LEARNING PACKET

GEC 003
PURPOSIVE COMMUNICATION

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
1
 MODULE 3: FUNDAMENTALS OF COMMUNICATION
PEDUC010: PURPOSIVE COMMUNICATION
Instructor: Eileen Baptista-Dupra, LPT

INTRODUCTION
Evaluating texts or images is essential because of the proliferation of information
resources and rapid .technological change. As you have noticed, you are always confronted
with a diverse wealth of information for personal, academic, or professional use that can be
accessed in multicultural settings. With the advent of a digital environment or the Internet, most
of the information is unfiltered making its authenticity, validity, and reliability questionable. The
abundance of information from various media, namely short message service, electronic mail, social
media, print and electronic journals, periodicals, and advertisements also poses a challenge for you
in terms of evaluating and understanding it fully.
Let us begin our session with a prayer, In the Name of Father, the Son, and the Holy
Spirit Amen “God says…..Trust me. I’ve stayed with you through every storm in your life,
I’ve given you all that you need, I have, and always will protect you, your family and love
ones. Things might be difficult for you now, just trust in My timing, a change in your
circumstances is coming. Trust Me and enjoy this new day. Amen
Today, you will learn about Evaluation of messages and/or images in multicultural contexts and
Communication Aids and Strategies Using Tools of Technology

INTENDED LEARNING OUTCOMES

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

1. apply critical reading in evaluating text and images.
2. create a presentation using any of the communication aids and tools of technology.
3. develop an essay about the importance of critical reading, evaluating of text and images
4. discuss the importance of Communication aids and tools of technology.

INSTRUCTIONAL MATERIALS
 Learning Module
 Cloudsourcing Learning Management System(CLMS)
 Internet Connectivity
 Laptop/Computer/Smart Phone
 Bond Paper or Intermediate Pad
 Ballpen/Ballpen
 USB/CD

LESSON DEVELOPMENT

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
2
 LET’S EXPLORE TOGETHER (Eliciting Prior Knowledge)!

Motivation: Interpret this image. What does it convey?

I can see in the image the different traffic signs of the road.
The image wants us to convey that for us to have a safe trip,
we must know how to look at the signs first. We must learn
these different signs before driving. These will help us to
know how to communicate with drivers for us to avoid
accidents. They will serve as our guide for us to know the
right way to do especially when we are driving through our
path of life.

Direction: Tick the column that best describes your ability to evaluate image. Answer this
section as objectively as possible. Bear in mind that there are no wrong answers. You can
base your answers to this self-audit task on your Warm-up performance.

Usually Sometim Seldom N

(3) es (1) (1)
(2)
1. I analyze the organizational pattern used by the author in /
writing the text.
2. I analyze the visual and technical quality of the image. /
3. I annotate the text. /
4. I assess the usefulness, relevance, and credibility of the text or /
image.
5. I determine the context. /
6. I determine the organizational pattern of the text. /
7. . I determine the target audience. /
8. I evaluate the author's credibility. /
9. I evaluate the source. /
10. I make inferences. /
TOTAL 2 8 0 0
GRAND TOTAL 6 16 0 0

Interpretation:

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
3
 28-30 - Advanced
25-27 - Proficient
23-24 - Approaching Proficiency
21-22 - Developing
20and above - Beginning

Thank you for accomplishing your activity.

Keep-up the good work! Now, you proceed with the discussion.

LET’S EXPLAIN (Development of Knowledge)!

EVALUATION OF MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF TEXTS

REFLECTING DIFFERENT CULTURES
Critical Reading
As 0ne of the categories of reading skills along with rapid reading, previewing, , literal
reading and inferential reading, critical reading involves studying and evaluating the text closely in
terms of relevance, validity, and logic.
The goal of critical reading is to examine not only what message is conveyed but also how the
message is conveyed as well as its purpose, target audience, and other ways of presenting it.
Essentially, critical reading requires you to be an investigator and "break down" a text to
appreciate and understand it better.

Qualities of a Critical reader

A critical reader...
 annotates the text by writing or using sticky notes.
 determines and analyzes the organizational pattern (compare-contrast, cause-effect,
description, narration, definition, or persuasion) of the text.
 asks critical questions that promote analysis, synthesis, and evaluation of text.
 considers the cultural and historical background of the text or image.
 distinguishes facts from opinions.
 evaluates the author's credibility by checking on his/ her credentials or academic and
scholarly background.
 evaluates the source of the text and image.
 looks beyond the text .or ideas that are not explicitly stated.
 makes inferences about the text or image and the author's ideas, biases, claims, agenda, or
views.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
4
  assesses the usefulness and relevance of the text by previewing or reading the titles, table
of contents, summaries and abstracts, introductions, conclusions, headings, and
subheadings.
 reads with specific question in mind that he/she wants the text or image to answer.
 reads with an open mind.

General Guide Questions in Evaluating a Text

Source
What is the source?
When was the text published?
Are there titles or headers, table of contents, summaries and abstracts, introductions,
conclusions, headings, and subheadings in the source? Is the source useful? Is the
source relevant? ls the source reliable?
Context
 What is the context of the text?
 What pieces of information are given that provide the context of the text?
Contents
 What is the message?
 What is the purpose of the message?
 What are the facts or figures that support the message?
 How is the message conveyed by the text?
 What is the tone of the text?
 What words contribute to fame the message of the text?
 How do you think the audience might be affected the way the text is written?
Audience
 Who is the target audience?
 What information is provided that give you the idea about the target audience of the text?
Author
 Who is the author?
 What are the credentials of the author?
 What is the author's purpose of writing (informational, persuasive, or entertainment)?
 What is/are the author's major ideals?

General Guide Questions in Evaluating Images

Source
 What is the source of the image? How did you find the source?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
5
  Are there pieces of information about the source of the image?
 How did y o u know the source? Is of i n f o r m a t i o n i s reliable?

Context
 Can you determine the information which accompanies the image?

Does the information provide the context of the image or where, when, why, how and for
whom the image is?
Contents
 What are contained in the image?
 Are there people/animals/objects in the image they presented?
 What message does the image convey? Is the message clear?
 What elements in the image support the message?
 What feelings does the image evoke?
 How do others see the image? Audience
 Who is the target audience?
 What information is provided that gives you an idea about the target audience of the image?
Author
 Is the name of the author given?
 Who is the author?
 What are the credentials of the author?
 What is the author's purpose (informational, persuasive, or entertainment)?
Visual
How do you find the layout, design, and color? How are they used? Are they helpful in
framing the message of the image?
 Can you identify what .is in the foreground and in the background? What are they?
Technical Quality
 What can you say about the color and size of
 What can you say about the quality of the image?
 Is it copyrighted?

Activity 1: Apply critical reading in evaluating text and images. Select one text and one image from
your own choice and source for correspondence learning delivery.
Evaluating Text in multi-cultural contexts. Please submit a printed copy of the text to be attached
in the module (refer to the general guide questions of evaluating texts)

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
6
 Henry IV Part 1 Summary
While his son Price Hal spends time in the taverns, King Henry IV argues with his former ally Hotspur.
Angry, Hotspur gathers a rebellion, and Henry and Hal go to battle to stop him. Henry's army wins the
battle, while Hal redeems himself from his wild youth and kills Hotspur.

Act I
Following the events of Shakespeare's play, Richard II, Henry Bolingbroke has succeeded to the throne of
England as King Henry IV. During his ascension, he was partially implicated in the murder of his cousin,
Richard II, in prison. To atone for Richard's death, Henry IV resolves to lead a crusade to Jerusalem. But
his departure is prevented by news of disloyalty and civil unrest. His cousin, Edmund Mortimer, has been
captured by Owen Glyndwr, a Welsh rebel. There is also fighting in the north between the Earl of
Douglas and Harry Hotspur, the warlike son of one of Henry's former allies. King Henry regrets that his
own eldest son, Henry (known as Hal) spends most of his time in the taverns of London with vagabonds
and ne'er-do-wells. The King demands Hotspur's allegiance and help against the Welsh. But Hotspur feels
that the King has not been sufficiently grateful to Hotspur's family for helping him in the past. 

Act II
Meanwhile, Prince Hal, at the Boar's Head Tavern, jokes with his friend, the elderly and penniless Sir
John Falstaff. Falstaff seeks to get money (seemingly by any means possible) to pay for his drinking
habits. He plots to rob a group of travelers. Together with his friends Bardolph and Nym, Falstaff carries
out the robbery. At the same time, in disguise, Hal and his companion Points attack Falstaff and capture
the gold for themselves. Back at the tavern, they reveal to Falstaff that they wanted to trick him and were
the ones who robbed him. Hal is called back to court in the midst of civil war. Hal and Falstaff role play
the imminent conversation between the stern King Henry and wayward Hal. Hal's pointed comments
about his own troubled friends disconcert Falstaff. Hal protects Falstaff from the law and restores the
stolen money to its owners. 

Act III
The civil wars become more serious as Hotspur joins his father in making an alliance with the King's
other enemies. All of them are jealous of King Henry's growing power. Hotspur sets out to Shrewsbury to
meet his father's troops. 

Hal returns to his father to make peace with him, and the King gives him a command in the army setting
out to meet Hotspur. On the way, Hal encounters Falstaff with a few ragged men. Falstaff has enlisted
these soldiers by taking bribes rather than enrolling more able men.

Act IV

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
7
 The King offers to pardon and free Hotspur if he will withdraw his opposition to the throne. The northern
troops have been unable to reach Hotspur and Worcester, one of Hotspur's fellow rebels. Hotspur is
advised by his ally, the Archbishop of York, not to fight. Worcester, Hotspur's ally, keeps the knowledge
of the King's offer of freedom from Hotspur, and the battle of Shrewsbury ensues.

Act V
Falstaff fears for his death in battle and wonders about the wisdom in pursuing honor in exchange only for
injury or death. Hal fights valiantly in the battle, saving his father from harm in combat with Douglas,
another rebel. He even kills Hotspur. Falstaff, having feigned death to avoid injury, claims he was
Hotspur's vanquisher. The King's forces win the day, and Worcester is condemned to death. Hal frees
Douglas, and Henry IV divides his forces to continue battling the rebellion. 

Source The main source of Henry IV about Shakespeare was from

Holinshead’s Chronicles. It was established last 25th of February 1598.
It has a summary that will help the readers to read it in just only 2
minutes.
Context The political context for many of Shakespeare's history plays was the
Wars of the Roses, a series of civil wars between the royal houses of
Lancaster and York waged in England from 1455 to 1485. Henry IV,
Part 1 takes place much earlier than the Wars of the Roses, it tells the
story of the founder of the Lancastrian line and therefore helps
establish the royal lineage of the Tudors. Pleasing the reigning
monarch was essential for any troupe of performers in Elizabethan
London. There are no clear records about the first performance
of Henry IV, Part 1. Because Shakespeare's theater company was
experiencing some financial troubles at the time, it is not even clear in
which theater it was performed first.
Contents One of the main themes in Henry IV is Hal's growth into a king,
including the contrasts he faces and overcomes. Rules and order
alongside power shape another fundamental theme. It feels that honor
has to do with glory on the battlefield and with defending one's reputation
and good name against any perceived insult. For the troubled and
contemplative King Henry IV, on the other hand, honor has to do with the
well-being of the nation and the legitimacy of its ruler. Henry IV Part 1 is
the only Shakespeare play that includes the word radish. the concept of
honor is never given a consistent definition in 1 Henry IV. It delivers
something unlike any other history play that's gone before it by
weaving together serious political matters with raucous comedic
moments. Henry describes the fame and fortune of young Hotspur (the
son of “my Lord Northumberland”), calling him “the theme of honor’s
tongue”; in comparison, he says, Prince Harry (“my young Harry”) has
been sullied by “riot and dishonor.” It lets the audience know that
Harry is generally considered a disappointment, and, by presenting
both Harry and Hotspur as potential son figures for Henry, it
inaugurates the motif of doubles in the play.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
8
 Audience Shakespeare expected his audience to be familiar with the characters
and events. Often the dialogue refers to the material of earlier plays
(in Henry IV the rebels are constantly harking back to the fact that
Henry "put down" Richard II) and sometimes situations that develop in
later plays are anticipated earlier.
Author The author of the context was William Shakespeare. He was an
English playwright, poet, and actor, widely regarded as the greatest
writer in the English language and the world's greatest dramatist. He is
often called England's national poet and the "Bard of Avon" (or simply
"the Bard"). He wanted it to be remain as the favorite stage piece and
focus and to present action characterized by a series of climaxes prior
to the resolution. The major ideal of the context is fundamental and
often universal ideas explored in a literary work.
What is the message of the text?
The message of the text is all about the concept of honor and it was never given a consistent
definition in 1 Henry IV. The very multiplicity of views on honor that Shakespeare explores suggests that,
in the end, honor is merely a towering reflection of an individual’s personality and conscience. In other
words, honor seems to be defined less by an overarching set of guidelines and more by an individual’s
personal values and goals. All the major characters in the play are concerned with honor, but their
opinions about the subject illuminate more about them than they do about the concept of honor. T he
whole idea of honor is nothing but hot air and wasted effort that does no one any good.

Evaluating Images in multi-cultural context. Please submit a copy of the image. (refer to the
general guide questions of evaluating images)

Source The image I saw from google is all about multicultural people by Stacey
Fitzsimmons, Davina Vora, Lee Martin, Salma Raheem, Andre Pekerti,
and C. Lakshman. I found it by searching it through google. It is reliable
because it shows the differences in people and their culture as one.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
9
 Context The image shows that an individual people can be multicultural in three
different (albeit inter-related) ways: they can have deep knowledge of,
they can identify with, and they can have internalized more than one
culture. This article delves into those three aspects of being multicultural
and describes what benefits can accrue from each of them. You’ve heard
about multicultural societies and groups, but have you thought about
multicultural individuals and what they bring to organizations? Multicultural
individuals — such as Chinese- Canadians, Turkish-Germans, or Arab-
Americans — commonly think, perceive, behave, and respond to global
workplace issues in more complex ways than monocultural individuals.
Some multicultural individuals translate these differences into career
success.
Contents The image contains multicultural people. It is all about individuals who
has different cultures. The image wants us to convey that we can do it as
one even though we are different with each other. The element that
supports the image is its color because they came from different culture.
The image wants to evoke the feeling of elevating your self-confidence
that no matter what your color is, we can do it just by helping each other
to attain success.
Audience Other people see the image as smiling people with different colors. The
target audience are the people who has low self-esteem and afraid to keep
pace with successful people. The information provided to that gives me a
clue to the target audience is, as we can see the image is full of people
who are smiling, this image just wants to convey that we can be as one no
matter what your color is.

Author The image is made by Stacey Fitzsimmons, Davina Vora, Lee Martin,
Salma Raheem, Andre Pekerti, and C. Lakshman. These authors also
conducted a research about "Multiculturalism within individuals: A review,
critique, and agenda for future research," Journal of International
Business Studies, Palgrave Macmillan;Academy of International
Business, vol. 50(4), pages 499-524, June. The authors’ purpose are
persuasive and can be also informative because it encourage people to
boost their confidence and it also provides informations that talks about
multicultural people.
Visual I found the layout, design, and color by surfing through the internet.
They are used by making the image more vivid and nice to see.
Yes, it was helpful in framing the message of the image because
it emphasizes the color of each person in the image. In the
foreground we can see that there are people with different colors and the
background of it was a bright color that helps emphasize the foreground.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
0
 Technical The color and size of the image is amazing. The quality of the
image is nice because I can see it clearer than the other pictures I
saw. In my opinion, I think it is copyrighted because there are many
images that looks like that when I am looking for pictures that
shows multicultural image.

What is the message of the Image?

The image wants us to convey that no matter where you came from, you can always keep pace
with people that will help you grow. It wants us to boost our confidence and say to ourselves that “I can
do it”. It also shows unity in the picture because we can see that they are happily working to each other.
The image also showed smiling individuals that proofs that they can be as one. Just always remember that
success is not choosing people, so you can do it.

Rubric Points Score

Content/Interpretation 5
Organization 5
Grammar 5

Lesson on: Communication Aids and Strategies Using Tools of Technology

Microsoft PowerPoint, and other web-based or online presentations are some of the tools
popular in today’s generation. These aids are va l u a b l e for speakers-amateur or professionals-
because they can help you enthrall your audiences and make them understand and appreciate
more your conveyed message. Indeed, they can help you build your credibility and boost your
confidence. However, if you do not know how to use them effectively, they can ruin your
presentation.

Steps in creating power points

1. Launching the PowerPoint Program: Open Microsoft PowerPoint Program
2. Choosing a Desired Design: Click "Design " tab (found at the top along with other
tabs such as Home, Insert, etc.) > Select and right click a preferred design > Click
"Apply to Selected Slide."
3. Creating a Title Page: Click box labeled as "Click to Add TitJe" > Type the title of

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
1
 your presentation > Click box labeled as "Click to Add Subtitle" > Type your name
as a presenter or reporter > Improve the font style and size and the text alignment
(preferably center).
4. Adding More Slides: Click "New Slide" and choose your desired theme > Type in
significant information of your presentation > Add more slides when necessary.
5. Typing the Texts in the Added Slides: Click the box labeled "Click to add TitJe" > Type in 'the
title for that slide > Click the box labeled "Click to Add Text" > Type in relevant information.
6. Adding Charts, Graphs, Pictures, and Transitions: To add charts, graphs or pictures:
Click "Insert" tab > Select from the options > Click "Format Tab" to edit; the other
way is: Click the box labeled "Add to Add Text" > Click tiny boxes of different tabs
known as Tool box found in the middle of that box > Click "Format Tab" to edit. To
add transitions between slides: Click "Animations" tab Select desired transitions.
7. Playing the Presentation: Select "Slide show" tab or press FS Microsoft Office Online
(http://office.microsof t.com/en-001/ powerpoint-help/tips-for-creating-and-delivering-a n-
effective5 presentation-HA010207864.aspx) provides some time-tested tips i n creating
an effective PowerPoint presentation.

Web based or online presentations

1. Ernpressr (http://www.empressr.com /Default.aspx). To learn more about this tool, go to
this link http://www. empressr.com/Learn.aspx.·
2. Slideshare (http://www.slideshare.net/). For support, access this
link:http://help.slidesha re.com/home
3. Prezi (http://prezi .com/). To !cam more, access the given URL.
4- Sliderocket (http://www.sliderocket.com/). To get started, go to
http://support.sliderocket.com/home
5. Zohoshow (https://www.zoho.com/docslfaqlonline- presentation-faq.html).
Access te given link to know more about Zohoshow.
6. Zentation (http://www.zen tation.com/). Frequently asked questions can be found at
http://www.zentation. com/support-faq.php
General guidelines for Creating an Effective Presentation
1.Minimize the number of slides.
2. Choose a font style that your audience can read from a distance.
3.Choose a font size that your audience can · read from a distance.
4. Keep your text simple by using bullet points or short sentences.
5. Use art to help convey your message.
6. Make labels for charts and graphs understandable.
7. Make slide backgrounds subtle and keep them consistent.
8. Use high contrast between background color and text color.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
2
 9. Check the spelling and grammar

Activity 2: Create an effective power point presentation using any of the aids and tools of
communication. Choose one from the following topics:
 create a presentation that reflects different cultures.
 create a presentation that promotes your future profession.

Your output will be graded with the rubric below.

VGE GE SE LE N
(5) (4) (3) (2) (1)
1. Number of slides.
2. Font style is readable.
3. Standard font size is followed
4. Texts are in bullet point format or in short
sentences.
5. There are not many graphics used.
6. Labels are readable and understandable.
7. Slide and texts colors are complementary
8. Slide background is appealing and
consistent.
9. Texts are free from grammar and spelling
errors.
10. Presentation is clear, concise and complete
Total
Grand Total
Legend:
VGE- To a very great extent; GE- To a great extent; SE – To some extent; LE – To a little extent; N- Not
at All.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
3
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
4
 INTEGRATION:
Activity 4-5: Write an essay about the following:
1. Explain the importance of critical reading and evaluating of texts and images to effectively

communicate in multi-cultural contexts.

The importance of critical reading and evaluating of texts and images to effectively communicate

in multi-cultural contexts is making us feel comfortable to every people in different cultures. The critical

reading is making us a good reader and can make us knowledgeable about the context we are currently

reading. It examines not only what message is conveyed but also how the message is conveyed

as well as its purpose, target audience, and other ways of presenting it. In evaluating of texts and

images teach us how to criticize images, not just to see but also to know what is behind the picture. It will

make us a good critic in terms of seeing a picture.

2. Discuss the importance of using communication aids and tools of technology in your chosen

profession?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
5
 The importance of using communication aids and tools of technology in my chosen profession is

to make a successful presentation. It will make us confident because we are presenting a nice slide

through a PowerPoint presentation. It will lead us to a good flow of discussion by making them

understand our presentation easily. It will be a nice way of listening because they will also be entertained

in every slide we made especially if we have charts, graphs and pictures to show. Lastly, it will help the

listeners to have a broad understanding about the topic you are discussing.

Rubrics:
Rubrics Points Score
Content/Interpretation 5
Organization 5
Grammar 5

Thank you for answering your activities. Now, you are ready for the next
module. Congratulations!!!

SUMMARY

To become competent communicator, we should be able to evaluate, manage, and use information
effectively for the specific purpose. Remember, the best way to evaluate messages and images is through
critical reading and the best way to create an effective presentation is through the standards .
Thank you, I hope you enjoyed this module until our next session. Let us pray “Our Lady of
La Salette, reconciler of sinners, Pray without ceasing for us have recourse to you. Stay Home and
Keep Safe Salettinians!

REFERENCES:

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
6
 Barrot, J. S., Sipacio, PJ. F ( 2018). Purposive Communication in the 21st Century. Quezon city: C &
EPublishing
Abrams, R. ( 2010). Successful business Plan. Secrets and Strategies. Redwood, CA: Planning shop
Lucas, S. ( 2011). The Art of Public Speaking. NY: McGraw Hill.
Luthans, F., & Doh, J. P. (2018). International management: Culture, strategy, and behavior. McGraw-
Hill.
Madrunio, M.R.. ( 2018) . Purposive Communication. Using English in Multilingual Contexts. Quezon
City: C & E., Publishing, Inc.

Websites
https://www.managementstudyguide.com/guidelines-effective-communication.htm
https://www.skillsyouneed.com/ips/what-is-communication.html
https://www.skillsyouneed.com/ips/what-is-communication.html
https://www.quill.com/blog/office-tips/how-to-communicate-effectively-in-a-global-world.html
https://www.quill.com/blog/office-tips/how-to-communicate-effectively-in-a-global-world.html
http://academics.smcvt.edu/writingctr/gender%20bias.htm
https://www.pslcorp.com/nearshoring-outsourcing/10-tips-for-improving-your-intercultural-
communication-skills/
https://college.lclark.edu/live/files/25190-multiculturalcommunicationpdf
https://www.scribd.com/document/246454305/Unit-1-Fundamentals-of-Communication-pdf
https://ecampusontario.pressbooks.pub/profcommsontario/chapter/module-overview-2/
https://shodhganga.inflibnet.ac.in/bitstream/10603/127534/2/chapter-1.pdf

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION,
DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION
1
OF THE UNIVERSITY IS STRICTLY PROHIBITED.
7