and terribly popular.” Quoting Leslie Fielder, Lacaba felt it indicated a “problem
of class distinction in a democratic society. What is at stake is the refusal of cultural equality by
a large part of the population.” He suggested that “the connoisseurs of bakya…need not be
ashamed of their affections,” since it made them outsiders to the exclusivist culture of the In
Crowd, and the term of reproach, bakya, could well become as much a badge of honor as Indio
eventually became, shedding attached opprobrium.
Baduy too, is reproach, and it too can become a badge of pride. Because it means being
authentic, and not pretending to know of or like that which others have stamped with approval.
Because it means being embroiled in this human coil, being underprivileged and unable to
navigate through elite culture. Becauseit means being of the greater many, and “in”—in the
national swim towards survival. Because it means being loyal to likes and alliances, values and
needs, even if these have not been canonized by West (of whom one is not a devotee); also
being careful and constant about the struggle to live, even if unfashionable so.
If baduy means being out of the Western, foreign mode, then by all means let us stay
ourselves, proud to be emphatically, Pinoyly, baduy.
Activity 2
COMPREHENSION CHECK
Now, evaluate the essay by answering the following questions.
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1. What is the message? (What is the author trying to say? Answer this question by
summarizing the main argument in two or three sentences.)
2. What is the purpose of the message? (Is the author trying to persuade you or inform you in
the text?)
3. How is the message conveyed by the text? (How did the author extend the definition of the
concept?)
4. Who is the target audience of the message? (Who is the text intended for?)
5. What other ways of presenting the message are there? (Are the ideas represented fairly and
accurately? Can you think of anything that is left out of the text?)
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Text 2- Facebook Meme
Text 1 involves something which was written down. This time, try to read an image. Since
everyday life consists not only of linguistic texts but also of images, it is important that you know
how to critically read images. The second text is a meme posted on Facebook.
Text 2▲
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Activity 3
COMPREHENSION CHECK
Evaluate the meme by answering the following questions.
1. What is the message?
2. What is the purpose of the message?
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3. How is the message conveyed by the image?
4. Who is the target audience of the message?
5. What other ways of presenting the message are there?
Text 3 - TikTokVideo
It can be accessed through this link:
https://twitter.com/i/status/1290616466073464832. Watching the video
is optional. If you have the means to watch the video, please do. It would
be a good exercise on evaluating videos! After watching the video, answer
the same questions printed in activities 1 and 2.
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References
Uychoco, M. & Santos, M. 2018. Communication for society: Purposive Communication.
1st ed. Quezon City: REX Printing Company.
https://study.com/academy/lesson/identifying-a-non-literary-texts-main-idea-
purpose- audience.html#partialRegFormModal
https://www.facebook.com/EducateThyself/photos/a.1293246537448218/28401517
92757677/?type=3&theater
Fernandez, Doreen G..PinoyBaduy. Budhi: A Journal of Ideas and Culture, [S.l.], v. 5,

n. 3 6.1, p. 389-393, Jan. 2013. ISSN 2243-7886. Available at:
<https://journals.ateneo.edu/ojs/index.php/budhi/article/view/601/598>. Date
accessed: 23 Aug. 2020.
MODULE6
Communication Aids and Strategies Using Tools
of Technology
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Introduction
It is evident that technology has transformed the ways of communication

and influenced relationships in a variety of ways. It was assumed that, there
are both positive and negative effects of this.
The principal way in which relationships have been affected is that they
tend to be at a distance rather than face-to-face. The advent of the internet has
made it easy for business owners to communicate across the world, with
remote job opportunities one call away. Online educational programs are
available for people residing in different countries, and it is no longer a dream
to attend live classes from the comfortable environment of a home. Not only
this, the social platforms like Facebook, Twitter, and YouTube have
revolutionized relationships, be it making online friendships with people from
other countries or staying in touch with loved ones. Based on this perspective,
technology has influenced relationships in a positive way.
However, despite these advances, the quality of interaction has

significantly declined in several respects. If people are developing most of their
relationships online, this means that they may also have less fact-to-face
contact. This kind of contact on a personal level is important for human beings
to feel wanted and a part of society. This may be a particular problem for
children's social development as they used to be seen playing out on the streets
but are now too often indoors. Technology can also mean people are detached
from what is going on around them even when they are out, as can be seen by
the many people staring into their mobile phones as they travel or walk
around.
In conclusion, technology has brought some positive development in the

ways people interact with each other. However, there are also some negative
impacts of technology on the types of relationships people make.
Hence, in this module, you will learn about the efficiency of these tools in
instruction and communication.
Communication Aid: An Overview

Communication process was comprehensively discussed in Module 1. Thus, in this
section of the module, Communication Aid using technology as tool will be
discussed,
A communication Aid helps an individual to communicate more effectively with

people around them.
Communication aids are also referred to as AAC devices. AAC refers to Augmentative
and Alternative Communication, which is defined as,
… a huge range of techniques which support or replace spoken communication. These

include gesture, signing, symbols, word boards, communication boards and books, as
well as Voice Output Communication Aids (VOCAs).
Moreover, Communication Aidis anything that helps an

individual communicate more effectively with those around them. This could range
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from a simple letter board to a more sophisticated piece of electronic equipment. It is

not essential for the user to be able to read text in order to use a communication aid.
It helps individual to communicate more effectively with people around them.

Communication aids refers to an augmentative and alternative communication,
meaning to say, it is a techniques that support or able to replace spoken or verbal
communication. It also includes gesture, signing, symbols, word boards,
communication board and books, even voice recorder are included or also known as
Voice output communication aids.
There are two ideas that we have to consider in understanding communication aid.
 Unaided communicationpertains to a communication that there is no need to

use any forms or tools that related to technology in communication process. In
a simple explanation, it does not use additional equipment, just your body
language, gesture, vocalization, signing are typically applied.
 Aided communication pertains to the use of technology or equipment. It can

be simple or complex, depends on the communication purposes. It might be as
simple as writing, it might also be as complicated as an eye gaze activated
computer. Both sender and receiver or the speaker and the listener need to
understand the communication aid.
Aided communication has four integrated parts:
a. Symbol
In many cases symbols are visuals and graphics. What do you think are
the symbols that everyone involved that they ay able to understand. It
could be pictures, photographs or line drawings. Other symbols to be
considered are bliss symbols or icons, printed words are kind of symbol as
well.
b. Aids or tools
Aids or tools are the manner in which the symbols are being delivered. It
could be a board, book, key-ring, tablet or computer. However,
communication boards or books does not have speech output, the
computer or hand-held devices might have speech output. Considering
that speech output can be recorded, as a natural voice or a synthesized
voice.
c. Selection Methods
These are the ways a user chooses the symbols. The sender or the speaker
has the right to select what symbols to use in communication aids.
Considering the fact that both the sender and receiver or the speaker and
the listener should understand the chosen symbol. This might be direct or
indirect symbols, such as pointing is a direct while scanning is indirect.
d. Strategies
Strategies in using aided communication are very much essential and

necessary. Prediction of words is very much encouraged, like what text
messaging or what proper words to be used is a strategy. It might takes
time to create a message than speaking, that’s why people used to
naturalized the communication, in order to make the conversation in
smooth manner and not to forget the topic or the questions in the
communication process. Like for instance; when you are communicating
with the person you loved or friends that are close to you, isn’t it that you
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try to make the communication into smooth and never get away the topic,
sometimes you create another topic for a lively and smooth conversation.
Another example is that when you are communicating with your boss or
manager through messenger, you probably used some manner words that
are applicable and that shows some respect. Those instances are strategies
in aided communication.
Communication Strategies is commonly the exchange of information

between the sender and the receiver or the speaker and the listener. It focuses
on the strategies to be conducted or used in ways of communicating through
face to face or on writing. Take into consideration the importance of
communication strategies in relaying information and in communication. These
are the blueprints for how this information will be exchanged.
Types of Communication Strategies
Communication is the exchange of information between a sender and a

receiver. It used to be that you only had to worry about the way you
communicated face-to-face or on paper. Technology has changed this
completely. It is important for people to take into account every aspect of how
they are relaying information. This is where communication strategies come
into play. Communication strategies are the blueprints for how this information
will be exchanged.
Communication strategies can be verbal, nonverbal, or visual.

Integrating all the strategies together will allow you to see the most success.
This allows a business to meet employee needs and increase workplace
knowledge.
 Verbal communication strategies categorizes into written and oral

communication. In written strategies, it consists of emails, text, or chats.
Such as; phone calls, video chats and face to face conversations.
 Non-verbal communication strategies consist of mostly visual cues,

such as body languages, facial expressions, physical distancing between
communicators, or the tone of your voice, however, these cues are
typically not intended, but take into considerations to realize the
message you are sending otherwise, you may be saying one thing, yet the
receiver is hearing another or possible, it can be misunderstood.
 Visual communication strategies consist of signs, webpages, and

illustrations. Normally, these kinds of strategies are used in workplace to
draw some attention and to provide documentations.
Considering these strategies in communication ensures success in the

communication process. The speaker or the sender should check the necessary
tools and aids to be utilized to avoid miscommunication that may lead to chaos
or misunderstanding. Through these communication aids and strategies, the
process of communication is made effective and efficient.
What is Web- Based Communication?
If you use the Internet, then you probably use Internet-based

communications to contact family, friends or co-workers. From sending an
instant message to a friend, to e-mailing co-workers, to placing phone calls, to
conducting video conferences, the Internet offers a number of ways to
communicate.
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The advantages of Internet-based communications are many. Since

you're already paying for an Internet account (or your employer is), you can
save money on phone calls by sending someone an instant message or by using
more sophisticated platform instead of standard local telephone services. Of
course, no technology is without a downside and Internet-based
communications has plenty, such as viruses, privacy issues and spam.
Like all technologies (and especially technology tied to the Internet), the
way we can communicate online is constantly evolving. In this article we'll take
a look at some of the most popular forms of Internet-based communications.
Areas of Web-Based Communication
1. Social Media – That which we use to create an engaged community of

users. Social media is computer-based technology that facilitates the sharing
of ideas, thoughts, and information through the building of virtual networks
and communities. By design, social media is internet-based and gives users
quick electronic communication of content.
2. Web Based Content – Web communication is more than just the above. It’s
more than just creating social media content. Its web site content, URLs,
redirects, SEO and navigation. Web content refers to the textual, aural, or
visual content published on a website. Content means any creative element,
for example, text, applications, images, archived e-mail messages, data, e-
services, audio and video files, and so on. Web content is the key behind
traffic generation to websites.
3. Analytics – Often overlooked or tacked on to someone’s existing job

description, analytics are crucial to this position. Not only to measure what
you’re doing, but to prove your value in being able to do so. Email, web and
social media analytics combine to create real actionable results. In order to
do this, you need full understanding of the web, campaigns, departments,
etc.
Analytics is the systematic computational analysis of data or statistics. ... It

can be valuable in areas rich with recorded information; analytics relies on
the simultaneous application of statistics, computer programming and
operations research to quantify performance.
Types of Web-Based Communication
1. Instant Messaging
One of the fastest-growing forms of Internet communications is instant

messaging, or IM. Think of IM as a text-based computer conference between
two or more people. An IM communications service enables you to create a
kind of private chat room with another individual in order to communicate
in real-time over the Internet. Typically, the IM system alerts you whenever
somebody on your buddy or contact list is online. You can then initiate a
chat session with that particular individual.
One reason that IM has become so popular is its real-time nature. Unlike e-
mail, where you will wait for the recipient to check his or her e-mail and
send a reply, if a person you want to reach is online and available in your IM
contact list, your message appears instantly in a window on their screen.
Some problems and issues associated with IM include spim and virus
propagation. Spim is the IM equivalent of spam and is perpetuated by bots
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that harvest IM screen names off of the Internet and simulate a human user
by sending spim to the screen names via an instant message. The spim
typically contains a link to a Web site that the spimmer is trying to market.
Spim is a bit more intrusive than spam due to the nature of IM itself. These
advertisements and junk messages will pop-up in your IM window and you
need to deal with the messages immediately, where with e-mail you can
usually filter a lot of it out and deal with it later.
Additionally, viruses and Trojans can be spread through IM channels. These

malicious programs are usually spread when an IM user receives a message
that links to a Web site where the malicious code is downloaded. The
message will appear to be from a known IM contact, which is why recipients
are more likely to click the hyperlink and download the file. Using safe chat
rules (such as never clicking the link) and keeping an updated anti-virus
program on your system will help reduce the chances of becoming infected
by malicious programs being spread through instant messaging.
2. Internet Telephony
Internet telephony consists of a combination of hardware and software that

enables you to use the Internet as the transmission medium for telephone
calls. For users who have free, or fixed-price Internet access, Internet
telephony software essentially provides free telephone calls anywhere in the
world. In its simplest form, PC-to-PC Internet telephony can be as easy as
hooking up a microphone to your computer and sending your voice through
a cable modem to a person who has Internet telephony software that is
compatible with yours. This basic form of Internet telephony is not without
its problems, however. Connecting this way is slower than using a
traditional telephone, and the quality of the voice transmissions is also not
near the quality you would get when placing a regular phone call.
3. E-mail
Short for electronic mail, e-mail is the transmission of messages over

communications networks. The messages can be notes entered from the
keyboard or electronic files stored on disk. Most mainframes, minicomputers
and computer networks have an e-mail system. Some e-mail systems are
confined to a single computer system or network, but others have gateways
to other computer systems, enabling you to send electronic mail anywhere
in the world.
All online services and Internet Service Providers (ISPs) offer e-mail, and
support gateways so that you can exchange e-mail with users of other
systems. Usually, it takes only a few seconds for an e-mail to arrive at its
destination. This is a particularly effective way to communicate with a group
because you can broadcast a message or document to everyone in the group
at once.
One of the biggest black clouds hanging over e-mail is spam. Though
definitions vary, spam can be considered any electronic junk mail (generally
e-mail advertising for some product) that is sent out to thousands, if not
millions, of people. Often spam perpetrates the spread of e-mail Trojans and
viruses. For this reason, it's important to use an updated anti-virus
program, which will scan your incoming and outgoing e-mail for viruses.
4. Internet Relay Chat (IRC)
Short for Internet Relay Chat, IRC is a multi-user chat system that allows to
people gather on "channels" or "rooms" to talk in groups or privately. IRC is
based on a client/server model. That is, to join an IRC discussion, you need
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an IRC client (such a mIRC) and Internet access. The IRC client is a program
that runs on your computer and sends and receives messages to and from
an IRC server. The IRC server, in turn, is responsible for making sure that
all messages are broadcast to everyone participating in a discussion. There
can be many discussions going on at once and each one is assigned a
unique channel. Once you have joined an IRC chat room (chatroom
discussions are designated by topics), you can type your messages in the
public chatroom where all participants will see it, or you can send a private
message to a single participant. With many IRC clients you can easily create
your own chatroom and invite others to join your channel. You can also
password protect your chatroom to allow for a more private discussion with
just people whom you invite.
Once you become familiar with your IRC client you'll find many options
available to help you moderate and take part in a channel. One problem
commonly associated with IRC is lag. IRC relies on the connections between
the servers, and the connections or the servers can slow down. If you're in a
discussion and people do not respond, or you notice that people are
responding to things you types several minutes ago, then you can attribute
this to lag. If you continue to experience lag, you can try connecting to the
IRC network on a different server.
5. Videoconferencing
Videoconferencing is a conference between two or more participants at

different sites by using computernetworks to transmit audio and videodata.
Each participant has a video camera, microphone and speakers connected
on his or her computer. As the two participants speak to one another, their
voices are carried over the network and delivered to the other's speakers,
and whatever images appear in front of the video camera appear in a
window on the other participant's monitor.
In order for videoconferencing to work, the conference participants must use

the same client or compatible software. Many freeware and shareware
videoconferencing tools are available online for download, and most Web
cameras also come bundled with videoconferencing software. Many newer
videoconferencing packages can also be integrated with public IM clients for
multipoint conferencing and collaboration.
In recent years, videoconferencing has become a popular form of distance

communication in classrooms, allowing for a cost efficient way to provide
distance learning, guest speakers, and multi-school collaboration projects.
Many feel that videoconferencing provides a visual connection and
interaction that cannot be achieved with standard IM or e-mail
communications.
6. SMS & Wireless Communications
Short message service (SMS) is a global wireless service that enables the
transmission of alphanumeric messages between mobile subscribers and
external systems such as e-mail, paging and voice-mail systems. Messages
can be no longer than 160 alpha-numeric characters and must contain no
images or graphics. Once a message is sent, it is received by a Short
Message Service Center (SMSC), which must then get it to the appropriate
mobile device or system. As wireless services evolved, Multimedia Messaging
Service (MMS) was introduced and provided a way to send messages
comprising a combination of text, sounds, images and video to MMS capable
handsets.
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Communication on wireless devices such as mobile phones and PDAs is

frequently changing. Today you can use your wireless device to not only
make phone calls, but to send and receive e-mail and IM. While you can use
e-mail, IRC or IM for free if you have an Internet account, you will end up
paying fees to you mobile carrier to use these services on a wireless device.
Using Tools of Technology for Presentation

Source:https://g-kenneth.blogspot.com/2019/10/communication-aids-and-strategies-using_15.html
Multimedia is content that uses a combination of different content forms such

as text, audio, images, animations, video and interactive content. Multimedia
contrasts with media that use only rudimentary computer displays such as text-
only or traditional forms of printed or hand-produced material.
 A transparency, also known variously as a view foil, foil, or view graph, is a

thin sheet of transparent flexible material, typically cellulose acetate, onto
which figures can be drawn. These are then placed on an overhead projector for
display to an audience. Many companies and small organizations use a system
of projectors and transparencies in meetings and other groupings of people,
though this system is being largely replaced by video projectors and
interactive whiteboards.
 Video is an electronic medium for the recording, copying, playback,

broadcasting, and display of moving visual media.
 Sound recording and reproduction is an electrical, mechanical, electronic, or

digital inscription and re-creation of sound waves, such as spoken voice,
singing, instrumental music, or sound effects.
The Most Popular Digital Education Tools for Teachers and Learners
Hundreds of digital education tools have been created with the purpose of
giving autonomy to the student, improving the administration of academic processes,
encouraging collaboration, and facilitating communication between teachers and
learners. Moreover, with the impact of COVID19 pandemic the Teaching-learning
process necessitates new platform. Thus, the following are the most popular platforms
that could be utilized by the teachers and learners.
1. Edmodo
Edmodo is an educational tool that connects teachers and students, and is

assimilated into a social network. In this one, teachers can create online
collaborative groups, administer and provide educational materials, measure
student performance, and communicate with parents, among other
functions. Edmodo has more than 34 million users who connect to create a
learning process that is more enriching, personalized, and aligned with the
opportunities brought by technology and the digital environment.
2. Socrative
Designed by a group of entrepreneurs and engineers passionate about

education, Socrative is a system that allows teachers to create exercises or
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educational games which students can solve using mobile devices, whether
smartphones, laptops, or tablets. Teachers can see the results of the
activities and, depending on these, modify the subsequent lessons in order to
make them more personalized.
3. Projeqt
Projeqt is a tool that allows you to create multimedia presentations, with

dynamic slides in which you can embed interactive maps, links, online
quizzes, Twitter timelines, and videos, among other options. During a class
session, teachers can share with students’ academic presentations which are
visually adapted to different devices.
4. Thinglink
Thinglink allows educators to create interactive images with music, sounds,

texts, and photographs. These can be shared on other websites or on social
networks, such as Twitter and Facebook. Thinglink offers the possibility for
teachers to create learning methodologies that awaken the curiosity of
students through interactive content that can expand their knowledge.
5. TED-Ed
TED-Ed is an educational platform that allows creating educational lessons

with the collaboration of teachers, students, animators—generally people who
want to expand knowledge and good ideas. This website allows democratizing
access to information, both for teachers and students. Here, people can have
an active participation in the learning process of others.
6. cK-12
cK-12 is a website that seeks to reduce the cost of academic books for the
K12 market in the United States and the world. To achieve its objective, this
platform has an open source interface that allows creating and distributing
educational material through the internet, which can be modified and
contain videos, audios, and interactive exercises. It can also be printed and
comply with the necessary editorial standards in each region. The books that
are created in cK-12 can be adapted to the needs of any teacher or student.
7. ClassDojo
ClassDojo is a tool to improve student behavior: teachers provide their

students with instant feedback so that good disposition in class is 'rewarded'
with points and students have a more receptive attitude towards the learning
process. ClassDojo provides real-time notifications to students, like 'Well
Done David!' and '+1', for working collaboratively. The information that is
collected about student behavior can be shared later with parents and
administrators through the web.
8. eduClipper
This platform allows teachers and students to share and explore references
and educational material. In eduClipper, you can collect information found
on the internet and then share it with the members of previously created
groups, which offers the possibility to manage more effectively the academic
content found online, improve research techniques, and have a digital record
of what students achieved during the course. Likewise, it provides the
opportunity for teachers to organize a virtual class with their students and
create a portfolio where all the work carried out is stored.
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9. Storybird
Storybird aims to promote writing and reading skills in students through

storytelling. In this tool, teachers can create interactive and artistic books
online through a simple and easy to use interface. The stories created can be
embedded in blogs, sent by email, and printed, among other options. In
Storybird, teachers can also create projects with students, give constant
feedback, and organize classes and grades.
10. Animoto
Animoto is a digital tool that allows you to create high-quality videos in a

short time and from any mobile device, inspiring students and helping
improve academic lessons. The Animoto interface is friendly and practical,
allowing teachers to create audiovisual content that adapts to educational
needs.
11. Kahoot!
Kahoot!is an educational platform that is based on games and questions.

Through this tool, teachers can create questionnaires, discussions, or
surveys that complement academic lessons. The material is projected in the
classroom and questions are answered by students while playing and
learning at the same time. Kahoot! Promotes game-based learning, which
increases student engagement and creates a dynamic, social, and fun
educational environment.
Activity 1 
DIFFERENT AIDS AND STRATEGIES IN COMMUNICATION PROCESS
After reading the discussion, apply the different aids and strategies in communication process
by creating your own text or message as a sender or speaker based from the given receiver or
listener.
Receiver/Listener Aids and Strategies Your message or text as a Sender/Speaker

to be utilized
Colleagues
Boss / Manager
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Teacher / Professor
Best friend
Newly meet
classmates or
colleagues
Call Center Agent
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Activity 2 
AIDED AND UNAIDED COMMUNICATION
Answer the following questions briefly but with substance.
1. Evaluate the importance of using technology in communication process based from your
own understanding.
2. How will you differentiate aided communication to that of unaided communication?
3. Why is it necessary to reconsider the receiver or listener in utilizing tools and strategies?
Provide specific examples.
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Suggested Readings and References

https://elearningindustry.com/digital-education-tools-teachers-students
https://g-kenneth.blogspot.com/2019/10/communication-aids-and-strategies-
using_15.html
https://www.scribd.com/presentation/425397563/Chapter-2-Communication-
Aids-and-Strategies-Using-Tools-of-Technology-1-pptx
https://prezi.com/hshnd4l_25qg/communication-aids-and-strategies-using-
tool-of-technology/?fallback=1
https://helenfamulagan.blogspot.com/2019/10/communication-aids-and-
strategies-using_15.html
https://www.asha.org/public/speech/disorders/aac/
https://aaccommunity.net/ccc/aided-communication/
MODULE 7
Communication for Various Purposes
Introduction
The start of pandemic in the Philippines resulted to people to stay at home for how
many months in order for them to avoid the transfer of virus. As Filipinos are well-
known to be creative, we have used different resources to make ourselves productive
in a way that we can be able to enjoy and be updated in the different trends in the
society such as online selling, Tiktok challenge, cactus- bougies- caladium- snake
plant collection, and a lot more. Those trends informed and influenced us to follow
what has been seen in the internet. And, have you ever counted items of food and/or
things you ordered? Have you ever used the tiktok application? How many cactus-
bougies- caladiums- snake plants have you collected?
If you have, then I assure you, the purposes of communication really affect your
everyday living.
Another communication process is shown below; does the listener understand the
message of the speaker? Then, does communication meet its purpose? This module
will give light on the different purposes of communication and your understanding of it
will contribute on how you process your message.
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It was mentioned in the past discussions that communication is an art of

transmitting information from one person to another. It is a way on how we deal
with other person, thus, considered it as parcel of our life. However, in the
communication process, have you ever rambled on and on to someone and then
at the end of the conversation the response was not what you wanted? This
module will explain the different purposes of your message.
1. Communication that Informs
This serves to provide interesting and useful information to your audience.
Examples:
A teacher updating students about the different scenarios in the society
A student talking about her research
A health worker educating people about proper hygiene
A doctor speaking about the newly discovered vaccine
2. Communication that Persuades
Persuasive communication works to convince people to change in the way they

think, the way they do something, or to convince them to start doing something
that they are not currently doing.
Examples:
Improve your health through better eating
Follow health protocols
Television violence is negatively influencing our children
Become a volunteer and change the world
3. Communication that Entertains
The speaker provides pleasure and enjoyment that makes the audience laugh or
identify with anecdotal information.
Examples:
Intermission for any occasion
Sharing jokes or things you wouldn’t know
4. Communication that Demonstrates
This includes demonstration on how things are done. Usually, in the field of
medical courses, there is a need to demonstrate what has been taught to be
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able to familiarize the students about the different techniques of things related
to their subject or in their chosen profession.
Example:
After discussion, the clinical instructor demonstrates proper techniques
of hand washing and the process of suturing.
S t r at e gi c Commu n i c at i on to In f or m or P e r su a de
Emerging technology has profoundly impacted the workplace and how we

communicate. It has enhanced our ability to maintain closer contact with our
constituencies and to cultivate relationships with new clients and customers, but
it also demands more effective communicators who are skilled at crafting clear
and concise messages within tight deadlines. That requires thi nking strategically
about communication and recognizing that repairing communication mishaps is
costly and time consuming, if it can be done.
Strategic communication involves four elements: knowing your purpose,

understanding your audience, selecting an appropriate message structure
strategy and identifying the appropriate channel. This sounds simple. So why do
we often hear the refrain, “the problem around here is communication”?
Kn owi n g You r P ur pose
When faced with writing or speaking task, many people obsess first about
what they want to say. They may spend hours staring at the computer screen to
craft that perfect opening paragraph, often to no avail. A strategic approach to
the task forces you to first think about the purpose and to ask why are you
writing or speaking. Then consider whether your purpose will be clearly
understood by your readers or listeners. Will they wonder why they received the
message and need to scroll through it to determine what you want them to do?
Most of us, confronted with such material, will put it aside, close the window, or
stop listening. So first ask why, and you may find you will be more efficient and
no longer agonize about a writing task or speaking engagement.
Un de r st a n di n g You r Au di e nc e
Effective communication involves not only analyzing the situation from

your perspective as the sender of the message, but also from your audience’s
viewpoint. Tailoring your communication to your audience’s needs and interests
guarantees your chance of being understood and achiev ing your objective. So
what do you want to know about your audience?
First consider if they are a primary audience, one who receives a message
directly, or secondary, one who receives your message from another source or
may be affected by it. Then consider the audience as individuals. In addition to
identifying education, training, age and gender, attempt to learn about opinions,
interests, expectations and attitudes. As a group, consider norms, traditions,
standards, rules and values.
Consider, too, how much they know about you and your organization. Are
they new constituencies who may need background, or is the audience familiar
with the organization and just need updating on a new product or service? This
will help you determine how much new information they’ll need and how much
evidence and detail to include.
Selecting an Appropriate Message Structure
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Once you’ve determined your purpose and identified your audience’s information
needs, you must select an appropriate message strategy. Effective communicators
tailor their messages to an audience, rather than simply state their ideas in the order
in which they occur.
Activity 1 
READING INFORMATIVE MESSAGES
Below is an example of an informative message from the DOH. After reading, answer the
comprehension check that follows to determine if you fully understood the message in the text.
The Department of Health (DOH), thru the National Nutrition Council, leads the nation in
celebrating the 43rd Nutrition month with this year’s theme, “Healthy diet, gawing habit – FOR
LIFE!”
Nutrition Month is an annual campaign held every July to create greater awareness on
the importance of nutrition among Filipinos. Throughout the years, the Nutrition Month
celebration has been institutionalized by schools and local government units as well as other
stakeholders. The campaign aims to increase awareness on the importance of healthy diets
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which protects against both under- and over nutrition and non-communicable diseases (NCDs)
such as hypertension, diabetes, cardio-vascular diseases and certain types of cancer.
A healthy diet encompasses a wide range of benefits, with positive impacts on nutrition,
overall health, economy as well as the environment.
According to the Food and Agriculture Organization (FAO) of the United Nations, a
healthy diet: a. includes a variety of foods from different food groups; b. meets the individual
needs for calories and nutrients; c. is safe, with no risk from toxins, bacteria, mold or chemicals;
d. is enjoyable and culturally acceptable; and e. is available and sufficient each day and all year
round.
Moreover, according to the World Health Organization (WHO), a healthy diet

emphasizes regular intake of vegetables, fruits, whole grains, root crops, fat-free or low-fat milk,
lean meats, poultry, fish, egg, beans and nuts. It is also low in saturated fats, trans fats,
cholesterol, sodium and added sugars.
A healthy diet, which is part of a healthy lifestyle, is the foundation of good health. It is a
diet that is able to satisfy one’s energy and nutrient needs for proper body functions, growth and
development, daily activities and maintenance of health, keeping well within one’s caloric needs.
Hence, it takes into consideration both quality and quantity of food consumed by a person. It
also provides just enough amounts of energy needed for one’s daily activities without going
beyond one’s caloric needs so as to maintain a healthy body weight. Energy requirements differ
from person to person and energy provided by a healthy diet should be in balance with one’s
energy expenditure.
Meanwhile, healthy diets during emergencies mean providing adequate nutrition, and
not just adequate amount of food or calories. Energy needs can be met by providing a range of
commodities while protein needs could be satisfied with mixtures of animal and plant-based
food.
“The DOH strongly advocates for the health and nutrition of all Filipinos. I emphasize
that adequate supply of clean, drinking water should be made available to prevent dehydration.
Likewise, vulnerable groups such as children, pregnant and lactating women, and the elderly
should be given attention to prevent nutrient deficiencies. Let us make everyday a Nutrition
day!” states Secretary Paulyn Jean Rosell–Ubial.
Source: Department of Health
Activity 2 
CRITICAL ANALYSIS OF INFORMATIVE MESSAGES
The following questions focus on the context of the reading in Activity 1. Answer each queries
comprehensively and substantially.
1. What is the topic all about?
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2. How does DOH advocate proper nutrition to the people?
3. Does the message want the reader to inform or to convince or both? In what part of the
message does the author want readers to be influenced?
4. As the receiver of the message, how can you also influence other people to promote
healthy diet?
Activity 3 
READING PERSUASIVE MESSAGES
Give your reaction on the Gettysburg Address by Abraham Lincoln. Write your understanding on
what Abraham Lincoln wanted to convey.
THE GETTYSBURG ADDRESS
Abraham Lincoln
November 19, 1863
Four score and seven years ago our fathers brought forth on this
continent, a new nation, conceived in Liberty, and dedicated to the
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proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation,
or any nation so conceived and so dedicated, can long endure. We are met
on a great battle-field of that war. We have come to dedicate a portion of
that field, as a final resting place for those who here gave their lives that that
nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -

- we can not hallow -- this ground. The brave men, living and dead, who
struggled here, have consecrated it, far above our poor power to add or
detract. The world will little note, nor long remember what we say here, but it
can never forget what they did here. It is for us the living, rather, to be
dedicated here to the unfinished work which they who fought here have thus
far so nobly advanced. It is rather for us to be here dedicated to the great
task remaining before us -- that from these honored dead we take increased
devotion to that cause for which they gave the last full measure of devotion -
- that we here highly resolve that these dead shall not have died in vain --
that this nation, under God, shall have a new birth of freedom -- and that
government of the people, by the people, for the people, shall not perish
from the earth.
Activity 4
WRITING PERSUASIVE MESSAGES
A. Imagine that you are an online seller or product endorser. Conceptualize a product or
innovation that could be of help in alleviating food supply problem brought by COVID19
pandemic.
B. Write a simple literature of the product you have conceptualized. Consider the labeling
and other features of the commodity.
C. Select what media you will use in advertising your product.
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RNL+ConVerge (2010). Available at
https://convergeconsulting.org/2010/11/16/what-is-web-communication/
Beal, V. (2005). Available at

https://www.webopedia.com/DidYouKnow/Internet/internet_communications.a
sp
https://ideas.darden.virginia.edu/
https://www.doh.gov.ph/node/10405
http://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm
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MODULE8
COMMUNICATION FOR WORK PURPOSES
Introduction
Communication in the workplace is very important for companies to work

efficiently and be productive. Employees can experience increased morale, productivity
and commitment if they can communicate up and down a company’s communication
chain. Employers who spend time and energy to create open communication lines will
quickly create trust among employees, resulting in productivity, performance and
overall morale. At the same time, employees who communicate effectively with their
colleagues, managers and customers continue to be valuable assets to a company.
Poor communication in the workplace will inevitably lead to non-motivated staff that
can begin to question their confidence in their skills and organizations.
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What is Workplace Communication?
Workplace communication is the process of exchanging information, both verbal

and non-verbal, within an organization. There are many means of communication. To
be an effective and valuable member of your workplace it is important that you
become skilled in all the different methods of communication that are appropriate.
Effective workplace communication ensures that organizational objectives are

achieved. Workplace communication is tremendously important to organizations
because it increases productivity and efficiency. Ineffective workplace communication
leads to communication gaps between employees, which causes confusion, wastes
time, and reduces productivity. Misunderstandings that cause friction between people
can be avoided by communicating effectively.
For communication to occur it must pass from a sender to a receiver. This must
occur irrespective of the form of communication.
For communication to be effective it must be understood by the receiver and can

be responded to. This means that communication involves speaking, reading,
listening, and reasoning skills.
As communications pass from the source to the receiver there is plenty of

opportunity for its original meaning to change. Therefore listening, reasoning and
feedback is an important part of the process as it is an opportunity for the sender to
make sure the receiver has understood the message.
The other consideration is the “noise” associated with the communication – what else
is happening, what are the distractions, the baggage etc. Noise can have a big
impact on the message the receiver decodes.
Why is Effective Communication Important?
1. Workplace communication improves productivity.
2. Workplace communication can increase employee job satisfaction.
3. Workplace communication can have a positive effect on absenteeism and

turnover rates.
How to Communicate in the Workplace
Communication in the workplace should occur in a way that responds positively

to individual differences. Consider the following:
Value all individuals and treat them with respect, courtesy and
sensitivity.
Recognize cultural differences.
Communicate in a way to develop and maintain positive relationships,
trust and confidence.
Make an effort to use basic strategies to overcome communication
barriers.
The way that you communicate impacts your ability to get along with people and get
the things that you want/need done. Communication, whether verbal, written or
visual can be expressed in positive and negative ways. Individuals need to take
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feedback from how others interpret or perceive how they are communicating.
Sometimes we can be perceived as aggressive even though it is not intended.
When Verbally Communicating:
 Speak clearly and listen carefully to ensure information is understood.

 Ask questions and confirm the meaning of information to avoid
misunderstandings.
 Let others talk – a conversation is a two-way event at a minimum.
 Engage in difficult conversations when necessary – not saying something
to avoid a difficult conversation usually makes things worse.
 Ensure the tone you use is open and non-confrontational and encourage
feedback.
When Communicating Through Email (Or Other Written Communication):
 Always read, then re-read an email before sending to check spelling, grammar
and tone.
 Ensure that the content of the email is relevant and has an appropriate subject
heading.
 Ensure that contact details are appended to the email, so that those reading it
can contact the sender if required.
 Be polite, concise, use valid points and avoid lengthy ramblings.
 Don’t cc the email to anyone to whom it is not relevant.
 Avoid using email to discuss confidential information.
The workplace is always a professional environment. This means that each type of
written communication has an expected professional standard. Some of the basic
expectations are that all written communication:
 Is simple and easy to understand.

 Is to the point and avoids unnecessary repetition or sentence “sprawl” (long
rambling sentences).
 Avoids too many technical terms.
 Avoids slang, offensive language and discriminatory, racist or sexist language.
How to Communicate with Clients & Customers
A client or customer is someone you provide a service to, complete a task for, or sell a
product to outside of your organization. It is important that you are polite and use
verbal and non-verbal communication to respond to the client or customer requests in
an appropriate manner.
Miscommunication can occur in many ways and create significant problems in the
workplace. What your client or customer “hears” as they listen to you can become a
miscommunication based on:
 The words you are speaking being misinterpreted.

 Your body language sending a message that is different from your words.
 They are not listening to you properly or you are not listening to them properly.
 Here are some tips to help you communicate effectively with clients and
customers:
 Speak clearly and accurately - speak at a rate your customer can understand
you and provide correct information.
 Be open and non-judgmental - have an open posture; do not judge the way your
customer is dressed or presents himself or herself.
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Activity 1
WORK CASE ANALYSIS
The following cases focus on communication gaps in the workplace. Read and
comprehend their context and select from the choices given the barrier involved
then justify your answer.
1. Mike, Operations Manager for Solar Solutions, has had communication difficulties
about the daily production of steel in his meetings with James, one of the shift
supervisors. Assuming this is an issue of hierarchy, the barrier they face is related
to _____.
a. Gender differences c. Language Differences d. Cultural difference
b. Status Differences
Justify your
answer:__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______
2. LSA marketing manager is irritated that his counterpart in Japan limited eye contact
during a recent visit to his facility. Eye contact is a sign of attentiveness to one but
represents inappropriate behavior to the other. What type of barrier is this?
a. Gender differences c. Language Differences d. Cultural difference

b. Status Differences
Justify your
answer:__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______
Source: https://study.com/academy/practice/quiz-worksheet-barriers-to-effective-workplace-
communication.html
 Be respectful of your customers’ feelings - be professional and be aware of the

words you use.
 Use the customer’s name - this makes them feel special and valued.
 Unlearn your own bad habits - be aware of your own behavior, always be self-
assessing.
 Be aware of non-verbal messages - make sure you are displaying positive and
appropriate body language at all times.
 Be interested in people - take a genuine interest in the customer’s needs. This
will build rapport and trust.
 Ask questions and be open to feedback – ask your customers open-ended
questions (not yes/no questions) to find out what they are looking for.
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Activity 2
EXPERIENCING WORK SITUATIONS

The passage below focuses on communication transactions that exist in the real work
stations. Read the passage comprehensively and answer the discussion questions that
follow
Good Work Goes Unrewarded
Iris Jones is the Associate Vice President of a large chain pharmaceutical company based
in the northeastern part of the country. Recently her chief operating officer, Philip Walker,
asked her to complete five high revenue generating projects for the company. Her
expedient completion of these projects would enable her to advance into a senior-level
management position. Determined to get a promotion, Jones handed these projects over to
her very competent network team. The team was hesitant to work hard, for in the past
Jones took all the credit and bonuses for herself, when they were the ones who
accomplished all the tasks. Nonetheless, the team took on these new high profile projects
and completed them with a very high success rate. Months later as the profits began to
rise, Jones was summoned into Walker’s office. When asked if her team contributed in any
way to her successful projects, Jones simply answered “No” and took all the credit. Walker
was planning to increase her team’s salary but felt no reason for it after Jones’ response.
Discussion Questions
1. What should the team have done before accepting Jones’ new projects?
2. Did the team have motive to jeopardize these high profile projects?
3. What do you think of Jones’ inability to highlight her employees’ meritorious

work?
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Conceptualizing Effective Communication Materials in the Workplace
Today, it is widely acknowledged that professional performances are developed

through and greatly influenced by communication, and professional skills are as
important as language skills. The demands of the globalizing society and the
continuously upgrading technologies have imposed new requirements in transmitting
the results of work to other people, understandably and persuasively, both verbally
and in writing. This changing environment in which technical communication occurs
has placed more emphasis on the psychological, social, and rhetorical principles for
effective communication. If you are a technical professional or planning to become
one, you should prepare yourself for work in this increasingly internationalized world.
You should seek out opportunities for studying foreign cultures and languages and
learn how to deal with people who may not share your cultural norms. Indeed, the use
of effective communication materials in communicating with others is very significant
specifically in achieving better communication transactions.
Hence, some theories were used to further the understanding of various types
of communications materials.
1. Diffusion of Innovation – Postulated by Everett Rogers)
This theory stipulates that changes/innovations when communicated

through certain channels gradually diffuse into a community from a certain
point. It implies that ideas or messages communicated can be a stimulus
from which wider social change can take place although the ultimate decision
to change is a personal decision.
2. Stages of Change –Introduced by Prochaska
This theory explains that individual change, whether to adopt healthy

or end unhealthy behaviors takes place through a process. Individuals move
from a state of being unaware about a problem to recognizing the problem
and consequently getting support to and then taking long term actions to
change/solve the problem/situation. The theory recognizes that change only
begins to take place if the individual is aware of a problem and willing to
effect the change themselves. In terms of communication materials
development it implies that messages should be provoking enough to induce
personal reflections and later the drive to change as well as be crafted to
move communities along a process of change (e.g., not calling for action
before something is considered as a problem).
3. Social Cognitive Theory – Theorized by Albert Bandura
This theory propounds that the belief one has in oneself and one’s
ability to create positive change (self efficacy) is necessary for any change to
take place. That in order for someone to change one needs to feel they are
able to make that change happen. The message in this theory for
communications materials thus is in recognizing the benefits of positive and
empowering concepts as a driver for change in individuals and in
communities.
Suggested Activities: Students may discuss/react on the usefulness of understanding

the linkage between theory and practice when developing
communication materials. The discussion opened room for
reflections on how much thought is given to development of text
and images in materials.
Some specific concerns were; how we can identify specific audiences for
messages, how we can make materials provocative and reflective and how
materials can foster individual change as well as culminate into broader social
change.
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Reactions may be uploaded to the new.edmodo.com account (GE1- Purposive

Communication) or at the face book page account of the subject.
References
20 Ways to Communicate Effectively with Your Team. Link

https://smallbiztrends.com/2013/11/ways-to-communicate-
effectively-in-theworkplace.html
Workplaces That Work: Interpersonal Communication . Link

http://hrcouncil.ca/hr-toolkit/workplaces-interpersonal.cfm
Workplace Communication [Regional Skills Training Pty Ltd.]

Link:http://www.regionalskillstraining.com/sites/default/files/content
/WC%20Book%201.pdf
Workplace Communication – Wikipedia . Link

https://en.wikipedia.org/wiki/Workplace_communication
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MODULE9
COMMUNICATION FOR ACADEMIC
PURPOSES
Introduction
At all levels of education, students must be able to communicate effectively.

Without well-developed communication skills, children run the risk of falling behind
their peers or becoming emotionally overwhelmed or withdrawn at school.
Academic success depends on solid communication skills, beginning with clear

oral communication. Students are often called upon in class to answer questions.
These questions may range from those with simple factual answers to questions that
involve putting thoughts together and making arguments. Answers to questions need
to be communicated effectively so teachers can assess a student’s knowledge.
Students with oral challenges may also become embarrassed if they are unable to
communicate on par with their peers. If a student stutters or mumbles they may
become fearful of speaking up in class, and this in turn can lead to lowered grades
and diminished self-esteem.
Lesson 1. Perspective of Communication for Academic

Purposes
Academic Communication Defined

Source: https://learn.org/articles/What_are_Academic_Communications.html
Academic communication involves presenting ideas effectively and formally in a

scholastic environment. If you attend an institution of higher education, you can use
these skills to contribute to the academic conversation with your teachers and peers.
Many people intuitively know the proper way to communicate in different settings; for
instance, the way you speak to your friends is usually different than the way you
speak to your parents. Academic communication, also called scholarly
communication, refers to methods of communication that are highly structured and
generally only used in pedagogical settings. Academic communication can include the
words and structures used to express ideas, as well as the methods by which ideas are
disseminated.
Most academic writing follows a number of specific rules and you are expected to
follow them whilst writing at university.
 Academic writing contains a number of consistent features:

 Uses clear formal language (no colloquial/slang words)
 Includes evidence from other experts in the field (references)
 Answers or debates a specific question or field (focused)
 Has clear organization and layout (logical structure).
 Is grammatically correct.
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It might sometimes feel like academic writing doesn’t come naturally to you.
This may be because it includes words that we don’t use in everyday conversation.
Remember that the more you read within the context of your discipline, the more
familiar it will become.
Academic writing usually... Because..

You must prove to an expert (your tutor) that
includes subject specific terms
you understand what these words mean
is written in the third person (for This removes bias and can allow the reader to
example ‘the research see the evidence of the piece and not simply the
uncovered’) author’s voice
adheres to specific rules Referencing is evidence of the research you
(referencing) have undertaken to inform your assignment
Academic writing may be read by scholars all
seems formal and conservative
over the world and a chatty conversational tone
(does not include slang or local
or slang words may not be understood by those
dialect words)
outside of your geographical area
Academic Writing and Communication Skills
Academic writing and communication skills are essential aspects of a student’s

learning process. They are also essential when it comes to the workplace irrespective
of the career path that one chooses. As such, you need to know how you can enhance
your communication skills.
Academic Writing as an Integral Part of the Studies
Academic writing is essential to every student and can be used to enhance one’s
communication skills. With it, a student can show how to apply the knowledge
acquired so far. This writing happens in a different setting; for instance; you can have
academic writing that presents an argument with evidence to support the viewpoint.
Sometimes it is due to analyze certain information and present the analysis as a
written piece.All these aspects point to how you can communicate a standpoint or
even present information pertaining to a topic.
Communication Aspects Derived from Academic Writing
Source: https://essaymin.com/blog/academic-writing-enhance-communication-skills/
There are some aspects of communication that you can derive from academic
writing to enhance your communication. For those who thought that your
academic skills are done once you graduate, there is more to it than meets the
eye. They can come in handy, especially if you get to a place of leadership. As a
student, you should be able to improve both the written and spoken to make
your communication all-round.
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Your communication skill is enhanced through academic writing in the following ways:
1. Making Arguments that are well-reasoned
Remember that when engaging in academic writing, you are supposed to

present a well-reasoned argument backed up by evidence. The same case
applies when it comes to communication. You have to present your argument in
a manner that is well reasoned. In other words, you are more capable of
presenting substantiated decisions that are logical instead of bluster. For
instance, if you re asked a question, you go beyond saying “yes” or “no” and give
a reasoned argument.
2. Communicating without Formal Language
Your communication skills will earn you respect from around you. The
way you write your academic papers following all the rules of citation and
references earns you not only good grades but also respect from your lecturer
because you have presented your work as a good scholar. Academic writing you
an edge when it comes to communicating informally. You can put your
argument in clear, unequivocal terms and the end; you earn respect.
This is necessary, especially during your career, which is why you should take
your time to enhance your academic writing and use it as a stepping-stone to
becoming a better communicator.
a. Academic writing hones your correspondence
In your life as a student, you will write numerous academic papers. As time
goes by, you will become a better writer, and you will find it easy even to
write reports. Being good at writing helps you even to save time. You can
effectively communicate more by saying or writing less.
b. Placing sufficient emphasis on evidence
Academic writing helps you to draw observations from data and information.
This helps you to answer questions and provide evidence, thereby
communicating effectively on the matter at hand.
c. Ability to focus on facts
When you are communicating, facts are important. With academic writing,
you are supposed to use facts and evidence as a way of validating your
standpoint. Communication works the same, and you can put aside all
irrelevances and focus on what matters. You can differentiate what is
necessary and what is superfluous.
d. Thinking in the language
English has been the means of communication throughout the world. It

appeals to native and non-native English speakers. As such, academic
writing is done in English in most parts of the world. This implies that you
have to think in English. Thinking in the language is one of the fastest ways
to master it. To communicate effectively, you need to think in English,
especially in academic writing. This is the way that you are going to
communicate your views. If you are used to academic writing, then writing
in English will not be a hard task. It is a good way to enhance not only your
written communication skills but also the speaking aspect of it.
e. Asking for help from fellow students
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Academic writing is no favorite undertaking for some students. Some of them

find it hard, and in most cases, their performance may not be as good as they
want it to be. As such, looking for help from fellow students is a good way of
enhancing academic writing prowess as well as written communication skills.
You can decide to engage with friends who can tell you something about
academic writing hat you need to know and do. This improves your
communication skills too. Go to a friend who has experience in the academic
writing aspect that you. You can improve your written and spoken
communication skills by listening to you more experienced friend and see
how he or she has applied it.
Lesson 2. Writing Academic Report: The Research Paper

Source: https://www.wordy.com/writers-workshop/writing-an-academic-report/
The first thing to note is that academic writingis extremely formal. Typically, it
should be free of contractions and any sort of slang. It is also important, generally, to
write in the third person, eliminating pronouns like "I" and "we."
Academic Reports
Although you may not realize it, writing an academic report is different than
writing an academic essay. In an essay, you can provide your thoughts and opinions
about a topic or statement. In an academic report, you should provide a description or
analysis of a set of actions you took to research a specific question or phenomenon.
Research is a process of systematic inquiry that entails collection of data;

documentation of critical information: and analysis and interpretation of that
data/information, in accordance with suitable methodologies set by specific
professional fields and academic disciplines. Research is conducted to evaluate
the validity of a hypothesis or an interpretive framework; to assemble a body of
Substantive knowledge and findings for sharing them in appropriate manners;
and to generate questions for further inquiries.
The Research Proposal
A Research Proposal basically a short “sales pitch” to submit your selected

subject matter to your instructor and persuade him/her to accept it as applicable
to the assignment, and worthy of both time and effort. Complete a 100 word
minimum Topic Proposal for your research essay. This must be typed and
formatted using MLA style using complete sentences and paragraph format,
explain as specifically as possible what your topic will be. Argue for the relevance
or significance of your topic. How does it meet the definition of social problem?
Who do, the problem involve? What causes or effects can you currently predict
prior to further research? What is your general purpose or point? Who is your
intended audience and why? Con you formulate a thesis statement yet?
Format of Proposal
The proposal should be about 2 – 4 pages. It should be structured as

follows:
a. Background/Introduction: This should include a brief literature review,

rationale and objectives of the study. Make sure your research question
is stated clearly.
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b. Methodology: Describe the steps that you will take to do the study. This
should include the study design, sample selection, process of data
collection and data analysis. Pay special attention to the ethical
implications.
c. Timeline: Using the deadline dates on page 2 of this workbook and your
rotation schedule set a realistic timeline for the different steps of your
research project. This will help you stay on track, finish on time, and
give each part of the project that time it deserves.
d. References: All references sited in the text should be included in this

section. You can use any of the standard accepted styles as long as
they are complete and consistent.
e. Appendices: Include copies of questionnaires, any data collection tools,

and consent forms in this section.
Different Data Gathering Procedures
There are different data gathering proceduresthat you can use for a term paper. It
will depend on your convenience and ‘he ease in gathering toe required details
that you can use for the research results. In any case, we will discuss some of the
major types of data gathering procedures.
a. Data Mining This procedure is simple. You can easily find many resource
materials where data and numerical figures are already tallied and
presented. Usually, you can find data among research institutions and
academic centers. Data mining is simply using an already published set of
data.
b. Interviewingis another example of a date gathering procedure. One benefit

that you can get from this process is that you can actually gather raw and
reliable data direct from your subjects. Although it is time consuming, you
can still have very credible result from this data gathering procedure.
c. Surveying– actually involves gathering responses from subjects through a

written medium. You will be distributing paper questionnaires for your
subjects to answer. You will then tally the results and use the data for
your research.
Literature Review
Aliterature review is a critical analysis of published sources, or literature, on a

particular topic. It is an assessment of the literature and provides a summary,
classification, comparison and evaluation. At postgraduate level literature reviews
can be incorporated into an article, a research report or thesis. At undergraduate
level literature reviews con be a separate stand-alone assessment.
The literature review is generally in the format of a standard essay made up of

three components: on introduction, a body and a conclusion. It is not a list like
an annotated bibliography in which a summary of each source is listed one by
one
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Research Design
https://nobaproject.com/modules/research-designs
https://ascholarship.com/research-design-types-and-research-method/
A Research Design is a methodical, well-organized procedure utilized by a

researcher, or a scientist to carry out a scientific study. It is a comprehensive co-
existence of already identified elements and any other information or data leading
to a reasonable end result.
The research design is required to follow a pre-planned, well-thought-out

methodology, in agreement with the pre-selected research type, in order to come
up with an error-free, authentic conclusion.
What are the types of Research Design?
A Research Design is necessary since it enables the smooth sailing of the

varying research components, thus making your research more reliable,
efficient, and flexible.
There are four major types of research designs, which include:
 Descriptive Research.As the name implies, this is an in-depth sort of

research design that answers what and how.
 Explanatory Research.This sort of research design explains the

subject of the research and thereby answers what, why, and how.
 Exploratory Research.This sort of research explores the subject

matter and answers what and how.
 Evaluation Research. This sort of research determines the

productivity of the subject matter, or a program and is, therefore,
quite extensive.
What is Quantitative Research Design?
Quantitative Research – A Quantitative Research analyzes variable

relationships in terms of numbers and statistical strategies to review findings,
and is generally divided into four main types, namely:
 Descriptive Design. This sort of design describes the present status of

a phenomenon, or a variable, and does not require any hypothesis for
initiation: It is developed only after the data is collected. For instance;
case-study, naturalistic observation, surveys, etc.
 Correlational Design. This sort of design utilizes statistical analysis in

order to determine whether two variables are related or not e.g., case-
control study, observational study.
 Quasi-Experimental Design. This sort of design resembles a true

experimental design, and is utilized when a standard research design
is not applicable, however; it is not based upon randomized sample
groups.
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 Experimental Design.This sort of design determines cause and effect

relationships among various variables in such a way that the
independent variable is changed in order to observe its effect on the
dependent variable e.g., experiment with random assignment.
What is Qualitative Research Design?
Qualitative Research –A qualitative research design is concerned with

establishing answers to the whys and hows of the phenomenon in question
(unlike quantitative). Due to this, qualitative research is often defined as being
subjective (not objective), and findings are gathered in a written format as
opposed to numerical.
The underlying reason for carrying out any qualitative research is to gain
a richly detailed understanding of a particular topic, issue, or meaning based
on first-hand experience. This is achieved by having a relatively small but
focused sample base because collecting the data can be rather time
consuming; qualitative data is concerned with depth as opposed to quantity of
findings. A qualitative research design is concerned with establishing answers
to the whys and howsof the phenomenon in question (unlike quantitative).
Due to this, qualitative research is often defined as being subjective (not

objective), and findings are gathered in a written format as opposed to
numerical. This means that the data collected from a piece of qualitative
research cannot usually be analysed in a quantifiable way using statistical
techniques because there may not be commonalities between the various
collected findings. However, a process of coding can be implemented if
common categories can be identified during analysis.
A popular and helpful categorization separate qualitative methods into

five groups: ethnography, narrative, phenomenological, grounded theory, and
case study. John Creswell outlines these five methods in Qualitative Inquiry
and Research Design.
While the five methods generally use similar data collection techniques
(observation, interviews, and reviewing text), the purpose of the study
differentiates them—something similar with different types of usability tests.
And like classifying different usability studies, the differences between the
methods can be a bit blurry. Here are the five qualitative methods in more
detail.
1. Ethnography. Ethnographic research is probably the most familiar

and applicable type of qualitative method to UX professionals. In ethnography,
you immerse yourself in the target participants’ environment to understand
the goals, cultures, challenges, motivations, and themes that emerge.
Ethnography has its roots in cultural anthropology where researchers
immerse themselves within a culture, often for years! Rather than relying on
interviews or surveys, you experience the environment first hand, and
sometimes as a “participant observer.”
For example, one way of uncovering the unmet needs of customers is to

“follow them home” and observe them as they interact with the product. You
don’t come armed with any hypotheses to necessarily test; rather, you’re
looking to find out how a product is used.
2. Narrative. The narrative approach weaves together a sequence of

events, usually from just one or two individuals to form a cohesive story. You
conduct in-depth interviews, read documents, and look for themes; in other
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words, how does an individual story illustrate the larger life influences that
created it. Often interviews are conducted over weeks, months, or even years,
but the final narrative doesn’t need to be in chronological order. Rather it can
be presented as a story (or narrative) with themes, and can reconcile
conflicting stories and highlight tensions and challenges which can be
opportunities for innovation.
For example, a narrative approach can be an appropriate method for

building a persona. While a persona should be built using a mix of methods—
including segmentation analysis from surveys—in-depth interviews with
individuals in an identified persona can provide the details that help describe
the culture, whether it’s a person living with Multiple Sclerosis, a prospective
student applying for college, or a working mom.
3. Phenomenological. When you want to describe an event, activity, or

phenomenon, the aptly named phenomenological study is an appropriate
qualitative method. In a phenomenological study, you use a combination of
methods, such as conducting interviews, reading documents, watching videos,
or visiting places and events, to understand the meaning participants place on
whatever’s being examined. You rely on the participants’ own perspectives to
provide insight into their motivations.
Like other qualitative methods, you don’t start with a well-formed

hypothesis. In a phenomenological study, you often conduct a lot of
interviews, usually between 5 and 25 for common themes, to build a sufficient
dataset to look for emerging themes and to use other participants to validate
your findings.
For example, there’s been an explosion in the last 5 years in online

courses and training. But how do students engage with these courses? While
you can examine time spent and content accessed using log data and even
assess student achievement vis-a-vis in-person courses, a phenomenological
study would aim to better understand the students experience and how that
may impact comprehension of the material.
4. Grounded Theory. Whereas a phenomenological study looks to

describe the essence of an activity or event, grounded theory looks to provide
an explanation or theory behind the events. You use primarily interviews and
existing documents to build a theory based on the data. You go through a
series of open and axial coding techniques to identify themes and build the
theory. Sample sizes are often also larger—between 20 to 60—with these
studies to better establish a theory. Grounded theory can help inform design
decisions by better understanding how a community of users currently use a
product or perform tasks.
For example, a grounded theory study could involve understanding how

software developers use portals to communicate and write code or how small
retail merchants approve or decline customers for credit.
5. Case Study. Made famous by the Harvard Business School, even

mainly quantitative researchers can relate to the value of the case study in
explaining an organization, entity, company, or event. A case study involves a
deep understanding through multiple types of data sources. Case studies can
be explanatory, exploratory, or describing an event. The annual CHI
conference has a peer-reviewed track dedicated to case studies.
For example, a case study of how a large multi-national company

introduced UX methods into an agile development environment would be
informative to many organizations.
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The table below summarizes the differences between the five

qualitative methods.
What is the difference between Fixed Design and Flexible Design?
A Fixed Design generally follows a pre-set or pre-determined design, or

a sequence, before the collection of data, and is usually driven by theory.
Additionally, the variables are usually measured via quantitative research.
A Flexible Design, on the other hand, offers freedom when it comes to

the collection of data. This is usually because the variable, in this case, is not
measured quantitatively e.g., culture. In a few cases, the theory may not even
be available before the actual research begins.
How do you create a Research Design?
o Pinpoint your learning outcomes, objectives, etc.;

o Pick out your research questions;
o Develop a research design;
o Choose a sampling framework;
o Pick suitable methods of data collection;
o Set up appropriate measurement instruments;
o Identify proper data analysis techniques, tools, etc.;
o Contemplate dissemination and publication of your findings.
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What is the difference between Research Design and Approach?
A Research Design is the overall framework, or outline, or structure of a

research proposal whereas a Research Approach incorporates various tools,
techniques, procedures or processes utilized to collect or review data or
information.
A Research Design demonstrates how your selected research design or method

is applied to tackle a specific research question while a Research Approach
utilizes different methods to answer different research questions.
What makes a good Research Design?
A good Research Design is usually characterized by the following features:

o A good research design ought to be flexible, effective, efficient, appropriate,
reliable, economical, etc.
o A good research design ought to increase reliability and decrease bias of any
data or information collected and reviewed.
o The good research design must be less prone to an error whenever it comes to
experiments, surveys, etc.
Nevertheless, your research design is based upon your research problem,

research objective, or any other research questions that you have. Thus, you
may even be required to combine a variety of research designs and approaches
in order to accomplish your research goal.
Data Analysis
Data Analysisis the process of systematically applying statistical and/or logical

techniques to describe and illustrate, condense and recap, and evaluate data
While data analysis in qualitative research con include statistical procedures,
many tomes analysis becomes an ongoing iterative prowess where data is
continuously collected and analyzed almost simultaneously. Indeed, researchers
generally analyze for patterns reservations through the entire data collection
phase. The farm of the analysis is determined by the specific qualitative approach
token (field study, ethnography content analysis, oral history, biography,
unobtrusive ‘ and the form of the data (field notes. documents, audiotape, and
videotape).
Sections that are Usually Included in an Academic Report
The following are the basic parts of an academic report particularly a research
paper.
A. Introduction
In the introduction to your academic report, you present the research topic or
question and explain why you chose to study that topic. You may also present
a general overview of the work you did and your findings, expanding on these
points further in the main body of the text. At the end of the introduction, you
may want to present a brief summary of the way in which the rest of the
report is organized.
B. Literature Review/Background
In this section, you will briefly summarize work on this topic that other
researchers have conducted, including their findings. You can also provide
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any background information on the topic that your readers should have
before you present your own work. Remember that your reader is interested in
your work, not the work of others. It isn’t necessary to go into excessive detail
regarding other studies, especially if they aren’t relevant to your work. Focus
on summarizing work that relates in some way to the work you have
performed.
C. Methods
The methods section is where you describe the steps you took in your
research. For example, you can describe the methodology you used to build
your study, the sampling method you used to obtain survey participants, and
the steps you took in a scientific experiment. Make sure to describe all your
steps in detail using the past tense (since you’re describing something that
already happened, not something that will happen).
D. Results
In this section, you will describe the results of your study. For example, you
will provide information such as survey participants’ answers, medical test
results, data from scientific experiments, and any statistical analysis results.
You may find it helpful to use figures and tables to present these results in an
easy-to-read format. However, note that if you present data in a table or
figure, it is not necessary to also provide all the same data in the text. If you
use tables or figures, only discuss particularly important findings in the text.
E. Discussion
In this section, you will discuss the implications of your findings, explaining
them and relating them to the previous research presented in your literature
review. You will interpret your findings and describe how these findings
answer (or don’t answer) your research questions. You should also describe
any limitations of your work, such as sample size or missing data, and
discuss how you could resolve those issues in future work.
F. Conclusion
The conclusion is where you summarize your main work and findings as well
as the implications of your work. You should not introduce any new material
in this section. You should also provide recommendations based on your
findings and discuss any future research needed.
Lesson 2: APA Format and Citations

Source: Betts, J. (2019). APA Format and Citations. Available at
https://www.bibliography.com/apa/apa-format-and-citations/
What Is APA Style?
Before you can write your paper in the American Psychological

Association (APA) style, you need to understand what it is and why it’s
used. Many times, using APA style comes down to the type of paper you’re
writing. This style guide is used in behavioral science, social science,
education, and psychology research papers. It creates a cohesive format
for writing and citing your resources.
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Why Use APA Style?
The reason to choose APA citation style vs MLA or Chicago is that

it’s designed to provide credibility, by making your resources accessible
and creating a focus for the reader. Since APA was created for social
sciences, it focuses on making scholarly journal and book citations easier.
Additionally, it includes rules for tables, figures, and appendices.
Finding Sources for APA Format Paper
With a clear research focus, you need to find the right sources for your
APA paper. It’s important to find authoritative sources for academic writing.
Authoritative sources for social sciences topics include scholarly journals and
books by experts in the field. Additionally, look at the year the study or
research was published. Theories are constantly changing in the field;
therefore, it’s important to find the most up-to-date information.
Creating an APA Format Outline
Depending on the
magnitude of your
phenomenal research,
you can choose to
create an outline of
your paper before
writing it. APA doesn’t
have a specific format
for making an outline
for your essay or
research paper.
However, there are a
few different formats
you can use, like a
topic or sentence
outline. While not
required, having an
outline can be useful in
keeping your paper
flowing smoothly and
on topic.
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Formatting an APA Paper
The time has come to format your APA paper. And, it’s all about style. This isn’t
“wearing white after Labor Day” kind of style. This is a writing style, which means the
style guide has everything broken down for you from formatting your paper to creating
your reference list.
APA Paper Requirements
Don’t get marked down points for not following APA paper formatting requirements.
A few APA formatting style highlights include:
 Double spacing
 Page number header
 1-inch margins
 Flush-left style
 Indented paragraphs
Must-Have Sections in APA Format
In addition to formatting, you need to include specific sections within your APA style
research paper. The basic sections include:
 Title page: This is the first page with your title and name.
 Abstract: This provides an overview of the paper.
 Body: The main part of your paper includes your introduction, methods,
materials, results, conclusion, and discussion.
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 References: Here, you provide a list of all the sources used in your article.
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APA Five Levels of Headings
APA format uses unique headings that fall into one of five levels.
Headings are used in order. If you need two headings in your section,
then you start with a level 1 heading at the beginning of the section. This
heading is bold and centered. Your level 2 subsection heading is left aligned
and bold. If you require three levels of headings in your section, then you start
with a level 1 heading, then move to a level 2 and level 3 in order. All headings
are in title case, meaning you capitalize most words.
Tables & Figures in APA
Adding tables and figures to your APA paper is a fabulous way for you to
condense information and add visuals to your writing. When creating a table or
figure make sure it’s attractive and displays the information you want in an
accessible way. Per
chapter 7 of the APA
manual, tables have
four main sections:
Number – include
numbers for each table
like (Table 1)
Title – appears below

table number
Headings – like column

headings
Body – rows and
columns showing your
information
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Figures in APA, like

images, also include
basic important
components. Following
sections 7.22 to 7.36
of the APA manual,
figures include:
 Number – each
figure included
has a number
(Figure 1)
 Title – title
double spaced
under number
 Image – the
image, drawing,
photo, etc.
 Legend – key for

your figure to
explain symbols
 Notes – general,
specific, or
probability
information
needed to
understand figure
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APA Style Writing Tips
Since academic writing requires a specific tone, knowing a few APA writing style
tips can really make your work shine. Your writing should be clear and concise.
Use simple sentences that are straight to the point and unpack your details in a
clear, easy-to-follow way. Being vague could lead to misinterpretation and nobody
wants that. Additionally, follow specific punctuation, spelling, capitalization,
numbers, and abbreviations rules laid out in chapter 6 of the APA manual.
Tone and Wording in APA Writing
Being clear and easy-to-follow doesn’t mean that you need to use a passive
voice in your tone and wording in APA writing. Rather, an active voice is preferred
for dissecting experiments.
And don’t forget about verb tense. You must present the facts as they are to
avoid any bias. It’s also important to rethink the use of gender pronouns to avoid
bias as well. Consider an alternative like specific names, people, or groups, rather
than he or she. Additionally, APA 7 supports the use of the singular ‘they’ in their
style.
APA In-Text Citations
As you’re writing your APA paper, don’t forget about the in-text citations. In-text
citations ensure you avoid plagiarism in your work.
Parenthetical or in-text citations sometimes get confused with reference citations,

but these two are different. In-text citations are found in the body of your paper.
Reference citations are at the end of the paper in the “references” section. That’s an
easy way to keep track of the two. But remember, they should correspond with one
another.
How to Make an APA In-Text Citation
Congrats! You’ve moved on to creating in-text citations. APA in-text citations use
the author-date format. In addition to having a specific format, different types of
text are going to be quoted differently. Explore how to make citations for quotes.
 Short quotes use quotation marks around the quoted text and have the
author’s name (or multiple authors’ names), date, and page number.
 Long quotes are in block quote format.
 Summarizing or paraphrasing should include the name and date. The page
number can be included but isn’t required.
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Working With Authors
In APA, authors matter; therefore, you must be careful of how you cite authors.
Whether the cited source has one author, six authors, or no author, you have to
account for everything. Just a few ways the authors might be cited in the text
include:
 Unknown Author: Title of Source

 One Author: Author’s Last Name
 Two Authors: Last Name 1 & Last Name 2
 Three or More Authors: Name 1 et al.
You might also come across a situation where you have multiple sources with
the same author. This might take a few unique approaches including adding both
work dates. You might also come across websites or technical reports with no
author. In those cases, use the name of the website or company in place of the
author’s name.
Footnotes in APA Format
Before you start to panic about formatting footnotes, they aren’t usually in
APA papers. But if they are, footnotes are used for copyrighted material or to
provide extra information in the text. Rather than use the author-date format, you
create footnotes in APA style using superscript numbers in the text and a reference
at the bottom of the page.
APA Citation: Reference List
After the body of your paper is done, you’ll create your reference page. This is not
an APA bibliography. Rather, it’s called a reference page. Your reference list page is
where your teacher or anyone reading your paper finds all the sources you cited
within your paper.
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Reference List in APA Format
Just like everything else in your paper, your references list needs to follow
specific rules for formatting and creating your citations set forth by chapters 9 and
10 of the APA manual. In addition to being double spaced and including a running
head, you need to put your references in alphabetical order.
Listing Authors in APA Format
When listing authors in APA article citations, follow the same basic format for
one or two authors as you did for your in-text citations. But, when it comes to two
to twenty authors, you need to write them out in full. For a resource with twenty-
one or more authors, write out the first nineteen authors, then add three ellipsis
points, followed by the final author.
Examples
2-20 Authors:
Alberts B., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P.
21 or More:
Jaramillo, C., Gilbert, A.N., Bulixi, T.P., Farland, N., Smith, L.J., Leland,
K., Thomas, P., Luna, K., Leer, K., List, K., Like, K., Ryan,
O., Leland, R., Terry, D., Deel, S., Turner, T., San, E., Tyr,
K., Land, A., …Wintle, N.
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APA Citations for Periodicals
When it comes to APA citations, periodicals are published at specific intervals.

They include journals, magazines, newspapers, and reviews. Basically, the citation
for a periodical includes the author, year, title, pages, and DOI.
Periodical Example
Author, A. B. (Year). Article title. Title of periodical, volume number (issue

number), pages. https://doi.org/xx.xxx/yyyy
APA Book Citations
In a book citation, including reference books and anthologies, you write out the
author’s last name and include both the first and middle initial. You italicize the
title and only capitalize the first word of the title. You also need a hanging indent.
Book Example
Author, A. B. (Publication year). Work title: Capital letter also for subtitle.
Location: Publisher.
Additional Print Source Citations
While books and periodicals are the main print sources you encounter, you can
come across print sources like an encyclopedia or dictionary. Be wary of some of
these sources simply because they are considered secondary sources. However, if
you do choose to use them, the corresponding citation includes the publication,
edition, and year.
Dictionary Example
Author. (Publication year). Entry title. In Merriam-Webster’s collegiate

dictionary (edition., p. 00)
APA Website Citation
Now, it’s time to explore a website citation. A website citation includes the title,
publication date, and URL.
Website Example:
Author, A. B. (Publication date). Title of page. Name of site. URL
Photo and Image Citations
Did you know you need to cite images? Well, you do. It is important to give
credit to anything that you use within your paper, and that includes images. Image
citations can take a couple of formats depending on whether or not they have an
author.
Photo Example With Author:
Author, A. B. (Year). Title of the artwork [Format]. Location. URL
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PowerPoint APA Citations
Lecturers love to share their PowerPoint presentations, so if you use one, you
need to know how to cite a PowerPoint correctly. That includes PowerPoint
reference lists that your teacher might ask you to create. To correctly cite a
PowerPoint presentation, you include the author, publication, title, and URL if one
is available.
PowerPoint Example:
Author, A. B. (year of publication). Title of presentation: Subtitle of presentation

[PowerPoint slides]. Format. URL
No Reference Needed
Some sources don’t need to be cited in the reference list. For example, classical
works don’t need to be listed in your references. This is also true of personal
communication, like interviews. However, if your teacher requests it, be sure to add
it to the references.
APA Annotated
Bibliography
While your paper typically

ends with your references,
sometimes, you are asked to
create an annotated
bibliography. An annotated
bibliography in APA style
not only includes each APA
citation, but also an
overview of the source
authority, information, and
value it adds to your
research.
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Activity 1
WRITING APA REFERENCE LIST FORMAT

Source: http://www.uefap.com/writing/exercise/referenc/refex3.htm
Write a list of references for an essay from the information given below.
1. We don't know who wrote this newspaper article. It was in the Guardian newspaper
on Saturday November 6th this year. The title is: Divorced couple fight for frozen
embryos. It is on page 18.
2. Someone called Andy Gillett wrote this web page, which is very useful, and he
worked at the University of Hertfordshire. It was published on May 6th this year. The
title is: Using English for Academic purposes. The URL is http://www.uefap.com/
and I copied some information from it for this exercise on Sunday November 7th at
11.00 at night.
3. This was published in 1991 in Oxford and is a book by Professor John Sinclair. The
tritle of the book is: Corpus, concordance and collocation and the publisher was
Oxford University press.
4. This small book is called: learning purpose and language use. It was written by
Henry George Widdowson and published in 1983. Like all his books it was
published in Oxford by Oxford University Press.
5. This newspaper article was written by Jane Martinson in New York. The title of the
article is: Microsoft faces defining moment, and it was in the Guardian on page 10
on Saturday November 6th, 1999.
6. This book, like many dictionaries, does not say who wrote it. The title is: Collins
COBUILD English language dictionary and it was published in 1987 by
HarperCollins in London.
7. An article in the journal: Applied linguistics. It was written in 1985 by E Bialystock
and M Sharwood-Smith. The title of the article is: Interlanguage is not a state of
mind: An evaluation of the construct for second-language acquisition. It was
published in volume 6 and it is from page 101 to page 117.
8. An article in a collection of articles edited by John Lyons. The title of the article is:
the study of language acquisition, and it was written by Robin Campbell and Roger
Wales. It was on pages 242 to 260. The book of articles was called: new horizons in
linguistics and it was published in 1970 by Penguin in London.
9. An article by Robert Cooper called: What do we learn when we learn a language? It
was published in 1970 in the journal TESOL Quarterly. It is on pages 303-314 in
volume 4.
10. A very important book written in 1965 byW F Mackey. It was called: Language
teaching analysis. It was published in London by Longman.
11. A book written by Noam Chomsky, who was professor of linguistics at MIT in
Cambridge Massachusetts. It was written in 1965 and the title of the book is:
Aspects of the theory of syntax. It was published by his own university.
12. A book by Lyle F Bachman and Adrian S Palmer written in 1996. The title is:
Language testing in practice. It is published by Oxford University Press in Oxford.
105
Activity 2
ANSWERS KEY – ACTIVITY 1
SELECT A RESEACHABLE QUESTION
Source: http://www.uefap.com/writing/exercise/referenc/refex3.htm
Source: Adapted from M.J. Gordon (1978), JFP, 7; 145-160, Revised April 2009
1. Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. Oxford
a. BeginUniversity
by statingPress.
a question of great interest to you in a simple, nontechnical
interrogative sentence.
2. Bialystock, E. &Sharwood-Smith, M. (1985). Interlanguage is not a state of mind:
An evaluation of the construct for second-language acquisition. Applied
-----------------------------------------------------------------------------------
Linguistics, 6, 101-117. ---------------------------
3. Campbell, R. & Wales, R. (1970). The ------------------------------------------------------
-------------------------------------------------------- study of language acquisition. In J. Lyons
(Ed.), New horizons
----------------------------- in linguistics (pp. 242-260). London: Penguin.
---------------------------------------------------------------------------------
4. Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.
-_________________________________________________________________
5. COBUILD English language dictionary. (1991). HarperCollins.
6. Cooper, R. L. (1970). What do we learn when we learn a language? TESOL
Quarterly, 4, 303-314.
b. The7. research
Divorced will
couple fight access
require for frozento embryos. November 6th). The Guardian, p.
(1999,resources:
the following
18.
8. 1.
Gillett, A. (2005, May 6th). Using 4.
------------------------------------- --------------------------------------
English for academic purposes.
http://www.uefap.com/
9. 2. -------------------------------------
Mackey, W. F. (1965). Language teaching5. --------------------------------------
analysis. Longman.
th
10. Martinson, J. (1999, November 6 ). Micosoft faces defining moment. The
3. -------------------------------------
Guardian, p. 10. 6. --------------------------------------
11. Sinclair, J. (1991). Corpus, concordance and collocation. Oxford University Press.
12. Widdowson, H. G. (1983). Learning purpose and language use. Oxford University
Press.
c. Is the research feasible? Yes No
d. Define the important terms in your statement of the research question.
Terms Definitions
1. ------------------------------------- 1. --------------------------------------
2. ------------------------------------- 2. --------------------------------------
3. ------------------------------------- 3. --------------------------------------
4. ------------------------------------- 4. --------------------------------------
5. ------------------------------------- 5. --------------------------------------
106
Activity 2
SEARCH FOR RELATED WORK

Source: Adapted from M.J. Gordon (1978), JFP, 7; 145-160, Revised April 2009
a. List questions you think that they have been answered by previous research
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b. List relevant theories or models
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c. Other background information you could use.
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107
Activity 3
JUSTIFY THE STUDY
a. Who cares about the answer?
b. How important is it to have the right answer?
c. What are the implications of various possible answers?
d. Write a paragraph justifying your study. Consider the questions you have
formulated inActivity 1but feel free to modify or add to them.
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Activity 4
INSTRUMENTS AND DATA SOURCES
a. Complete this inventory measurements or counts to be made. Then list your

proposed instruments or data sources for measuring or counting.
Things to be measured or counted Proposed instruments or data sources
1. ------------------------------------- --------------------------------------
2. ------------------------------------- --------------------------------------
3. ------------------------------------- --------------------------------------
4. ------------------------------------- --------------------------------------
5. ------------------------------------- --------------------------------------
b. For items above for which an adequate instrument is NOT readily available,
indicate critical characteristics of instruments to be found or developed.
Proposed Instruments Critical Characteristics
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c. Instrument reliability and validity:
For each instrument, both of these questions should be addresses:
Reliability: How closely do repeated observations (by different people, at different times,
etc) of the same thing agree with each other?
Validity: With that assurance do we know that the instrument is measuring what we believe
it is measuring?
Mark each instrument with an R? if you believe reliability is a problem and V? if you
believe validity is a problem
109
Activity 5
DEVELOP THE RESEARCH PROTOCOL
1. How will you select your sample?

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2. Will you divide your sample into groups? If so, how? --------------------------------
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3. Describe what will happen to each subject (Feel free to use a list, flow chart,
or diagram) --------------------------------------------------------------------------------------
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4. Who will gather the data and how? -------------------------------------------------------

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Activity 6
ELIMINATE PROCEDURAL BIAS

Bias refers to sources of systematic error which may affect study results. Unless
adequately controlled, bias may render your results impossible to interpret. With a general
protocol in mind, specific attention should be given to each of the following potential
sources of bias. The design should evolve as you add controls for the most serious of
these.
1. Effects of Historical Events – Can you anticipate events such as personnel changes,
remodeling plans, interference by non participants, etc., which will take place during your
data collection phase and which might affect the results? No _________ Yes
__________ (If Yes, describe problem)
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2. Effects of Maturation – If subjects are to be observed over time, are there changes which
might result merely by normal development, growth, natural course of illness, etc? No
_________ Yes __________ (If Yes, describe problem)
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----------------------------------------------------------------
3. Effects of Repeated Measurement – If the same measurements are repeated on

subjects, are subjects likely to remember past responses, prepare differently for the next
session, relax procedures? No _________ Yes __________ (If Yes, describe problem)
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----------------------------------------------------------------
4. Instrument Decay – Is it likely that test equipment will wear out, observers get bored,
protocols get short-cut by investigators, etc? No _________ Yes __________ (If Yes,
describe problem)
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5. Effects of Statistical Regression – If subjects are chosen because they lie at the
extremes of a distribution (e.g., high blood pressure, low compliance with therapy),
subsequent measurements will tend to be more nearly average, for purely statistical
reasons. Are your subjects chosen or assigned to groups on the basis of their
“extremeness”? No _________ Yes __________ (If Yes, describe problem)
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111
6. Subject Selection – Is there anything in the selection of your sample or assignment of

subjects to groups which makes one group of subjects unintentionally different from other
groups? No _________ Yes __________ (If Yes, describe problem)
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----------------------------------------------------------------
7. Loss of Subjects – Subjects lost to attrition may be different from those who remain. Is
your study jeopardized by this possibility? No _________ Yes __________ (If Yes,
describe problem)
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8. Investigator Bias – Are you in a position to unintentionally “shade” results to confirm your
hypotheses or to influence subjects by your attention, attitude, etc? No _________ Yes
__________ (If Yes, describe problem)
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112
Activity 7
IDENTIFY THE LIMITATIONS OF THE STUDY
1. After struggling to achieve a design which is feasible and provides control of the
most troublesome sources of bias, you may be left with inadequate controls
over other sources of bias. Use the space below to identify these.
Potential Sources of Bias Remaining
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2. Even unbiased studies have limitations in their generalizability. To what kinds of

people beyond your study sample can you justify generalizing your
conclusions? (It may be easier to identify individuals for whom your conclusions
do not necessarily apply).
Limitations to Generalizability
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113
Activity 8
DATA COLLECTION FORMS
Use the space below to sketch forms you will use to record the data of the study.
Alternatively, you may list and describe the forms below and then attach specimens.
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114
Activity 9
RESEARCH PROPOSAL WRITING
Based From the previous activities, you are now ready for your research proposal.
Use the APA format in writing your proposal.
The proposal should be about 2 – 4 pages. It should be structured as follows:
A. Background/Introduction: This should include a brief literature review, rationale and

objectives of the study. Make sure your research question is stated clearly.
B. Methodology: Describe the steps that you will take to do the study. This should include
the study design, sample selection, process of data collection and data analysis. Pay
special attention to the ethical implications.
C. Timeline: Using the deadline dates on page 2 of this workbook and your rotation
schedule set a realistic timeline for the different steps of your research project. This will
help you stay on track, finish on time, and give each part of the project that time it
deserves.
D. References: All references sited in the text should be included in this section. You can
use any of the standard accepted styles as long as they are complete and consistent.
E. Appendices: Include copies of questionnaires, any data collection tools, and consent
forms in this section.
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Lesson 3: Essay Writing

Though the word essay has come to be understood as a type of writing in
Modern English, its origins provide us with some useful insights. The word comes
into the English language through the French influence on Middle English; tracing
it back further, we find that the French form of the word comes from the Latin verb
exigere, which means "to examine, test, or (literally) to drive out." Through the
excavation of this ancient word, we are able to unearth the essence of the academic
essay: to encourage students to test or examine their ideas concerning a particular
topic.
Essays are shorter pieces of writing that often require the student to hone a
number of skills such as close reading, analysis, comparison and contrast,
persuasion, conciseness, clarity, and exposition. As is evidenced by this list of
attributes, there is much to be gained by the student who strives to succeed at
essay writing.
The purpose of an essay is to encourage students to develop ideas and concepts

in their writing with the direction of little more than their own thoughts (it may be
helpful to view the essay as the converse of a research paper). Therefore, essays are
(by nature) concise and require clarity in purpose and direction. This means that
there is no room for the student’s thoughts to wander or stray from his or her
purpose; the writing must be deliberate and interesting.
Genres of Essay
a. Expository Essays
The expository essay is a genre of essay that requires the student to

investigate an idea, evaluate evidence, expound on the idea, and set forth
an argument concerning that idea in a clear and concise manner. This
can be accomplished through comparison and contrast, definition,
example, the analysis of cause and effect, etc.
Please note: This genre is commonly assigned as a tool for classroom

evaluation and is often found in various exam formats.
The structure of the expository essay is held together by the following.
 A clear, concise, and defined thesis statement that occurs in the

first paragraph of the essay.
It is essential that this thesis statement be appropriately

narrowed to follow the guidelines set forth in the assignment. If
the student does not master this portion of the essay, it will be
quite difficult to compose an effective or persuasive essay.
 Clear and logical transitions between the introduction, body, and

conclusion.
Transitions are the mortar that holds the foundation of the essay
together. Without logical progression of thought, the reader is
unable to follow the essay’s argument, and the structure will
collapse.
116
 Body paragraphs that include evidential support.
Each paragraph should be limited to the exposition of one general

idea. This will allow for clarity and direction throughout the
essay. What is more, such conciseness creates an ease of
readability for one’s audience. It is important to note that each
paragraph in the body of the essay must have some logical
connection to the thesis statement in the opening paragraph.
 Evidential support (whether factual, logical, statistical, or

anecdotal).
Often times, students are required to write expository essays with

little or no preparation; therefore, such essays do not typically
allow for a great deal of statistical or factual evidence.
 A bit of creativity!
Though creativity and artfulness are not always associated with

essay writing, it is an art form nonetheless. Try not to get stuck
on the formulaic nature of expository writing at the expense of
writing something interesting. Remember, though you may not be
crafting the next great novel, you are attempting to leave a lasting
impression on the people evaluating your essay.
 A conclusion that does not simply restate the thesis, but

readdresses it in light of the evidence provided.
It is at this point of the essay that students will inevitably begin

to struggle. This is the portion of the essay that will leave the
most immediate impression on the mind of the reader. Therefore,
it must be effective and logical. Do not introduce any new
information into the conclusion; rather, synthesize and come to a
conclusion concerning the information presented in the body of
the essay.
The Five-Paragraph Essay
A common method for writing an expository essay is the five-

paragraph approach. This is, however, by no means the only formula for
writing such essays. If it sounds straightforward, that is because it is; in
fact, the method consists of:
1. an introductory paragraph
2. three evidentiary body paragraphs
3. a conclusion
117
Activity 1
WRITING AN EXPOSITORY ESSAY
A. The Pros and Cons of Mobile Legends
Write an essay focusing on the pros and cons of online game playing particularly the
MOBILE LEGEND. Make an argument as to why one view is more correct than the
other.
Games consoles are a great mental development tool for children and teens and they
help connect people from around the globe. However, they also discourage face to
face socialization and physical activity in the younger generations.
118
B. Writing the news.
Write a news about real-time situations in your barangay/locality focusing on the

programs and activities in battling the COVID19 pandemic. Factual information and
statistics must be considered in this writing task.
Interview personalities or authorities who have knowledge on the issue. Also

consider the basic format of news writing. WH questions should be
answered.
119
b. Descriptive Essay
The descriptive essay is a genre of essay that asks the student to

describe something—object, person, place, experience, emotion,
situation, etc. This genre encourages the student’s ability to create a
written account of a particular experience. What is more, this genre
allows for a great deal of artistic freedom (the goal of which is to paint
an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the
reader is unable to clearly form an impression of the thing that you are
describing, try, try again!
Here are some guidelines for writing a descriptive essay.
 Take time to brainstorm
If your instructor asks you to describe your favorite food, make

sure that you jot down some ideas before you begin describing it.
For instance, if you choose pizza, you might start by writing down
a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot,
melted, etc. Once you have written down some words, you can
begin by compiling descriptive lists for each one.
 Use clear and concise language.
This means that words are chosen carefully, particularly for their
relevancy in relation to that which you are intending to describe.
 Choose vivid language.
Why use horse when you can choose stallion? Why not use
tempestuous instead of violent? Or why not miserly in place of
cheap? Such choices form a firmer image in the mind of the reader
and often times offer nuanced meanings that serve better one’s
purpose.
 Use your senses!
Remember, if you are describing something, you need to be

appealing to the senses of the reader. Explain how the thing
smelled, felt, sounded, tasted, or looked. Embellish the moment
with senses.
 What were you thinking?!
If you can describe emotions or feelings related to your topic, you

will connect with the reader on a deeper level. Many have felt
crushing loss in their lives, or ecstatic joy, or mild complacency.
Tap into this emotional reservoir in order to achieve your full
descriptive potential.
 Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and

appreciation in the reader. If your reader can walk away from the
essay craving the very pizza you just described, you are on your
way to writing effective descriptive essays.
120
 Be organized!
It is easy to fall into an incoherent rambling of emotions and

senses when writing a descriptive essay. However, you must strive
to present an organized and logical description if the reader is to
come away from the essay with a cogent sense of what it is you are
attempting to describe.
121
Activity 2
WRITING DESCRIPTIVE ESSAY
A. Descriptive Writing: Stretching Exercises
What is descriptive writing? Descriptive writing is the equivalent of drawing with words
instead of lines and colors. You need to create vivid pictures, using only your words and
memory or imagination. Your goal is to make your readers see, hear, taste, smell and feel
what you want to say.
So, let’s start our exercise program with gentle stretching exercises and ask our experts if
you need academic assistance). Exercises will help you unlock your imagination and write
the first strokes of your descriptive essay:
1. Choose a place, object, person or event to focus your descriptive paper on. Choose
something original and unique, but something you know well. For instance, you
might have difficulties describing the view from the window of a plane if you have
never traveled by air. However, you will easily describe your way home from school,
because you see this road every day.
2. Close your eyes and imagine that you look at the chosen object from different sides.
Walk around it and pay attention to the tiniest details. Concentrate on the reactions
of your 5 senses. See it, hear it, touch it, smell it and taste it.
122
c. Reflective Essay
Source: https://www.oxbridgeessays.com/blog/complete-guide-to-writing-a-
reflective-essay/
Reflective essays are those sorts of essays that seem oh so easy,

and yet oh so hard to write, all at the same time. To put it simply,
reflective essays constitute a critical examination of a life experience
and with the right guidance, they aren’t very difficult to put together. A
reflective essay is akin to a diary entry, except that others will be
reading it so it needs to have a great deal of coherence and a good
structure. In that regard, a reflective essay is much like any other
essay out there.
Format of Writing Reflective Essay
In a reflective essay, a writer primarily examines his or her life

experiences, hence the term ‘reflective’. The purpose of writing a
reflective essay is to provide a platform for the author to not only
recount a particular life experience, but to also explore how he or she
has changed or learned from those experiences. Reflective writing can
be presented in various formats, but you’ll most often see it in a
learning log format or diary entry. Diary entries in particular are used
to convey how the author’s thoughts have developed and evolved over
the course of a particular period.
The format of a reflective essay may change depending on the

target audience. Reflective essays can be academic, or may feature
more broadly as a part of a general piece of writing for a magazine, for
instance. For class assignments, while the presentation format can
vary, the purpose generally remains the same: tutors aim to inspire
students to think deeply and critically about a particular learning
experience or set of experiences. Here are some typical examples of
reflective essay formats that you may have to write:
a. Focus on personal growth
A type of reflective essay often used by tutors as a strategy

for helping students to learn how to analyze their personal
life experiences to promote emotional growth and
development. The essay gives the student a better
understanding of both themselves and their behaviors.
b. A focus on the literature
This kind of essay requires students to provide a summary

of the literature, after which it is applied to the student’s
own life experiences.
123
124
Activity 2
B. Descriptive Writing: Strengthening Exercises
Now, as you have already warmed up your imagination, it is time for harder,
strengthening exercises for you to polish your papers, making them more and
more descriptive.
1. Look for similes and metaphors to better express your ideas. Now, as you
have already stretched your imagination, you won’t have difficulties with
drawing unexpected parallels to create fresh metaphors.
2. Look at your outline and start writing. If a writer’s block suddenly strikes
you at this stage (though it is nearly impossible after all the previous
exercises), you can try free writing (writing for a fixed time, without paying
much attention to grammar, punctuation or even what ideas you write
down).
3. After you complete your first draft, look through it and delete all
unnecessary adjectives and adverbs. You see, it is extremely important to
strike the golden balance and include just enough details in this type of
academic essays. Too much detail can be confusing and even annoying for
readers.\
4. Remove all clichés. Look for too general or too common phrases in your
papers and replace them with better substitutes. For instance, everyone
would write about a tanned person, that s/he is brown as a berry. Avoid
making this mistake. Instead, you might write that someone was
suntanned, like a grilled chicken. It will help readers imagine what the
person looked like and will make them smile.
5. Proofread your paper and improve its logical structure (especially if you
have followed the previous advice and tried free writing). Finally, give a sigh
of relief (remember that breathing exercises are important as well).
125
What do I write about?
As you go about deciding on the content of your essay, you need

to keep in mind that a reflective essay is highly personal and aimed at
126
engaging the reader or target audience. And there’s much more to a

reflective essay than just recounting a story. You need to be able to
reflect (more on this later) on your experience by showing how it
influenced your subsequent behaviors and how your life has been
particularly changed as a result.
As a starting point, you might want to think about some important

experiences in your life that have really impacted you, either positively,
negatively, or both. Some typical reflection essay topics include: a real-
life experience, an imagined experience, a special object or place, a
person who had an influence on you, or something you have watched
or read. If you are writing a reflective essay as part of an academic
exercise, chances are your tutor will ask you to focus on a particular
episode – such as a time when you had to make an important decision
– and reflect on what the outcomes were. Note also, that the aftermath
of the experience is especially important in a reflective essay; miss this
out and you will simply be storytelling.
Writing Reflection
It sounds obvious, but the reflective process forms the core of

writing this type of essay, so it’s important you get it right from the
outset. You need to really think about how the personal experience
you have chosen to focus on impacted or changed you. Use your
memories and feelings of the experience to determine the implications
for you on a personal level.
Once you’ve chosen the topic of your essay, it’s really important
you study it thoroughly and spend a lot of time trying to think about it
vividly. Write down everything you can remember about it, describing
it as clearly and fully as you can. Keep your five senses in mind as you
do this, and be sure to use adjectives to describe your experience. At
this stage, you can simply make notes using short phrases, but you
need to ensure that you’re recording your responses, perceptions, and
your experience of the event(s).
Once you’ve successfully emptied the contents of your memory, you

need to start reflecting. A great way to do this is to pick out some
reflection questions which will help you think deeper about the impact
and lasting effects of your experience. Here are some useful questions
that you can consider:
– What have you learned about yourself as a result of the

experience?
– Have you developed because of it? How?
– Did it have any positive or negative bearing on your life?
– Looking back, what would you have done differently?
– Why do you think you made the particular choices that you did?
Do you think these were the right choices?
– What are your thoughts on the experience in general? Was it a

useful learning experience? What specific skills or perspectives
did you acquire as a result?
127
These signpost questions should help kick-start your reflective

process. Remember, asking yourself lots of questions is key to
ensuring that you think deeply and critically about your experiences –
a skill that is at the heart of writing a great reflective essay.
Consider using models of reflection before, during, and after the

learning process to ensure that you maintain a high standard of
analysis. For example, before you really get stuck into the process,
consider questions such as: what might happen (regarding the
experience)? Are there any possible challenges to keep in mind? What
knowledge is needed to be best prepared to approach the experience?
Then, as you’re planning and writing, these questions may be useful:
what is happening within the learning process? Is the process working
out as expected? Am I dealing with the accompanying challenges
successfully? Is there anything that needs to be done additionally to
ensure that the learning process is successful? What am I learning
from this? By adopting such a framework, you’ll be ensuring that you
are keeping tabs on the reflective process that should underpin your
work.
128
Activity 3
WRITING REFLECTIVE ESSAY
Write a reflective essay about your experiences and observations about the impact of
COVID19 pandemic. The title below will be your basis in presenting your ideas:
“A Day in my Life During Covid-19″
129
d. Critical/Evaluative Essay
Source: https://papersowl.com/blog/write-critical-analysis-essay
A critical analysis essay is a type of academic paper which

demonstrates a student’s ability to analyze a piece of literature or
cinematography.
A good critical analysis provides the reader with a profound

evaluation of the piece and reflects its positive and negative aspects .
How to Start Writing a Critical Analysis Essay?
Beginning: Read first then write! If you have to evaluate a piece of

writing such as a novel, a play, or a poem, you should first read it
carefully. Arm yourself with stickers, a notebook, and a pen or pencil.
Concentrate on the given topic of your essay and make notes of the
essential parts of the book. Pay attention to the unfamiliar terms and
concepts. Follow the assignment instructions as proper formatting
and successful completion of the specific requirements will get you
the highest grade.
Creation of the Title: Formulate a “working” title which is able to

help you to focus your ideas. This will help your reader or another
researcher have a clear vision of the essay's analysis. For instance,
critical analysis in literature may deal with the following books:
 On Hamlet, written by William Shakespeare;

 On Frankenstein, written by Mary Shelley;
 On Scott Fitzgerald's The Great Gatsby;
 On the Lord of the Rings, written by J. R. R. Tolkien.
Steps to Writing an Excellent Critical Analysis Essay
Step 1: Writing Critical reading
To create a good paper, it is not enough to simply read a book, you

have to conduct a critical reading which has the following goals:
 Identify the key ideas;

 Determine the author’s main thesis;
 Identify the appeals that were used;
 Evaluate the author’s success in conveying his or her
message.
These are the main goals you should keep in mind while reading.
We also recommend conducting research on all unfamiliar materials
such as terms, words, and concepts) for a better understanding of
the topic.
Step 2: Make an outline
With a good plan, you will easily handle this task. First, consider
the format of your work. As a rule, essays of this type have a
standard structure that consists of an introductory clause, a few
130
body paragraphs, and a conclusion. Use this standard structure to

make a detailed outline.
Step 3: Write your paper
During writing your paper, you should pay special attention to the
introduction and the main body because they require the most
attention and effort.
 Introductory clause. Start your introduction with a hook to

engage the readers, catch their attention, and make them
want to continue reading your paper. Then define the author’s
thesis and outline the key ideas. Finish your intro with your
own thesis statement, gradually leading the readers into the
discussion.
 Body paragraphs. Make two or more body paragraphs, each
presenting a single idea, and within your body paragraphs,
answer the key questions stated in the introductory clause,
supporting your ideas with examples, evidence, and quotes.
 Conclusion. Restate your point of view. The conclusion should
match the intro but not repeat it! As you attempt to show the
readers the particular points about the text, create a strong
final argument on the basis of the previous explanations.
How to Format a Critical Analysis Essay?
Your essay has to be clear, well-structured, and contain logical

reasoning. The idea is to reflect your opinion on the specific text. You
don’t have to focus merely on the negative points. You can agree or
disagree with the writer but each claim or point you make has to be
supported by strong evidence and arguments that prove your
analysis of the author’s point.
1: Background information
 Work (title, author, publication details, topic, and

purpose)
 Your thesis statement that indicates your opinion about
the piece
2: Clear description and summary of the analyzed work

3: Evaluation and/or interpretation of the work
 Work’s organization
 Author’s style
 The effectiveness of the work
 Discussion of how the author disclosed the topic and
conveyed the main message
 Discussion of how the author appeals to the audience
131
Lesson 3. Blog Writing

Source: https://firstsiteguide.com/what-is-blog/
A blog (a shortened version of “weblog”) is an online journal or

informational website displaying information in the reverse chronological order,
with the latest posts appearing first, at the top. It is a platform where a writer or
a group of writers share their views on an individual subject.
132
What is the purpose of a blog?
There are many reasons to start a blog for personal use and only a
handful of strong ones for business blogging. Blogging for business, projects, or
anything else that might bring you money has a very straightforward purpose –
to rank your website higher in Google SERPs, a.k.a. increase your visibility.
As a business, you rely on consumers to keep buying your products and

services. As a new business, you rely on blogging to help you get to potential
consumers and grab their attention. Without blogging, your website would
remain invisible, whereas running a blog makes you searchable and
competitive.
So, the main purpose of a blog is to connect you to the relevant audience.
Another one is to boost your traffic and send quality leads to your website.
The more frequent and better your blog posts are, the higher the chances
for your website to get discovered and visited by your target audience. This
means that a blog is an effective lead generation tool. Add a great call to action
(CTA) to your content, and it will convert your website traffic into high-quality
leads. A blog also allows you to showcase your niche authority and build a
brand.
When you use your niche knowledge for creating informative and
engaging posts, it builds trust with your audience. Great blogging makes your
business look more credible, which is especially important if your brand is still
young and fairly unknown. It ensures presence online and niche authority at
the same time.
Blog structure
The appearance of blogs has changed over time, and these days blogs
include a wide variety of items and widgets. However, most blogs still include
some standard features and structure.
Here are common features that a typical blog will include:
 Header with the menu or navigation bar.

 Main content area with highlighted or latest blog posts.
 Sidebar with social profiles, favorite content, or call-to-action.
 Footer with relevant links like a disclaimer, privacy policy, contact
page, etc.
Why are many people blogging today?
Most people today are creating blogs for a variety of reasons. Every
human being has their own story to tell. Through the internet, bloggers can
communicate to a massive number of people.
Why is blogging so popular?
Blogs allow you to talk about any topic you are interested in and express
your opinion. You’ll find some bloggers writing on every activity that took place
during their day. These activities may range from small things like waking up to
major issues like human rights and climate change! Remember that as a blogger
133
running your own blog, you need to focus on the topics that you are passionate
about and through that focus strive to become one of the best blogs on the web.
Are bloggers getting paid?
Our blogging industry survey proves that bloggers do earn money, but
this is not a get-rich-quick kind of profession. Before you can start monetizing
your blog, you need to build both your Google SERPs ranking and your niche
influence. Those tasks take a lot of time and quality content. Money-making
opportunities won’t present themselves until you’ve gained some credibility in
the field. So, get down to business.
Here’s how you can make good money as a top-ranked niche blogger:
 Selling ad space on your blog privately or via Google AdSense.

 Becoming an affiliate partner privately or through ad networks.
 Selling your own digital products such as eBooks and tutorials.
 Selling memberships for access to exclusive content or advice.
 Using your blog as a content marketing tool for your business.
If you’re starting a blog as a way to market and boost your existing business,
you probably won’t be selling ad space or memberships. However, you can create
and start offering exclusive digital products such as eBooks, guides, or online
courses as a lead capturing tool in exchange for visitors’ email addresses. That
way, you’ll nudge them one step further down your sales funnel.
Blogs and websites
Many people still wonder if there is any difference between a blog and a website.
What is a blog and what is a website? It’s even more challenging to differentiate
between the two today. Many companies are integrating blogs into their websites
as well, which further confuses the two.
What differentiates blogs from websites?
Blogs need frequent updates. Good examples of this include a food blog sharing
meal recipes or a company writing about their industry news.
Blogs also promote reader engagement. Readers have a chance to comment and
voice their different concerns and thoughts to the community. Blog owners
update their site with new blog posts on a regular basis.
Ten characteristics of a blog
We’ve done some counting and ended up with ten main characteristics of a blog:
1. A Blog Must Always Be Dynamic
A common question about a blog is how it relates to a website – are

these two essentially the same, or are there any differences between
them? While websites are mainly presentational, blogs are always
intended to engage. A website is therefore static, as opposed to a blog that
must be dynamic.
The information offered by websites is presented on static pages, in

the form of an evergreen content that doesn’t require any updates. Blog
posts, on the other hand, are like diary entries; they include a publishing
134
date and meta tags. New entries and regular updates are key to running
any kind of blog.
2. Posts Are Displayed in Reverse Order
Unlike with a personal diary written in a notebook, blog entries are

displayed in reverse chronological order – the newest posts being on top.
The latest ones push previously published ones down the list until they
completely disappear from the landing page. Older posts are usually
archived on the following pages, but they can also be organized by the
month or year when they were first published.
3. Most Blogs Have the Same Structure
First comes a header with the menu or navigation bar to declutter

the page and make a great first impression. It’s followed up by the main
content area on which blog posts appear either by order of publishing or
by relevance. Down below are contact pages, privacy policies, and relevant
links, neatly arranged in a footer. A sidebar highlights favorite entries and
displays social profiles and call-to-actions.
4. The Blog’s Leading Star Is Its Content
Different blogs publish different types of posts, though a majority

of them relies on the power of the written word. Depending on the
author’s intention, an article is typically an opinion piece, an
instructional guide, or a news post. Monotonous chunks of text are
separated with images or videos.
A blog post can also be a picture with little or no text. It’s a

common trend in fashion and travel blogs, though it’s also not rare for
business-related niches to publish infographics instead of instructional
articles. But regardless of the medium, a blog is always defined by the
quality of its published content.
5. Headlines Should Be Attention Grabbers
Naming a blog post is an art by itself. There’s a whole philosophy

behind writing article headlines – a compelling one can truly silence the
noise, instantly generating clicks, driving traffic, and enticing a reader to
read on. Nowhere in the online universe are titles given the same kind of
attention as here.
6. One Rule Applies to All Blogs: Relevancy
Though every engaging content must be relevant, this rule

especially applies to blogs posts. They might differ in types, mediums,
formats, and styles; in order to arouse interest or evoke debate, they
have to be original and unique; but to be read at all, blog posts must
always deliver upon their promise.
7. Blogs and Links Go Hand in Hand
As a promotional strategy, link building is not limited to blog

posts, but it definitely is a characteristic that all decent blogs share.
Blogs and links go hand in hand even when marketing isn’t the goal.
Internal linking, for instance, ensures intuitive navigation between
135
mutually relevant posts, thus providing an exceptional reading

experience. It’s about the flow and facilitation of knowledge transfer.
8. A Blog Is Founded on Personal Touch
The word “blog” derives from an earlier version “weblog”, which

initially referred to personal online journals. Before blogs became
political in the early 2000s, they were merely means to make private
thoughts and opinions public. The personal touch, however, remains
their vital characteristic to date.
Even with today’s universal topics, the recommended

interpretative approach is the one that implies uniqueness. If the subject
matter requires utmost objectivity, the personal touch is accomplished
through an individualistic writing style. Every blog author has an “About
Me” page and a distinct signature mark.
9. Posts Should Always Encourage Debate
The comment section is another mutual characteristic of

respectable blogs. It’s typically located at the end of every post, as a place
for readers to engage in a conversation and leave their honest feedback.
The ability to provoke a response and encourage interaction is held in the
highest regard by all readers.
10. All Blogs Are About Communication
With or without open debate, communication is still the end

purpose of each and every blog post. If the blog is promotional, its goal is
to attract the audience and open a dialogue that will hopefully convince
them to buy what the owner is selling. If not about sales, then it’s about
spreading the word.
Whether it imparts knowledge, provides solutions, or simply

entertains, blogging is a brilliant way of reaching out and communicating
with the world. Without any question at all, such a transformative power
of free expression and exchange is the single most important
characteristic of any terrific blog.
Addy, K. (2007). Theory of mind function, motor empathy, emotional empathy

and schizophrenia: A single case study. Journal of Forensic Psychiatry &
Psychology, 18(3), 293-305. doi: 10.1080/09670870701292746
Bates, J. D. (2000). Writing with precision: How to write so that you cannot
possibly be misunderstood. New York: Penguin Books.
Betts, J. (2019). APA Format and Citations. Available at

https://www.bibliography.com/apa/apa-format-and-citations/
Hammonds, K. (2001, December). Continental’s turnaround pilot. Fast

Company, 96-101.
M.J. Gordon (1978), JFP, 7; 145-160, Revised April 2009
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Moya, P. M. (2001). Chicana feminism and postmodern theory. Signs: Journal

of Women in Culture and Society, 26(2), 28-41.
Links for Further Readings
https://study.com/academy/practice/quiz-worksheet-barriers-to-effective-
workplace-communication.html
https://firstsiteguide.com/what-is-blog/
https://nobaproject.com/modules/research-designs
https://ascholarship.com/research-design-types-and-research-method/
https://learn.org/articles/What_are_Academic_Communications.html
https://essaymin.com/blog/academic-writing-enhance-communication-skills/
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Purposive Communication Prelims Finals

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Purposive Communication Prelims Finals

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Module in Purposive Communication GE1

But what do we mean by “communication”? When asked to define the word,

The nature of communication

It is a mistake to believe that communication is a simple process. People talk

Amid this situation, effective communication can breach peace, spark

This is true to all the language skills essential in communication. Writing,

The Shannon-Weaver model was created by Claude Shannon and Warren

On the other hand, when it comes to Schramm’s model of communication,

The last model is Eugene White’s Stages of Oral Communication. According to

W HITE’S STAGES OF ORAL COMMUNICATION

In conclusion, communication is not a simple process that starts with the

Firstly, they “advocate truthfulness, accuracy, honesty, and reason as essential

Secondly, the NCA also endorses “freedom of expression, diversity of

Every time we communicate, we should consider the consequences of our

Following the death of

Admin. 2017, February 15. Principles, Theories and Methods of Effective

Communication Models. n.d. Retrieved from

MDT Training. 2010. Effective Communication Skills. Retrieved from

Nordquist, R. 2020. The basic elements of the communication process. Retrieved

Uychoco, M. & Santos, M. 2018. Communication for society: Purposive

[@adah_fairy]. 2020, June 2. Made this art piece as to show my support. Im

LESSON 1: The Perspective of Global Communication and Globalization

Communication occurs around the globe across international borders. Because of

One can communicate internationally in a matter of seconds, whether one is

Indeed, globalization has affected us in numerous ways. Airfare has become

Globalization means the speed up of movements and exchanges (of human

In geography, globalization is defined as the set of processes (economic, social,

Globalization is also the process of integrating people from various countries,

mutually beneficial business models and cultural exchanges, experiences and

This process has an effect on our communication processes, the environment,

According to David Weedmark, Global Communication can be defined just as any

1. A person or an organization in one country sends a message.

Communicating globally usually is in the form of encoding and decoding. Wherein

Cultural Barriers in Global Communications

Global communications get complicated when there are various receiver,

Language has been viewed to be the most crucial barrier in global

Values and Beliefs can create barriers in communication. One’s level of

Body language and gesture somewhat creates a cultural barrier in

Overcoming Cultural Barriers in global communication

As part of the global communication, it is necessary for us to overcome any

Barriers can make effective communication in difficult situations. There should be

c. Manage to communicate through your social media accounts and video

d. It is very important to show an interest to someone whom you talk or

IDENTIFYING CULTURAL BARRIERS AND SOLUTIONS

Cultural Barriers Possible Solutions

Values and Beliefs

Body language and Gesture

Answer the following questions briefly but with substance:

1. How important is it to consider cultural variations in global communication?

2. What is the impact of global communication to technologically-oriented persons?

3. How can one communicate effectively in a global world?

Tayeb, M. (2001). Conducting Research Across Cultures: Overcoming Drawbacks and

Hofstede, G. (1980). Culture's consequences. Beverly Hills, CA: Sage.

The Impact of Globalization on Communication

Globalization has introduced virtual communication and collaboration as a major

Virtual interaction somehow face some challenges, it requires training and

2. Cultural Awareness in Speech

Communicating with various people requires manners and awareness of their

3. Cultural Awareness in Body Language

Awareness of cultural differences in body language can be just as important as the

The advent of global collaboration introduces another new dynamic to

It is like talking to your relatives or friends from other country. Today's

From given ideas and information about the impact of globalization on

Impact Positive Negative