Purposive Communication Module Chapter 1 4

 Learner’s Module in ENG 3A – Purposive Communication
VISION
Tarlac State University is envisioned to be a premier university in the Asia Pacific Region.
MISSION
Tarlac State University commits to promote and sustain the offering of quality and relevant
programs in higher and advanced education ensuring equitable access to education for
people empowerment, professional development, and global competitiveness.
Towards this end, TSU shall:

1. Provide high quality instruction trough qualified, competent, and adequately trained
faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of
technology and sciences and strengthening collaboration with local and international
institutions.
3. Be a champion in community development by strengthening partnership with public
and private organizations and individuals.
CORE VALUES
E – xcellence
Q – uality
U – nity
I - ntegrity
T – rust in God, Transparency & True Commitment
Y – earning for Global Competitiveness
COLLEGE GOAL
The College of Arts and Social Sciences aims to produce well-rounded individuals who are
well equipped with the necessary knowledge and skills in the languages, social sciences
and philosophy and competent in their field of specialization so that they will become
globally competitive professionals and leaders and productive citizens of the country.
PROGRAM EDUCATIONAL OBJECTIVES

Graduates of the AB in English Language Studies should be able to:
1. Articulate a comprehensive and contextualized view of the English language system and
development.
2. Communicate in English (both oral and written) fluently, accurately, and creatively in
diverse social, cultural, academic, and professional situations.
3. Facilitate English language learning and use in various social, cultural, academic, and
professional settings.
4. Engage in English language research relevant to the school and workplace settings.
5. Act in recognition of professional, social, and ethical responsibility.
Department of English Language Studies, CASS - TSU 2

COURSE: ENG 3A – Purposive Communication

COURSE CREDITS: 3 Units
PREREQUISITE: None
COURSE DESCRIPTION:
This course is about writing, speaking, and presenting to different audiences and for various
purposes (CMO 20, s. 2013). It is a three-unit course that develops students’ communicative
competence and enhances their cultural and intercultural awareness through multimodal
tasks that provide them opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. It prepares students with tools for critical
evaluation of different texts and centers on the power of language and the impact of images
to emphasize the importance of conveying messages responsibly. The knowledge, skills, and
insights that students gain from this course may be used in their other academic endeavors,
their chosen disciplines, and their future careers as they compose and produce relevant oral,
written, audiovisual and/or web-based outputs for various purposes (CHED Syllabus, p. 1).
COURSE OUTCOMES:
After completing this course, STUDENTS MUST HAVE DEMONSTRATED:
1. knowledge about communication and its process, principles, and ethics;
2. understanding of the cultural and global issues that affect communication in
multicultural settings;
3. competence in using varieties and registers of spoken and written language;
4. ability to evaluate messages and images of different modes;
5. skill in communication and strategies using tools of technology; and
6. proficiency in communicating for work, academic, and various purposes.
COURSE OUTLINE AND TIMEFRAME:
Course Content/Subject Matter

Week 1 A. Communication Process
Week 2 B. Issues, Principles and Ethics of Communication
Week 3 C. Communication and Globalization
Week 4 D. Role of Media in Globalization Process
Week 5 E. Local and Global Communication in a Multicultural Setting
Week 6 F. Varieties of Spoken and Written Language
Week 7 G. Registers of Spoken and Written Language
Week 8 H. Appropriate Level of Diction
Week 9 I. Midterm Exam
Week 10 J. Evaluating Messages and Images of Different Types of Text
Week 11 K. Critical Reading and Listening
Week 12 L. Communication and Strategies Using Tools of Technology
Week 13 M. Communication for Various Purposes
Week 14 N. Communication for Work Purposes
Week 15 O. Communication for Academic Purposes
Week 16 P. Structure and Writing Style
Week 17 Q. Research Paper Structure
Week 18 R. Final Exam
One week (or an S. Allotted for the Midterm and the Final Exams
equivalent of three hours)

GRADING SYSTEM:
Achievement Test/Term Exam 40%
Quizzes/Evaluation 20%
Activities 30%
Assignment 10%
TOTAL 100%
Credit Grade = (Midterm Grade + Final Term Grade)/2
COURSE POLICIES:
Flexible Teaching and Learning (Online or Modular Instruction):
1. Microsoft Teams will be used as the primary platform; thus, all students are advised to
download and install the aforementioned application. Just go to office.com. and login
using your @student.tsu.edu.ph account; click “Teams” from the list of applications,
from there your enrolled subject will appear;
2. To uphold flexible instruction, the class may also use added online platforms like Zoom
Cloud Meeting or FB Messenger.
3. For those who do not have access for the online class, they will be completing the
course through modular instruction. Hence, a learner’s module was prepared as an
alternative instructional mode. However, all students who will be subscribing to this
approach need to satisfy all requirements needed for the completion of the course.
4. The language of instruction is English. In the teaching and learning presentation,
however, language samples may be in another language if it is needed to exemplify an
activity in this course.
5. Term Examinations will only be administered on the post date and time following the
University schedule. Students who are under modular instruction need to coordinate
with their LGU representatives.
6. Course requirements must be turned in following the scheduled due dates. Failure to
submit assessment items on time will result in a reduced score for that assessment
item.
7. Students are enjoined to show respect to all administrators, faculty and staff of the
university as well as to classmates and other students. They are mandated to follow all
school policies and regulations.
8. Incomplete grades have to be attended to within a year.
INSTRUCTION TO THE USER:

This instructional module contains different chapters and lessons arranged following the
course outline intended for a 54-hour coursework. Each chapter contains different lessons
that are arranged and anchored on the course outcomes. Intended learning outcomes are
expressed and are measured by means of the assessment tasks provided for each chapter.
The presentation of each chapter comprises of the title, rationale, learning objectives, content,
activities, generalization, evaluation, assignment, and references.

To understand the organization of the module, specific parts of each chapter are herewith
explained:
1. Besides the title of each chapter, the rationale provides the theme, its
purpose, organization, and uses.
2. The pretest is developed to determine what you know and need to know
about the content, and this part will hopefully prompt your interest in
examining and understanding its content rigorously for you to be able to answer all
questions correctly.
3. The learning objectives explain the expected knowledge, skills, and

attitudes that you must subsequently demonstrate.
4. The content is the heart of this module. It was carefully planned in a way that
it will be significantly meaningful and useful.
5. The activities were organized from simple to complex, matching content

with outcomes.
6. The generalization is the simplification of the content; hence, it contains key

ideas for you to remember the content.
7. The evaluation is a self-check test or follow-up activities for discussion and

learning reinforcement.
8. The assignment is a set of activities that will enrich your knowledge and
prepare you for the next chapter.
9. The references consist of books, online open access sites, and other
resources in PDF that were used in preparing the module. You may also
use them for further reading if you can access them.
An answer sheet, which you can find toward the end of this module, is likewise provided for
you to write down your answers for the pretests, activities, evaluations, and/or assignments.
Please check out the specific page numbers written in each task. At the end of the midterm,
you will detach the Answer Sheets and put them in a short envelope. Make sure to seal the
envelope before handing it to your LGU representative. Your representative will be
responsible in forwarding your envelope to TSU.
All contents of this module should be well-read. Likewise, all tests and activities should be
completely accomplished on a timely fashion to ensure success and outstanding
achievement in the course. Answers may be handwritten or typewritten. If you intend to type
your answers, please follow this format:

 Use 8.5 x 11 inches paper, 1-inch margins maximum.

 Choose Times New Roman, Calibri, or Arial; font size is “12”; single spaced.
 Use APA format for references and citations.
 Choose black ink only.
With regard to your term exam or the achievement test, this will follow the University schedule
on term examinations which will be coordinated with your LGU representative. You must be
diligent in performing your coursework and make sure to uphold academic integrity at all
times. Plagiarism should be avoided. Likewise, sharing of answers of the different activities,
evaluations, and assignments to your classmates or other students is strictly prohibited.
This module is the basic instructional resource that you can use for the entire duration of the
semester. Other references may also be used to make your understanding of the course
firmer and sounder. Please communicate with your respective LGU representative if you have
academic concerns. You may also reach me through my contact information.
ACKNOWLEDGMENT:
Grateful acknowledgement is made to all authors and publishers whose works were used to
complete this module.
***
All credits and rights are reserved to the authors and publishers of the different sources. No
copyright infringement intended. This module is not for sale.

Chapter 1
COMMUNICATION PROCESSES, PRINCIPLES, AND ETHICS
RATIONALE:
It is not possible to go through a day without the use of communication. The types of
communication vary, and you are almost certainly familiar with all of them. This chapter will
enable the students to understand more of what communication is – its aspects, types,
elements, and its process. Also, this chapter will help students achieve the goal of
communication through gaining knowledge regarding its issues, principles, and ethics.
LEARNING OBJECTIVES:
At the end of this chapter, you must be able to:
1. describe communication and its process;
2. explain the issues, principles, and ethics in communication.
PRETEST:
Complete the tables on page 33.
CONTENT:
COMMUNICATION – derived from the Latin words con (with), munus (a business), communis
(common), communico (to confer or relate with one another.)
– the process of accomplishing a goal, “with a business to confer or relate
with one another.
ASPECTS OF COMMUNICATION
The importance of communication is related to various aspects:
1. Communication is integrated in all parts of our lives.

Communication is valued in the real world and it is integrated in all episodes of our lives.
Our lives consist of four domains:
a. Academics
Communication skills are tied to academic success. Students who are good at
writing and speaking perform better not only in the English classroom but also in the
content areas and all other areas of learning. Students who can effectively
communicate in English have more confidence in their communication tasks. They
undoubtedly receive high grades and are less likely to drop out of school. Students
are required to enroll a general education course in English in order to develop their
English language skill. This soft skill can help them succeed in the academe and set
them for more success in the workplace.

b. Professional
Desired communication skills vary from one career to another. However, English
courses provide important skills essential for functioning in entry-level jobs. Despite
the well-documented need for communication skills in the professional world, many
students still resist taking communication courses. In such a competitive job market,
being able to demonstrate that you have received communication instruction and
training from communication professionals can give you the edge needed to stand
out from other applicants or employees.
c. Personal
Having a vocabulary to name the communication phenomena in our lives increases
our ability to alter consciously our communication. This is activated in order to
achieve our goals, avoid miscommunication, and analyze and learn from our
inevitable mistakes. Communication is crucial for a person’s success. The skill to
talk with fluency and write with efficiency may lead to a person’s fortune. Hence,
communication has its daily relevance.
d. Civic
There is a connection between communication and a person’s civic engagement.
We are engaged with the world around us, participate in our society, and become a
virtuous citizen. Civic engagement refers to working to make a difference in our
communities by improving the quality of life of community members; raising
awareness about social, cultural, or political issues; or participating in a wide variety
of political and nonpolitical processes (Ehrlich, 2000). The civic part of our lives is
developed through engagement with the decision making that goes on in our society
at the small-group, local, state, regional, national, or international level.
2. Communication meets needs.

Communication helps us achieve certain physical and instrumental needs, and feeds into our
identities and relationships.
a. Physical needs – affects well-being

b. Instrumental needs – helps us achieve long-term and short-term goals
c. Relational needs – maintains social bonds and interpersonal relationships
d. Identity needs – allows us to present ourselves in a distinct manner
3. Communication is guided by culture and context.

O’Neil (2006) defines culture is a full range of learned human behavioral patterns which
includes knowledge, belief, art, law, morals, customs, capabilities, and habits acquired by
man as a member of the society. Conversely, context is the circumstances that form the
setting for an event, statement, or idea, and in terms of which it can be fully understood
(Oxford Dictionary, 2018).
Culture and context also influence how we perceive and define communication. Cultures vary
in terms of having a more individualistic or more collectivistic cultural orientation.

4. Communication is learned.
Humans are born with the capacity to learn a language and the ability to communicate.
Communication is learned rather that innate. It is learned through human contact. However,
our manner of communication varies from one person to another based on culture and
context.
5. Communication has ethical implications.

Communication is more concerned with the decisions people make about what is right and
wrong. Communication ethics deals with the process of negotiating and reflecting on our
actions and communication regarding what we believe to be right and wrong.
TYPES OF COMMUNICATION
When people speak to people in other cultures, sometimes language is one of the barriers to
communicating. However, even when people are speaking the same language, cultural
differences may affect the way they communicate. These differences may be seen in people’s
verbal and non-verbal communication styles— the two forms of communication (Cox, 2018).
1. VERBAL COMMUNICATION – a form of transmitting messages using word symbols

representing ideas and objects. It comes in two forms:
 ORAL COMMUNICATION – includes face-to-face interaction, speaking to someone

on the phone, participating in meetings, delivering speeches in programs, giving
lectures or discussions
 WRITTEN COMMUNICATION – uses symbols that are handwritten or printed with
an electronic device
Factors that affect verbal communication:

• Tone of voice
• Use of descriptive words
• Emphasis on certain phrases
• Volume of voice
2. NON-VERBAL COMMUNICATION – a form of communication which refers to the

sending of messages to another person using methods or means other than the spoken
language. Basically, it is communication without the use of words.
 NON-VERBAL CUES – may both be intentional and unintentional and is categorized

in two (2) categories:
• Non-verbal cues produced by the body
• Non-verbal messages produced by the broad setting such as time, space, and
silence.

ELEMENTS OF COMMUNICATION
The elements of the communication process involve a sender, receiver, message, channel,
and feedback. In the process, however, one may encounter other factors such as an
interference or “noise’ that may distort the message or fail the process and an “adjustment”
that is required to perform to solve or remove the barrier for effective communication. Below
are the elements of the communication process:
1. SENDER – a person, group, or organization who initiates the communication. The

sender may also be called the source, encoder, speaker, writer, or communicator. The
sender is initially responsible for the success of the message. Her/his experiences,
attitudes, knowledge, skills, perceptions, and culture influence the message.
2. MESSAGE – an element transmitted in communication consists of the idea, opinion,

information, feeling, or attitude of the sender. Before encoding the message, the sender
must consider the receiver’s knowledge and assumptions, along with what additional
information the sender wants the receiver to take. More importantly, the sender should
use a language that is understood by the sender and mentally visualize communication
from the receiver’s point of view.
3. CHANNEL – a pathway or medium through which the message travels to reach its
destination. It may be oral, written, visual. The channel may vary depending on the
characteristics of communication.
• Oral – more effective when an immediate feedback is needed
• Written – more effective when the message must be delivered to many people
• Visual/Electronic – used for distant communication
4. RECEIVER – a person who receives, analyzes, understands, and interprets the

message. The receiver can also be called the decoder, reader, or listener. The
message is examined by the receiver assigning some type of meaning to it. The
receiver’s knowledge, experiences, beliefs, among others may influence her/his
interpretation of the message.
5. FEEDBACK – the receiver’s response that provides information to the sender. It is the
return process in which the receiver provides both verbal and non-verbal signals to
show whether the message is understood or not. Verbal signals may take the form of a
spoken comment or a written message while the non-verbal signal may be a long sigh,
a smile, or some other actions.
Bovee and Thill (1992) said that even a lack of response, is in a sense, a form of response. Without feedback, however,
the sender cannot confirm that the receiver has interpreted the message correctly. It is a very important element in the
oral communication process because it makes the whole process a dynamic, two-way interactive event.
6. ADJUSTMENT – done if the message is distorted or is not clearly understood by the

receiver. The feedback provides the sender to adjust her/his message or send the same
message but adjust her/his means of transmission or language to get a better response
or a positive feedback.

7. NOISE – a form of distortion, barrier, or obstacle that occurs in any of the phases of
oral communication process. It may be visual, aural, physical, or psychological in forms
may interfere with or break the whole communication process which may distort hearing
and may distract the receiver’s attention.
Examples: inappropriate channel, incorrect grammar, inflammatory words, words that conflict with body language, technical jargons
THE COMMUNICATION PROCESS
COMMUNICATION – is a process of mutual interaction of people through sensory stimuli; a

two-way process which occurs in an orderly and systematic sequence.
ADJUSTMENT
SENDER MESSAGE CHANNEL NOISE RECEIVER
FEEDBACK
The communication process begins with the formulation of an idea by the sender who may
be a speaker or writer depending on the communication form. S/he then encodes the
message into a language to be transmitted through audible, visible, or comprehensible
symbols to the receiver, listener, or reader.
The goal of communication between a sender and a receiver is understanding of the message
being sent. Anything that interferes to the process can be referred to as noise.
Communication noise can influence the receiver’s interpretation of the message and
significantly affects her/his perception of interacting with the sender. As the receiver receives
the message, s/he decodes them and may verbally, mentally, or physically respond to the
sender.
The response made by the receiver of the message is the feedback which may be negative
or positive. The positive feedback is accepted while the negative feedback is provided with
an adjustment. Therefore, the receiver of the original message changes its function— from
the receiver of the original message to the sender of the response to the original message.
On the other hand, the adjustment made by the sender of the original message should be
incorporated in the original message and should reach the sender of the feedback.
Finally, the communication process ends or temporarily stops when both participants have
reached their goal or are satisfied with their transaction.

ISSUES IN COMMUNICATION
Essential issues to be aware of in any communication situation are:
1. CONTENT refers to the information and experiences that are provided to the receiver of the
communication process. It is what the receiver derives value from. It is expressed in a medium
like speech, writing, or visuals which may be delivered in various media.
Content must be presented in a language that makes a grammatical sense. Words have
different meanings and may be used or interpreted differently, so even simple words and
messages can be misunderstood. Therefore, content should be tailored or edited for the public
to ensure effective communication.
2. PROCESS refers to the way the message is presented or delivered. The content of the
message should not contradict with the non-verbal cues
3. CONTEXT is the situation or environment in which your message is delivered. It is when and
where communication happens.
PRINCIPLES OF COMMUNICATION
These principles will help you to make your communication more informative and will aid you
to gain positive effects:
1. Principle of Clarity – the information or message should be coded or worded clearly.
2. Principle of Attention – the receiver’s attention should be drawn to the message to make
the communication effective.
3. Principle of Feedback – there should be feedback information from the receiver to know
whether s/he understood the message in the same sense in which the sender has meant
it.
4. Principle of Informality – informal communication may prove effective in situations when

formal communication may not achieve its desired results
5. Principle of Consistency – consistency avoids conflict in an organization; inconsistency

leads to confusion
6. Principle of Timeliness – communication should be done in real time so that it helps, and
it is relevant in implementing plans; delayed communication may not serve any purpose
7. Principle of Adequacy – information should be complete; is essential to take proper

decisions and make action plans; inadequate information may delay action and create
confusion.

COMMUNICATION ETHICS
COMMUNICATION ETHICS – deals with the behavior of an individual or a group which is

governed by their morals and in turn affects communication
ETHICAL COMMUNICATION – enhances human worth and dignity
UNETHICAL COMMUNICATION – causes threats to the quality of communication
NATIONAL COMMUNICATION ASSOCIATION (NCA) - developed the Credo for Ethical

Communication which reminds that communication ethics is relevant across contexts and
applies to every channel of communication.
NCA stipulates 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.
CREDO FOR ETHICAL COMMUNICATION

by the National Communication Association (NCA)
1. Advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of

communication.
2. Endorse freedom of expression, diversity of perspective, and tolerance of dissent to
achieve the informed and responsible decision making fundamental to a civil society.
3. Strive to understand and respect other communicators before evaluating and
responding to their messages.
4. Promote access to communication resources and opportunities as necessary to fulfill
human potential and contribute to the well- being of families, communities, and
society.
5. Promote communication climates of caring and mutual understanding that respect the
unique needs and characteristics of individual communicators.
6. Condemn communication that degrades individuals and humanity through distortion,
intimidation, coercion, and violence, and through the expression of intolerance and
hatred.
7. Commit to the courageous expression of personal convictions in pursuit of fairness
and justice.
8. Advocate sharing information, opinions, and feelings when facing significant choices
while also respecting privacy and confidentiality.
9. Accept responsibility for the short-term and long-term consequences of our own
communication and expect the same of others.
ACTIVITY:
Answer the comprehension check on page 34. Then, write the importance of knowing the
issues of communication and how can they be avoided on page 34.

GENERALIZATION:
• Communication is a two-way process which occurs in an orderly and systematic sequence. It is the
transfer of information, thoughts, or ideas to create a shared understanding between a sender and
a receiver.
• These aspects help us to see the importance of communication in our daily life which help people
live in a harmonious relationship.
• There are two types of communication; verbal communication that uses word symbols in
representing ideas that comes in two forms; oral and written; nonverbal communication which refers
to sending of messages using methods or means other than the spoken language.
• By understanding the elements of communication, it enables us to see how communication is being
transferred and understood.
• To be an effective communicator, you should be aware of essential issues in any communication
situation.
• Communication is complex. Whenever we received information, we tend to filter it based on our
knowledge, experiences, practices, and standards which oftentimes interfere in the communication
process. Avoiding problems to effective communication should, therefore, be guided by principles.
• Communication has broad ethical implications. In a fast-changing mode of communication, one
should take the importance of ethical listening, how to avoid plagiarism, how to present evidence
ethically, and how to apply ethical standards to mass media and social media.
EVALUATION:
1. Read and understand the passage on page 35. Then, identify the concepts being
asked for.
2. Answer the questions on page 36.
ASSIGNMENT:
1. Ask for an interview with a person. Take your interviewee’s opinion regarding flexible
learning. After the interview, identify the following elements of communication. Write
your answers on page 37.
 the sender
 the message
 the channel used
 the noise (if there was any)
 the receiver
 the feedback
 the adjustment made (if there was any)
2. Match the items in column A to the descriptions in column B on page 38.
REFERENCES:
Manzano, B.M. et al (2018). Communication Process, Principles, and Ethics. In B.
Mazano, M.V. Arador, and M.A. Ladia. (Eds.). Purposive Communication for
College Freshmen (pp. 1-22). Plaridel, Bulacan: St. Andrew Publishing House

Chapter 2
COMMUNICATION & GLOBALIZATION
RATIONALE:
Communication and globalization in the 21st century introduce us to a new dimension of
perspectives. In this chapter, the students will be able to understand the kind of
communication required for an individual to perform and manifest in the real world.
1. explain how cultural and global issues affect communication.
2. understand the role of media in globalization.
PRETEST:
Complete the tables on page 39.
CONTENT:
COMMUNICATION COMPETENCE - the ability to function in a truly communicative setting.

It is the knowledge of effective and appropriate communication patterns and the ability to use
and adapt knowledge in various contexts. It is also the synthesis of an underlying system of
knowledge and skill needed for communication
COMMUNICATIVE COMPETENCE deals with:

• knowledge.
• the ability to use
• the ability to adapt to various contexts
COMPETENCE - refers to the conscious and unconscious knowledge of an individual about

language and about other aspects of language use
COMPONENTS OF COMMUNICATIVE COMPETENCE
1. GRAMMATICAL COMPETENCE - the domain of grammatical and lexical capacity

2.SOCIOLINGUISTIC COMPETENCE - an understanding of the social context in which
communication takes place, including role relationships, the shared information of the
participants, and the communicative purpose of their interaction
3. DISCOURSE COMPETENCE - the ability to interpret individual message elements in
terms of their interconnectedness and of how meaning is represented in relationship to
the entire discourse
4. STRATEGIC COMPETENCE - the coping strategies that communicators employ to
initiate, terminate, maintain, repair and redirect communication

EXPECTED SKILLS FOR COLLEGE GRADUATES

(National Communication Association)
1. State ideas clearly.
2. Communicate ethically.
3. Recognize when it is appropriate to communicate.
4. Identify their communication goals.
5. Select the most appropriate and effective medium for communicating.
6. Demonstrate credibility.
7. Identify and manage misunderstandings.
8. Manage conflict.
9. Be open-minded about another’s point of view.
10. Listen attentively.
GLOBAL COMMUNICATION COMPETENCE
COMPETENCE - the ability of individuals that relates effectively to self and others in daily
life.
COMMUNICATION COMPETENCE - an innate individual trait that is not related to personal

intellect or education, thus, is an internal ability that is enhanced and luminated through the
promotion of empathy in the process of socialization
In the global communication context, competence further requires individuals to be equipped

with the ability to acknowledge, respect, tolerate and integrate cultural differences to be
qualified for enlightened global citizenship
MODEL OF GLOBAL COMMUNICATION COMPETENCE

This enables individuals to search for the vision, shared understanding, and sense of multiple
identities that lead to the unlocking of human potential in the development of intelligence,
knowledge, and creativity for a peaceful and productive society.
FOUR DIMENSIONS OF COMMUNICATION COMPETENCE

Chen (2005) defines communication competence as an innate individual trait that is not
related to personal intellect or education. Thus, he developed a “model of global
communication competence” that enables individuals to search for the vision, shared
understanding, and sense of multiple identities that lead to the unlocking of human potential
in the development of intelligence, knowledge, and creativity for a peaceful and productive
society.
1. GLOBAL MINDSET - is a psychological process that represents patterns of an individual

or group thinking. It is a fixed mental attitude that leads people to see things and events
from a specific lens through perception and reasoning.

2. UNFOLDING THE SELF - the ability to look for shared communication symbols and
project the self into another person’s mind by thinking the same thoughts, feelings, and
emotions as the person.
3. MAPPING THE CULTURE - ability to contrast cultural differences that may motivate us to
prefer alternative styles of cultural expressions and engender in us a desire to retool so
that we can better function with the demands of global environment and cope with the
changing environment rapidly.
4. ALIGNING THE INTERACTION - requires individuals to foster the ability of cultural

adroitness by which they can function effectively and appropriately without violating their
counterpart’s norms and rules to reach a global civic society.
GLOBALIZATION
Definitions of Globalization:
1. Globalization is associated with deterritorialization
2. Globalization is linked to the growth of social interconnectedness across existing
geographical and political boundaries.
3. Globalization must also include a reference to the speed or velocity of social activity
4. Globalization should be conceived as a relatively long-term process
FEATURES OF GLOBALIZATION
1. The emergence of transnational communication conglomerates as key players in the

global system.
2. The social impact of new technologies, especially those associated with satellite
communication
3. The asymmetric flow of information and communication products within the global
system
4. The variations and inequalities in terms of access to the global networks of
communication
MAJOR TRENDS IN GLOBALIZATION

1. Technology development has made globalization inevitable and irreversible.
2. Economic transformation has led to a new landscape of economic world.
THE IMPACT OF GLOBALIZATION

Globalization requires the development of a person’s language ability. The ability to use
language accurately and appropriately is a requirement of a globalizing society. In a social
interaction, a person demonstrates the ability to respond appropriately to the formality level
of the situation, can use a variety of sentence structures, and can handle expanded inventory
of concrete, idiomatic and conceptual language. Hence, the creativity to use the English
language is a determinant of a person’s communication skill.

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 students to select their most useful
communication skills development programs.
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.
2. CULTURAL AWARENESS IN SPEECH. The need for cultural awareness is a major

impact of globalization on the required skillset of effective communicators. Modern
entrepreneurs and employees need the ability to catch subtle nuances of people’s
manner of speech when communicating across cultures. Even when two people are
speaking the same language, cultural differences can affect vocabulary, colloquial
expressions, voice tone, and taboo topics (Ingram, 2009).
3. CULTURAL AWARENESS IN BODY LANGUAGE. Awareness of cultural differences

in body language can be just as important as the nuances of speech. Students should
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. These differences should be addressed to avoid difficulties or
miscommunication.
4. TIME DIFFERENCES. 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. 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. Being able to effectively share information between shifts can make or
break the productivity of a geographically dispersed team, making this an important
issue for many companies (Ingram, 2009).
THE ROLE OF MEDIA IN GLOBALIZATION
COMMUNICATION MEDIA - plays a significant role in constructing and representing the

phenomenon of globalization and subsequently changing educational and learning
processes.

ROLES OF MEDIA:
1. It enables communication to take place in real time over great distances.
2. It advances the 21st century into what we speak as the globalization of
communication.
3. The emergence of electronic media and the digital media has brought about a radical
change on how we see education.
LANGUAGE AND GLOBALIZATION

21ST CENTURY LANGUAGE has become the language that exists in the global world.
Here are some of the terminologies in the globalizing society:
CHAT ROOM - internet feature that allows people to communicate in real time
COMPUTER LITERACY - internet literacy; ability to use computers
CYBERSPACE - world wide web
DIGITAL CITIZENSHIP - the creation of conscious critical forms of integration in the
globalizing society; a person utilizing technology (digital citizen)
DIGITAL COMPETENCE - confidence and critical use of information technology
DIGITAL IMMIGRANTS - adults who adapt to their environment as they retain their
language; born before the widespread of technology
DIGITAL NATIVES - young people who are native speakers of the digital language of
computers; born on the era of technology
DIGITAL SKILLS - ability to evaluate a variety of technological solutions; more than just
knowing how to use a specific technology well
EMOJI - the creation of a new alphabet; pictograph
EMOTICON - words without letters conveying emotional responses
ETHNOSCAPE - landscape of persons who form the shifting world where we live
HYPERPERSONAL COMMUNICATION - computer mediated communication that is
more socially desirable than face-to-face communication
IDEOSCAPE - the movement of ideologies
MEDIASCAPE - pertains to the electronic and print media in global cultural flows
MEDIAMORPHOSIS - transformation of communication media
OMG - Oh My God!
SELFIE - an ego-manical madness; gives focus on an individual
STREAMING MULTIMEDIA - live audio and video available on a website
TECHNOSCAPE - movement of technology
TELEMATIC NETWORK - convergence of telecommunications and information
processing
VIRTUAL COMMUNITY - community that exists in the world of electronic
communication rather than in the physical world
VIRTUAL REALITY - the use of computer to simulate an experience in a way that is
obscure from reality
ACTIVITY:
Share your globalization experiences. List down globalized terminologies (which are not listed
above) that you often use and share the definition of each on the table on page 40.

GENERALIZATION:
• People who are globally competent do not only acknowledge the importance of
knowledge and skills to face the changing environment but also regard a new set of
thinking and behavior that greatly considers cultural differences.
• Globalization requires the development of a person’s language ability. The ability to use
language accurately and appropriately is a requirement of a globalizing society.
• Language continues to evolve. It keeps on developing as people are becoming more
literate in the global world. There are several words and terminologies that have been
introduced in the 21st century; hence, the 21st century language has become the
language that exists in the global world.
EVALUATION:
1. Record a video of yourself while explaining Chen’s (2005) model of global
communication competence. Deliver your explanation by activating your knowledge
about the components of communicative competence. Your professor will evaluate
your presentation using an oral presentation rubric. See p. 40
2. Answer the questions on page 41.
ASSIGNMENT:
Essay: Do you think that speaking English is a prerequisite of being communicatively
competent? Why or why not? (Explain your answer in not less than ten sentences.) Write
your answer on page 42.
REFERENCES:
Manzano, B.M. et al (2018). Communication and Globalization. In B. Mazano, M.V.
Arador, and M.A. Ladia. (Eds.). Purposive Communication for College Freshmen
(pp. 31-50). Plaridel, Bulacan: St. Andrew Publishing House

Chapter 3
LOCAL AND GLOBAL COMMUNICATION IN A MULTICULTURAL SETTING
RATIONALE:
Communication and globalization in the 21st century introduce us to a new dimension of
perspectives. In this chapter, the students will be able to understand the kind of
communication required for an individual to perform and manifest in the real world.
1. explain how cultural and global issues affect communication;
2. understand the role of media in globalization.
PRETEST:
Answer the questions on page 43.
CONTENT:
INTRODUCTION: Communication is guided by culture and context. It is predicted by the

type of culture dictated by its context.
CULTURE - is manifested in our actions and affects how we tell the world who we are and
what we believe in. It is the basis for how we behave in a certain communication context.
CONTEXT - brings a better understanding about culture in general and our own culture. It
refers to anything that refers to the stimuli, environment, or ambience surrounding an event
(Edward T. Hall)
LOCAL COMMUNICATION - is highly grounded on the cultural context. This context of

communication reflects the culture of people who are creating their self-identity and
community.
GLOBAL COMMUNICATION - has turned to be a modifying factor of local communication.

It attempts to bring changes that affect communication conventions.
INTERCULTURAL COMMUNICATION - a discipline that focuses on how culture affects

communication. It is the ability to understand and value cultural differences.
LANGUAGE - is a component that is linked to intercultural understanding. Enhancing oral

and written communication in intercultural environments is a way to achieving intercultural
competence.

GRICE’S PRINCIPLE OF COOPERATIVE CONVERSATION
1. MAXIM OF RELATION - every interlocutor should be relevant in a conversation,

requiring them to respond based on cultural and contextual requirements.
2. MAXIM OF QUANTITY - every interlocutor should observe a “fair-share-talk of time.”
3. MAXIM OF QUALITY - the truth value of a message should be held primary in a

conversation. The accuracy of the message should always be upheld. It should not go
beyond what is true nor deduced in its essence.
4. MAXIM OF MANNER - the manner of saying a word is more regarded than its content.
MODES OF COMMUNICATION
Words and gestures are used in a region or country to give meaning to certain ideas. Words
are primary in communication, but gestures would even make a meaningful communication.
Below are the modes of communication in an intercultural communication.
 LANGUAGE - Words, greetings and expressions that are based on culture and
context
 BODY LANGUAGE - is a form of non-verbal communication in which movements of
the body communicate messages, either in place of, or in conjunction with speech.
THE ABC’S OF INTERCULTURAL COMMUNICATION
• Communication is complex because of the cultural and contextual factors embedded in it.
• It is also challenging due to the many ways in which communication can vary between
cultures as well as individuals plus the requirements needed by an individual to satisfy the
conversational conventions
• Although effective communication is hard to achieve because of these considerations,
good communication is attainable.
• Lewis (2008) provided the following ABC’s of intercultural communication.
A ACKNOWLEDGE Differences in communication style should be acknowledged.

Every person in a group has a particular communication style
which gives her/his own identity in communicating. Anticipating
awareness on differences will increase awareness of uniqueness.
B BI-LEVEL Communication does not only uphold speaking and listening but
also requires a holistic process that includes verbal and non-
verbal channels. Non-verbal communication is critical in the
communication process due to its cultural nuances. It may vary
from one culture to another.
C CLARIFY If you are doubtful of your understanding about what is being
communicated, ask for clarification. Devote a little extra time to
verify understanding so that you can save time and avoid
frustration.

CULTURAL COMMUNICATION BARRIERS

Sometimes, the goal of communication is not achieved due to communication barriers
brought by culture.
BARRIERS - give difficulty in understanding people, whose language is different, and

evidently challenge people who are trying to work harmoniously with others
of a different background.
• LANGUAGE BARRIER - It is evidently the primary barrier of communication in

second and foreign language contexts. Because of its complexity, communication
between people speaking different languages is difficult.
• HOSTILE STEREOTYPES - Stereotypes are generalizations or assumptions people
make about the characteristics of members of a group, based on an image about
what people in that group are like.
• BEHAVIOR DIFFERENCES - Difference of behavior between different cultures can
cause misunderstandings. Every culture has its norm about what is regarded as
appropriate behavior.
• EMOTIONAL DISPLAY - Different cultures have varying regard on emotional
display. What is considered appropriate display of emotion in one culture may not be
appropriate in another culture.
AMBIGUOUS EXPRESSIONS
Idioms and figurative clichés - This form of language uses words and expressions with a
meaning that is different from the literal interpretation.
beat the clock — to do something before the deadline
do the dirty work—to do the disagreeable, illegal, dishonest things
labor of love — a work that brings you great pleasure
go with the flow — to do what people do and accept things as they are
bend the law or bend the rules — to cheat a little bit without breaking the law

Slang - It is a shortcut or highly colloquial word that suggests excessive informality and lack
of appreciation in the workplace setting
gonna — going to
wanna — want to
Cover your ass. — Protect yourself from possible criticism.
What you see is what you get. — There is nothing hidden.
Okay — all right
Acronym - It is formed from the initial letters of other words and pronounced as a word.
LAM — leave a message
IMO — in my opinion
AKA — also known as
AWOL — absent without leave
ASAP — as soon as possible
Abbreviation - It is a short form of a lengthy expression.

Acct – account
recd – received
w/o – without
fwd – forward
ad – advertisement
Jargon - It is a type of language that is used in an occupation. Often, words are

meaningless outside a certain context.
bang for the buck — a business jargon for getting the most for your money
helicopter view — an overview of a job or a project
desk job — a job that is typically confined to duties from a desk
end-user perspective — what the customer thinks about a product or service
cubicle farm — a section of the office that contains worker’s cubicles
ACTIVITY:
On pages 43-44, match the items in column A to the descriptions in column B.
GENERALIZATION:
 Communication is guided by culture and context. It is predicted by the type of culture
dictated by its context. Culture is manifested in our actions and affects how we tell the
world who we are and what we believe in. It is also the basis for how we behave in a
certain communication context.
 The context of communication brings a better understanding about culture in general and
our own culture. Context was conceptualized by Edward T. Hall, a cultural anthropologist,
as anything that refers to the stimuli, environment, or ambience surrounding an event.

 Local communication is highly grounded on the cultural context. This context of

communication reflects the culture of people who are creating their self-identity and
community. On the other hand, global communication has turned to be a modifying factor
of local communication. It attempts to bring changes that affect communication
conventions.
 Language is a cultural component that is linked to intercultural understanding. How
language is used, and its non-verbal forms are decoded based on culture. Hence,
enhancing oral and written communication in intercultural environments is a way to
achieving intercultural competence.
 Words and gestures are used in a region or country to give meaning to certain ideas.
Words are primary in communication, but gestures would even make a meaningful
communication.
 In a multicultural context of communication, you should be culturally sensitive to the
differences of this body language. You might fail to communicate effectively if rules and
norms of communication are abandoned.
EVALUATION:
ASSIGNMENT:
Choose two countries. List their similarities and differences in terms of the modes of
communication (language and body language) on page 45.
REFERENCES:
Manzano, B.M. et al (2018). Local and Global Communication in a Multicultural Setting. In
B. Mazano, M.V. Arador, and M.A. Ladia. (Eds.). Purposive Communication for
College Freshmen (pp. 59-78). Plaridel, Bulacan: St. Andrew Publishing House

Chapter 4
VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
RATIONALE:
Considerably, our linguistic repertoire consists of a set of linguistic varieties that we have at
our command, each of which enables us to use as dictated by the speech community.
Speakers of the same geographic location may speak the same language, meaning they use
a dialect, which is a variety according to users, in the sense that each speaker always uses
one variety. In this chapter, the students will be able to understand the variations of spoken
and written language.
The word “register” was introduced in the field in the 1960s. It was described by Halliday et
al. (1964, 77) as a “variety according to use in the sense that each speaker has a range of
varieties and chooses between them at different times.” Register is bound to a particular
discursive situation, which means that when we observe a language activity in the various
contexts in which it takes place, we find differences in the type of language selected as
appropriate to different types of situation.
1. develop the competence in using varieties of spoken and written language
2. develop the competence in using registers of spoken and written language
PRETEST:
1. Revise the sentences on page 46 to make the tone conversational yet professional
and to eliminate the language bias.
2. Think of five (10) words that can be spelled in two ways. Place both of their accepted
spellings on the table on page 47.
3. Answer the question on page 47: Is the way you talk at home the same as the way
you talk in school, or with your friends? Otherwise, how are they different?
CONTENT:
VARIETIES OF ENGLISH
Varieties of English refer to the different kinds of English used around the world based on
geographical locations. There are over a hundred varieties of the English language, but two
of the most prevalent varieties of the English language are British and American English.
American English (AmE)

• It is a variant of the English language which is spoken mainly in the United States.
About two-thirds of the world's native speakers of English live in America and speak
this variant.
British English (BrE)

• It is a variant of the English language which is spoken in the United Kingdom.
• Along with American English, British English is one of the main variants taught in
English as a second language or English as foreign language programs.

Australian English (AuE)

• It is another variant of the English language which is spoken in the Australia.
• Australian English began to diverge from the British English shortly after Australia was
settled in the late 18th century. This variety is similar to New Zealand English and bears
resemblance to dialects of South East England. Its spelling corresponds to British
English spelling.
New Zealand English (NZE)

• It is the variant of the English language spoken as the first language by my most people
in New Zealand.
• New Zealand English is most similar to Australian English in pronunciation, with some
differences.
Black English (African American Vernacular English)

• It is a broad term used to refer to American English and British English as spoken by
the black communities in the United States and the United Kingdom.
• It is also used to refer to black communities in Caribbean and Africa. There are different
varieties of this variant, but its two major sub-varieties are African American Vernacular
and British Black English.
Singapore English (SingEng or Singlish)

• Singapore English is a language variant which is considered the most popular medium
of communication in the academe. There are two main forms of this variant: Singapore
English and Singapore Colloquial English.
Philippine English
• It is another variety of the English language related to American English in terms of
spelling and grammar. Besides the Filipino language, the English language is native to
the Philippines and is considered an official language.
• Non-native pronunciations abound in the spoken language, and grammatical flaws are
oftentimes inevitable. Hence, code-switching is prevalent in formal and more likely in
informal situations.
VARIETIES OF ENGLISH VOCABULARY

The following show major differences in vocabulary among the three different
varieties of English. This is a type of English variety at the lexical level, which means
that the difference lies on the vocabulary or words.

Given the previous examples, AmE and BrE have major differences in vocabulary.
Study the examples below:
VARIETIES OF ENGLISH SPELLING
In terms of spelling, British English and American English have a few rules which
cover most spelling differences in terms of usage. Writers, however, must observe
consistency whenever they write. Following are the guides to achieve efficiency in
spelling in AmE and BrE.

REGISTER - is described as a variety according to use in the sense that each speaker has
a range of varieties and chooses between them at different times. Register refers to the level
of formality of the speech.
FORMS OF LANGUAGE REGISTER
1. FORMAL REGISTER - is appropriate in professional and business writing.

2. INFORMAL REGISTER - is the way we talk to our friends and family.
3. NEUTRAL REGISTER - not specifically formal or informal, positive or negative. It is used
with non-emotional topics and information.
BIAS-FREE LANGUAGE
• Sometimes the language we use reflects our stereotypes. While in speech our facial
expressions or even gestures may convince our listeners that we are not being offensive,
in writing it is a lot harder to do.
• To avoid confusion and needless anger on the part of the reader, use language that is clear,
objective, and stereotype-free. Avoid generalizing when talking about gender, ethnicity,
race, sexual orientation, or people with disabilities.
AVOID GENDER BIAS

• Avoid using masculine pronouns when the gender of the person is not known. When a
word has the suffix -man or -woman, check to see if it reflects the gender of the person
described. Use more neutral alternatives when gender is not important to the idea you
are getting across.
• For example, use chairperson or chair instead of chairman, fire fighter instead
of fireman, or salesperson instead of salesman.

AVOID RACIAL AND ETHNIC BIAS

Racial or ethnic information should only be indicated if the context demands it. Take note of
the following:
 Both black and African American are generally acceptable (although some
members of this community prefer one or the other). The phrase people of color is
sometimes used to include other racial groups, particularly for political purposes. The
labels Negro and colored are generally not acceptable.
 Depending to some extent on regional preference, people with roots in Latin America
refer to themselves as Hispanic, Latino/Latina, or Chicano/Chicana, or by place of
origin (Cuban American, Puerto Rican). Except for specific audiences or individuals,
Latino is generally acceptable.
 The preference is for Asian or Asian American rather than Oriental. Again, specific
groups may prefer labels based on country of origin (Japanese American, Korean).
 Native American has gained favor over Indian. Depending on context, you might more
accurately refer to a specific tribe or tribes.
AVOID AGE BIAS

• Age should only be specified if it is relevant. Avoid expressions that are demeaning or
subjective.
AVOID DISABILITY BIAS

• Do not refer to an individual’s disability unless relevant. When necessary, use terms that
do not offend disabled individuals.
• Avoid phrases like "confined to a wheelchair" and "victim" (of a disease), so as not to
focus on differences and disability. Instead, write or say, "someone who uses a
wheelchair" and "a person with (a disease)."
ACTIVITY:

GENERALIZATION:
 There are over a hundred varieties of the English language, but two of the most prevalent
varieties of the English language are British and American English.
 There are major differences in vocabulary among the different varieties of English. This
is a type of English variety at the lexical level, which means that the difference lies on the
vocabulary or words.
 British English and American English have a few rules which cover most spelling
differences in terms of usage. Writers, however, must observe consistency whenever
they write.
 Language register is the level and style of your writing, and it should be appropriate to
the situation you are in. It determines the vocabulary, structure, and grammar of your
writing. The three most common language registers in writing are provided in this section.
 Whenever we communicate, our language should be sensitive and bias-free. This is one
way of adapting a message to its audience. Sometimes, communicators become
offensive may be because the words that they used were not thought of carefully prior to
their production. This is the real problem in communication.
EVALUATION:
1. Answer the questions on page 48-49.
2. Review the forms of language register. Gather facts and examples for each and think
of contexts where these language registers are used. Make an essay for each type of
register. Write your answers on pages 49-51.
ASSIGNMENT:
1. Check out the Internet for movies. Watch two English movies that interest you most:
one using British English, another one using American English. Capture all words and
expressions that are very distinct in these English language varieties. Be able to
record your data on page 53.
2. Revise the sentences on pages 54-55 to eliminate the bias.
REFERENCES:
Manzano, B.M. et al (2018). Varieties and Registers of Spoken and Written Language. In B.
Mazano, M.V. Arador, and M.A. Ladia. (Eds.). Purposive Communication for College
Freshmen (pp. 89-116). Plaridel, Bulacan: St. Andrew Publishing House
Teacher’s Diary (2013). Some examples of troublesome words and expressions.

http://englishsummercourseforchildren.blogspot.com/2013/07/some-examples-of-
troublesome-words-and.html

ANSWER SHEETS
ENG 3A – Purposive Communication

Chapter 1
COMMUNICATION PROCESSES, PRINCIPLES, AND ETHICS
PRETEST:
Direction: Throughout this course, you will have the opportunity to learn various things about
communication. We want to know what you already know about communication! You will not
be graded on your responses, nor will be asked for explanation regarding your answers. Put
a check mark on the box that corresponds your answer for each of the questions.
Do you agree or disagree with the following? Agree Disagree
1. Communication is an important part of my daily life.
2. I consider myself an expert in communication.
3. I am comfortable communicating with others.
4. I am comfortable using a variety of communication techniques.
5. I think about the best way to communicate before doing so.
Direction: Identify one public speaker. Observe how your chosen public speaker delivers
his/her speech. Then, complete the information being asked on the table below:
Name of Public Speaker Strengths Weaknesses

ACTIVITY:
A. Comprehension Check. Write the letter of the correct answer on the space provided
before each number.
____ 1. What type of communication transmits messages using words and word symbols representing ideas and
objects?
a. Verbal c. Non-verbal
b. Local d. Multicultural
____ 2. It is a process which pertains to the transfer of information, thoughts, or ideas to create a shared
understanding between a sender and a receiver.
a. High-context Culture c. Culture
b. Communication d. Context
____ 3. This type of verbal communication uses symbols that are hand-written or printed with an electronic device
a. Oral c. Verbal
b. Written d. Visual/Electronic
____ 4. Which of the following Latin etymologies of the term communication means ‘to confer or relate with one
another’?
a. con c. munus
b. communis d. communico
____ 11. It is a full range of learned human behavioral patterns which includes knowledge, belief, art, law, morals,
customs, capabilities, and habits acquired by man as a member of the society.
a. context c. communication
b. culture d. social variable
B. Answer the following question: What is the importance of knowing the issues of
communication and how can they be avoided?

EVALUATION:
A. Direction: Read and understand the passage. Then, identify the concepts being
asked for on the space provided before each of the questions below.
It has been months since Maria last talked to her best friend Ana who went to United
States for good. One night, Maria decided to send a message to Ana via Facebook
Messenger to do some catching up. While sending the message, her internet connection
was interrupted. She tried refreshing her internet connection and her message was finally
sent.
That time, Ana was also online, and she received Maria's message right away. Ana was
so delighted with Maria's message. She replied: "My dear BFF, thank you for the sweet
message. I have already adjusted with the culture and doing well here in the states. How
about you there in the Philippines? I am missing you so bad. Hope to see you the
soonest."
__________ 1. Based on the story above, what element in communication did Maria serve
as?
__________ 2. BFF in the 21st century language that exists in the global world means?
__________ 3. Ana was able to receive Maria’s message in real time. What principle in
communication is this?
__________ 4. What element in communication did Ana serve as in the story?
__________ 5. Internet interruption is an example of what element in the communication?
__________ 6. Maria trying to fix her internet connection is what element in communication?
__________ 7. In the century language that exists in the global world, what do you call these
images - ?
__________ 8. What channel did Maria use to communicate with Ana?
__________ 9. What type of communication is a Facebook Messenger message?
__________ 10. "My dear BFF… Hope to see you the soonest” is what element in
communication?

B. Direction: Identify the following concepts of communication.
_________________ 1. It is a two-way process which occurs in an orderly and systematic

sequence and involves giving and receiving ideas, feelings, and attitudes
between two or more persons and results in a response.
_________________ 2. It is a form of transmitting messages using word symbols in representing

ideas and objects which comes in two forms: oral and written.
_________________ 3. This form of communication refers to the sending of messages to another

person using methods or means other than the spoken language.
_________________ 4. This is a form of transmitting messages through the use of word symbols
to represent ideas and objects.
_________________ 5. It is an element transmitted in communication that consists of the idea,

opinion, information, feeling, or attitude.
_________________ 6. This is an element of communication that refers to a person who creates

and transmits the message by means of her/his voice and body.
_________________ 7. This is a person who receives, analyzes, understands, and interprets the
message and becomes the sender of the reply to the encoded message.
_________________ 8. It is a pathway or medium through which the message travels to reach

its destination. It may be oral, visual, or audio-visual.
_________________ 9. It is a barrier, or obstacle that occurs in any of the phases of the oral
communication process and may interfere with or break the whole process
which may distort hearing.
_________________ 10. It is a very important element in the oral communication process for it
makes the whole process a dynamic, two-way, interactive event.
_________________ 11. This is done if the message is distorted or is not clearly understood by
the receiver.
_________________ 12. It refers to the situation or environment in which your message is

delivered.
_________________ 13. This is a communication need that helps us get things done in our day-
to-day lives and achieve short- and long-term goals.
_________________ 14. It pertains to the full range of learned human behavior patterns which
includes knowledge, belief, art, law, morals, custom, and any other
capabilities and habits acquired by man as a member of society.
_________________ 15. It refers to the behavior of an individual or a group which is governed

by their morals and in turn affects communication.

ASSIGNMENT:
A. Ask for an interview with a person. Take your interviewee’s opinion regarding flexible
learning. After the interview, identify the following elements of communication. Write your
answers on the space provided.
ELEMENT ANSWER
SENDER
MESSAGE
CHANNEL
NOISE
RECEIVER
FEEDBACK
ADJUSTMENT

B. Direction: Match the items in column A to the descriptions in column B.

Write only the letter of your choice on the space provided. On the principle
of:
Column A Column B
_______ 1. clarity a. message is primary
_______ 2. attention b. concerns on what is right or wrong
_______ 3. informality c. necessary for adjustment information
_______ 4. consistency d. ensures organizational relevance
_______ 5. adequacy e. message should be worded clearly
_______ 6. timeliness f. communication should be complete
_______ 7. feedback g. avoids conflict in the organization
h. used when formal communication may not

achieve its desired results

Chapter 2
COMMUNICATION & GLOBALIZATION
PRETEST
A. Identify if the questions listed below are professional or unprofessional. Tick the “Yes-
No” column: “Yes” for professional questions and “No” for unprofessional or silly ones.
Questions Yes No
1 Would you like any help?
2 Do you have any disabilities?
3 Are you able to do your job?
4 Could you do the job for me?
5 Do you take drugs, smoke, or drink?
6 Can you please show me some examples of projects that I’d be working on?
7 Do you do background checks?
8 Who is your target customer?
9 Have you ever been arrested?
10 How can I best contribute to the department?
B. Choose one country (except the Philippines). Research and learn 5 facts about your
chosen country’s culture, language, tradition, etc. and list them below column A. In
column B, compare and contrast each fact with a specific culture, language, tradition,
etc. that it matches in the Philippine setting.
Example:
Japan Philippines
1. They bow to each other as a sign of respect. We practice ‘pagmamano’ to elders as a sign of respect.
_______________________ PHILIPPINES
Column A Column B

ACTIVITY:
Share your globalization experiences. Do you often use social networking sites? Do you
speak words that exist in the global world? List down globalized terminologies (which are not
listed above) that you often use and share the definition of each.
21st Century Term Definition

1
2
3
4
5
6
7
8
9
10
EVALUATION:
A. Record a video of yourself while explaining Chen’s (2005) model of global

communication competence. Deliver your explanation by activating your knowledge
about the components of communicative competence. Your professor will evaluate your
presentation using an oral presentation rubric.
GLOBAL MINDSET MAPPING THE CULTURE
 Impel to broaden  Bewilderment of the
perspective differences
 Motivate to respect diversity  Frustration of the differences
 Expect to reconcile conflict  Cognitive analysis
 Propel to regulate change  Emphatic immersion
 Orient to globalizing process
GLOBAL COMMUNICATION
COMPETENCE
UNFOLDING THE SELF ALIGNING THE INTERACTION

 Ceaseless purifying  Language ability
 Continuous learning  Behavioral flexibility
 Cultivate sensitivity  Interaction management
 Develop creativity  Identity maintenance
 Foster empathy  Managing changes
A Model of Global Communication Competence (Chen, 2005)\

B. Answer the following questions:
_________________ 1. It refers to the “structural phenomenon of increasing

interdependence among various parts of the world
_________________ 2. It is the ability to function in a truly communicative setting.
_________________ 3. It is a component of communicative competence which pertains to

an understanding of the social context in which communication
takes place, including role relationships, the shared information of
the participants, and the communicative purpose of their
interaction.
_________________ 4. It is the domain of grammatical and lexical capacity.
_________________ 5. It relates to the coping strategies that communicators employ to

initiate, terminate, maintain, repair, and redirect communication.
_________________ 6. It is the ability to interpret individual message elements in terms of

their interconnectedness and of how meaning is represented in
relationship to the entire discourse.
_________________ 7. This component of communication competence pertains to the

psychological process that represents patterns of an individual or
group thinking.
_________________ 8. It is the ability to look for shared communication symbols and

project the self into another person’s mind by thinking the same
thoughts and feelings and the same emotions as the person.
_________________ 9. It requires us to contrast cultural differences that may motivate us

to prefer alternative styles of cultural expressions and engender in
us a desire to retool so that we can better function with the
demands of global environment and cope with changing
environment rapidly.
_________________ 10. It requires a set of behavioral skills which is indispensable for

adjusting individuals to the changes and new patterns of
interaction in the globalizing society.

ASSIGNMENT:
Essay: Do you think that speaking English is a prerequisite of being communicatively
competent? Why or why not? (Explain your answer in not less than ten sentences.)

Chapter 3
LOCAL AND GLOBAL COMMUNICATION IN A MULTICULTURAL SETTING
PRETEST:
Choose and write the letter of the best answer on the space provided before each number.
ACTIVITY
Match the items in column A to the descriptions in column B. Write only the letter of your choice on the
space provided.
a. On barriers to communication
A B
_____ 1. Hostile stereotypes a. hampers communication
_____ 2. Behavior differences b. primary barrier of communication
_____ 3. Language barrier c. prejudging an individual
_____ 4. Emotional display d. becoming outrageous in the workplace
e. what is appropriate in one culture may not
be
appropriate in another

b. On developing written communication
A B
_____ 5. slang a. different from literal interpretation
_____ 6. jargon b. a short form of a lengthy expression
_____ 7. acronym c. word choice
_____ 8. abbreviation d. shortcut or highly colloquial words
_____ 9. idiom e. used in a particular occupation
_____ 10. diction f. formality of use
g. formed from initial letters and pronounced
as
a word
EVALUATION:
Write true if the statement is correct, but if it is false underline what makes the sentence
wrong, then write the correct answer on the space provided (Correct answer minus wrong
answer).
_________________ 1. Culture is manifested in our actions and affects how we tell the world who we
are and what we believe in.
_________________ 2. Culture was conceptualized by Edward T. Hall, a cultural anthropologist, as

anything that refers to the stimuli, environment, or ambience surrounding an
event.
_________________ 3. Local communication has turned to be a modifying factor of global

communication.
_________________ 4. Intercultural communication is a discipline that focuses on how culture affects

communication.
_________________ 5. Context is a cultural component that is linked to intercultural understanding.
_________________ 6. Grice’s Principle of Cooperative Conversation states that every communicator

engaging in a conversation should follow a set of convention during
communication.
_________________ 7. Grice’s principle consists of five maxims for communicators to follow and that
they will become observant and sensitive in their role in the communication
process.
_________________ 8. Quality is a norm that dictates the need for the interlocutor to respond based on
cultural and contextual requirements.
_________________ 9. In the local culture, content is more important than the manner of saying it.
_________________ 10. The truth value of a message is held primary in a conversation.

ASSIGNMENT:
Choose two countries. List their similarities and differences in terms of the modes of
communication (language and body language) on page __.
COUNTRY 1: COUNTRY 2:
SIMILARITIES
DIFFERENCES

Chapter 4
VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
PRETEST:
A. Revise the following sentences to make the tone conversational yet professional.
1. Pursuant to your letter dated August 5, 2018, please be advised that your request is
subject to the approval of the committee members.
_____________________________________________________________________
_____________________________________________________________________
2. The signatory reminds you to submit your ITR as soon as possible.
_____________________________________________________________________
_____________________________________________________________________
3. This is only FYI, Dean Archimedes will chair the research evaluation committee granting
incentives for qualified applicants.
_____________________________________________________________________
_____________________________________________________________________
4. As per your recent memorandum, our program has already passed through the rigid
evaluation of the regional quality assurance team.
_____________________________________________________________________
_____________________________________________________________________
5. After my presentation, I will be very glad to attend to every question that you will ask me.
_____________________________________________________________________
_____________________________________________________________________

B. Think of five (10) words that can be spelled in two ways. Place both of their accepted
spellings below.
Spelling 1 Spelling 2
1
2
8
9
10
C. Answer the question: Is the way you talk at home the same as the way you talk in school,
or with your friends? Otherwise, how are they different?

ACTIVITY:
Answer the following questions:
____________________ 1. It is the variant of the English language spoken as the first

language by my most people in New Zealand.
____________________ 2. It is a variant of the English language which is spoken in the

United Kingdom.
____________________ 3. It is a broad term used to refer to American English and British

English as spoken by the black communities in the United
States and the United Kingdom.
____________________ 4. It is a language variant which is considered the most popular

medium of communication in the academe.
____________________ 5. Aside from the Filipino language, it is also considered to be

an official language of the Philippines.
EVALUATION:
A. Identify the following concepts. Write your answer on the space provided before each
number.
_________________1. It pertains to the different kinds of English used around the world
based on geographical locations
_________________2. It is a broad term used to refer to American English and British

English as spoken by the black communities in the United States
and the United Kingdom.
_________________3. It is another variant of the English language which is spoken in the

Australia.
_________________4. It is another variety of the English language which is related to

American English in terms of spelling and grammar and is used in
the Philippines.
_________________5. It is a language variant which is considered the most popular

English variety in Singapore.
_________________6. It is a variant of the English language which is spoken mainly in the

United States.
_________________7. It is a variant of the English language which is spoken in the United

Kingdom.

_________________8. It is the variant of the English language which is spoken as the first
language by my most people in New Zealand.
_________________9. Two of the most prevalent varieties of the English Language.
_________________10.
_________________11. Two main variants of Singapore English
_________________12.
_________________13. Two major sub-varieties of Black English.
_________________14.
_________________15. It refers to the difference lies on the vocabulary or words.
B. Review the forms of language register. Gather facts and examples for each and think
of contexts where these language registers are used. Make an essay for each type of
register.
FORMAL REGISTER:


INFORMAL REGISTER:

NEUTRAL REGISTER:

ASSIGNMENT:
A. Check out the Internet for movies. Watch two English movies that interest you most:
one using British English, another one using American English. Capture all words and
expressions that are very distinct in these English language varieties. Be able to
record your data.
AMERICAN MOVIE BRITISH MOVIE
AmE Words and Expressions BrE Words and Expressions

B. Revise the sentences to eliminate the bias.
1. My grandparents’ days consist of waiting by the window for someone to come up the
walk--whether friend, mailman or salesman.
_____________________________________________________________________
_____________________________________________________________________
2. The beginning student should spend his time becoming familiar with primary rather
than secondary texts, with classics rather than with books about classics.
_____________________________________________________________________
_____________________________________________________________________
3. Every person I talked to said he could come to the company party.
_____________________________________________________________________
_____________________________________________________________________
4. The chairman of the board denied that he was involved in the matter.
_____________________________________________________________________
_____________________________________________________________________
5. After the three-month probation period, a new employee can elect her medical and
other benefits.
_____________________________________________________________________
_____________________________________________________________________
6. To a man who possesses the necessary qualifications, nursing offers a life of unusual
interest and usefulness. He will have limitless opportunities to improve himself and to
help others.
_____________________________________________________________________
_____________________________________________________________________

7. Please remind everyone to bring his notepad and pen or laptop to the meeting.
_____________________________________________________________________
_____________________________________________________________________
8. The priest asked, “Are you ready to love and honor each other as man and wife for
the rest of your lives?”
_____________________________________________________________________
_____________________________________________________________________
9. A secretary should take orders only from the manager she supports though
occasionally she may be called on to help others in the office.
_____________________________________________________________________
_____________________________________________________________________
10. Mark each potential donor’s name off the list after you have talked to him.
_____________________________________________________________________
_____________________________________________________________________

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 Learner’s Module in ENG 3A – Purposive Communication

Towards this end, TSU shall:

PROGRAM EDUCATIONAL OBJECTIVES

Department of English Language Studies, CASS - TSU 2

COURSE: ENG 3A – Purposive Communication

COURSE OUTLINE AND TIMEFRAME:

Course Content/Subject Matter

Department of English Language Studies, CASS - TSU 3

INSTRUCTION TO THE USER:

Department of English Language Studies, CASS - TSU 4

3. The learning objectives explain the expected knowledge, skills, and

5. The activities were organized from simple to complex, matching content

6. The generalization is the simplification of the content; hence, it contains key

7. The evaluation is a self-check test or follow-up activities for discussion and

Department of English Language Studies, CASS - TSU 5

 Use 8.5 x 11 inches paper, 1-inch margins maximum.

Department of English Language Studies, CASS - TSU 6

1. Communication is integrated in all parts of our lives.

Department of English Language Studies, CASS - TSU 7

2. Communication meets needs.

a. Physical needs – affects well-being

3. Communication is guided by culture and context.

Department of English Language Studies, CASS - TSU 8

5. Communication has ethical implications.

1. VERBAL COMMUNICATION – a form of transmitting messages using word symbols

 ORAL COMMUNICATION – includes face-to-face interaction, speaking to someone

Factors that affect verbal communication:

2. NON-VERBAL COMMUNICATION – a form of communication which refers to the

 NON-VERBAL CUES – may both be intentional and unintentional and is categorized

Department of English Language Studies, CASS - TSU 9

1. SENDER – a person, group, or organization who initiates the communication. The

2. MESSAGE – an element transmitted in communication consists of the idea, opinion,

4. RECEIVER – a person who receives, analyzes, understands, and interprets the

6. ADJUSTMENT – done if the message is distorted or is not clearly understood by the

Department of English Language Studies, CASS - TSU 10

THE COMMUNICATION PROCESS

COMMUNICATION – is a process of mutual interaction of people through sensory stimuli; a

SENDER MESSAGE CHANNEL NOISE RECEIVER

Department of English Language Studies, CASS - TSU 11

Essential issues to be aware of in any communication situation are:

1. Principle of Clarity – the information or message should be coded or worded clearly.

4. Principle of Informality – informal communication may prove effective in situations when

5. Principle of Consistency – consistency avoids conflict in an organization; inconsistency

7. Principle of Adequacy – information should be complete; is essential to take proper

Department of English Language Studies, CASS - TSU 12

COMMUNICATION ETHICS – deals with the behavior of an individual or a group which is

ETHICAL COMMUNICATION – enhances human worth and dignity

UNETHICAL COMMUNICATION – causes threats to the quality of communication

NATIONAL COMMUNICATION ASSOCIATION (NCA) - developed the Credo for Ethical

NCA stipulates that “ethical communication is fundamental to responsible thinking, decision

CREDO FOR ETHICAL COMMUNICATION

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

Department of English Language Studies, CASS - TSU 13

Department of English Language Studies, CASS - TSU 14

COMMUNICATION COMPETENCE - the ability to function in a truly communicative setting.

COMMUNICATIVE COMPETENCE deals with:

COMPETENCE - refers to the conscious and unconscious knowledge of an individual about

COMPONENTS OF COMMUNICATIVE COMPETENCE

1. GRAMMATICAL COMPETENCE - the domain of grammatical and lexical capacity

Department of English Language Studies, CASS - TSU 15

EXPECTED SKILLS FOR COLLEGE GRADUATES

GLOBAL COMMUNICATION COMPETENCE

COMMUNICATION COMPETENCE - an innate individual trait that is not related to personal

In the global communication context, competence further requires individuals to be equipped