COURSE SYLLABUS

The President Ramon Magsaysay State University shall be a

VISION progressive learner-centered research university recognized in the
ASEAN Region in 2020.
PRMSU shall primarily provide advance and higher professional,
technical, and special instructions in various disciplines; undertake
MISSION
research, extension and income generation programs for the
sustainable development of Zambales, the region and the country.
GOALS OF THE
COLLEGE
The PRMSU values diversity and seeks talented students, faculty,
and staff from diverse backgrounds. The PRMSU does not
discriminate on the basis of race, color, sex, sexual orientation, gender
identity, religion, creed, national, or ethnic origin, citizenship status,
NON
age, disability, veteran status or any other legally protected class status
DISCRIMINATION
in the administration of its admissions, financial aid, educational or
STATEMENT
athletic programs, or other University administered programs or in its
employment practices. Questions or complaints regarding this policy
should be directed to the Vice President of Academic and Student
Affairs and Director of Student Affairs, PRMSU, Iba, Zambales

I. Course Code GEC 5

II. Course Title Purposive Communication
III. Course As stated in CMO 20 s 2013 that Purposive Communication is a
Description three – unit course, which is about presenting, speaking, and writing to
different audiences and for various purposes. develops student’s
communicative competence and enhances their cultural and
intercultural awareness through multi modal tasks that provide them
opportunities to communicate effectively and appropriately to a
multicultural audience in a local and or a global context. It equips
students with tools for critical evaluation of a variety of text and
focuses 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 would 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, audio – visual and/or web – based output for
various and multicultural context.
This course of study is also associated in promoting gender
awareness in the classroom through different learning factors such as
using learner’s existing knowledge, springboard to the language input,
skills development, pattern practice, performance tasks, or integration
of unit language on learner’s field of specialization.
IV. Credit 3
V. Contact Hours
3 hours (54 Hours)
per Week:
VI. Place of the
Course in the General Education
Program
VII. Prerequisite None
 At the end of the semester 75% of the students have attained 80 %
proficiency level for being aware of their purpose for communication
and their audience locally and globally.
1. Describe the nature, elements, processes, principles and
ethics of communication.
2. Explain how cultural and global issues affect
VIII. Course communication.
General 3. Create clear, coherent and effective communication
Objectives materials.
4. Present ideas persuasively using appropriate language
registers, tone, facial expressions and gestures.
5. Appreciate the differences of the varieties of spoken
and written language.
6. Adopt awareness of audience and context in presenting
ideas.
IX. Course Outline and Timeframe
WEEK TOPICS
1-3 - Communication Processes, Principles and Ethics
4-5 - Communication and Globalization
6-8 - Local and Global Communication in Multicultural Settings
9 Midterm Examination
10-12 - Varieties and Registers of Spoken and Written Language
13-14 - Communication Aids and Strategies Using Tool of Technology
15-17 - Communication for Various Purposes
18 Final Examination
X. Suggested
Readings
 Manzano, B. A., Arador, M. V. & Ladia, M. A. (2018).
Purposive Communication for College Freshmen. St. Andrew
Publishing House. 369 Culianin, Plaridel, Bulacan.
 Reyes, R. (2018). Purposive Communication. OBE Compliant.
XI. Suggested
Grammar-Writing-Oral Communication. St. Andrew
References
Publishing House. 369 Culianin, Plaridel, Bulacan.
 Villacorte, A. Et.al. (2018). Instructional Material in Purposive
Communication (English in Multimodal Context). St. Andrew
Publishing House. 369 Culianin, Plaridel, Bulacan.
1. Lecture and Discussion
XII. Teaching –
2. Individual/Group Learning Activities
Learning
3. Collaborative Learning
Approaches
4. Performance Tasks
Attendance
XIII. Course
Major Examinations
Requirements
Project
XIV. Grading Class Standing 50%
System Major Examination 30%
 Project 20%
Total 100%
MIDTERM GRADE -50% + FINAL TERM-50% = SEMESTRAL
GRADE-100%
XV. Classroom
Policies

XVI. Class Schedule

XVII. Consultation
Hour

PRMSU Graduate Attributes Program Intended Learning

Institutional Intended Learning Outcomes (IILOs) Outcomes (PILO)
When one has fully completed the
PRMSU Graduate is expected to be an EXCELLENT: __________________
, he/she:
1. Strong network leader, who
is committed, morally upright,
and responsible, and who
proactively governs in the
specific field of specialization
LEADER 2. Visionary leader, who
effectively manages and
optimizes human capital
toward sustainable
development
3. Strong and effective
communicator, who has the
power to express
himself/herself orally and in
writing, and other appropriate
COMMUNICATOR
modes of expression
4. Competitive and lifelong
learner, whose excellence in
services towards local and
global needs
5. Research-oriented
individual, who uses
INNOVATOR scientific process to create
knowledge necessary to
address varied societal needs
towards inclusive growth and
sustainable development
6. Critical thinker and Shows competence in employing
problem solver, who is innovative language and literature
equipped in research methods teaching approaches, methodologies
and utilizes empirical and strategies.
evidence and scientific
approach to knowledge
 creation and utilization
through knowledge transfer

LEARNING PLAN
Course Intended
Course Learning Learning
Learning Outcomes Assessment
Contents Methodology Resources
(CILO)
- Can describe the Communication Orientation LCD
variables Processes, Lecture/Discussion Projector
involved in the Principles and Brainstorming Paper and Pen Quiz
communication Ethics Group Discussion Handouts Seatwork
process Writing Activities Instructional Writing
- Can demonstrate Materials Activities
mastery of the Books Recitation
principles for Oral
effective oral Examination
and written Written
communications Examination
- Can evaluate the Major
differences Examination
between oral and Long/
written Chapter/ Unit
communications Test
- Can apply the
importance of
code of ethics in
communication
- Can be Communication
knowledgeable and Globalization
about
globalization as
an economic
phenomenon
- Can explain the
impact of
globalization on
communication
- Can demonstrate Local and Global
awareness of the Communication
reality of in Multicultural
cultural diversity Settings
- Can demonstrate
understanding of
how cultural
diversity affects
communication
- Can appreciate
the benefits and
 challenges of
cross – cultural
communication
- Can demonstrate Varieties and
understanding of Registers of
the concept of Spoken and
the varieties of Written Language
English
- Can demonstrate
mastery of
grammatical,
lexical, and
syntactic
features of Post
– Colonial
varieties of
English in Asian
context
- Can be
knowledgeable
about the
concept of
registers of
English in
spoken and
written language
- Can use the
appropriate
register
depending on the
communication
situation
- Can be able to
adjust and cope
with
communication
- Can adopt Communication
cultural and Aids and
intercultural Strategies Using
awareness and Tool of
sensitivity in Technology
communication
of ideas

- Can convey Communication

ideas through for Various
oral, audio – Purposes
visual, or web –
based
 presentation
- Create clear,
coherent and
effective
communication
materials
- Can adopt
awareness of
audience and
context in
presenting ideas

Prepared by: Reviewed by: Approved:

PAULINE F. ECHAURE PAULINE F. ECHAURE

VINCENT M. POBRE Department Chair Dean
JOVELYN A. SANTO
FE MARIE L. MATIAS
DYAN MICHELLE A. BATAAN
RADOWENA MAY V. PAYUMO
ELLEN D. MANAS
MELMA A. DOLORITOS
GLADYS R. ALVIAR
 
ENGLISH DEPARTMENT, PRMSU, Iba Campus

TABLE OF CONTENTS
Cover Page ……………………………... 1
Course Syllabus ……………………………... 2
Learning Plan ……………………………... 5
Table of Contents ……………………………... 8
Chapter 1
Communication Processes, Principles and Ethics ……………………………... 9
Discussion ……………………………... 10
Activities ……………………………... 20
Chapter 2
Communication and Globalization ……………………………... 23
Discussion ……………………………... 24
Activities ……………………………... 29
Chapter 3
Local and Global Communication in Multicultural Settings ……………………………... 30
Discussion ……………………………... 31
Activities ……………………………... 36
Chapter 4
Varieties and Registers of Spoken and Written Language ……………………………... 38
Discussion ……………………………... 39
Activities ……………………………... 43
Chapter 5
Communication and Strategies using Tools and Technology ……………………………... 45
Discussion ……………………………... 45
Activities ……………………………... 50
Chapter 6
Communication for Various Purposes ……………………………... 54
Discussion ……………………………... 55
Activities ……………………………... 62
References ……………………………... 64
 DISCUSSION
COMMUNICATION
- It was derived from the Latin words con which means “a business,” communis which
means “common,” and communico which means “to confer” or “to relate with one
another” (Igoy et al., 2014).

- It is, therefore, defined as the process of accomplishing a goal, “with a business to confer
or relate with one another.” Thus, in business and workplace situations, an effective
communication is vital to a company’s overall success.

- Communication is a two-way process by which information is exchanged between o

among individuals through a common system of symbols, signs and behaviour (Martinez
1).

- According to DeSantis, the communication is made between two sides, the source and the
receiver. For him the source, which is the creator of the message, performs four roles:
determining the meaning of what is to be communicated, encoding the meaning into the
message, sending the message, and perceiving and reacting to a listener's response to the
message. However, the receiver decodes the messages by analysing and interpreting
them. Then, the receiver has to store and recall the message, and finally, to respond to the
source, message, channel, environment, and noise.

ASPECTS OF COMMUNICATION

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

Communication is valued in the real world. At any given moment, we explore
how communication is integrated into all episodes of our lives. Our lives consist of
four domains: academic, professional, personal, and civic.

 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.

 PROFESSIONAL. Desired communication skills vary from one career to

another. However, English courses provided important skills essential for
functioning in entry-level jobs. 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.

 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 analyse
and learn from our inevitable mistakes. Communication is crucial for a
person’s success.

 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 non-political process
(Ehrlich, 2000).

2. Communication meets needs.

The exchange of messages and information is important for many reasons, but it is not
enough to meet the various needs we have as human beings. While the content of our
communication may help us achieve certain physical and instrumental needs, it also
feeds into our identities and relationships in ways that far exceed the content of what
we say.

 Physical needs. The need to communicate keep our bodies and minds
functioning. Communication, which we most often associate with our brain,
mouth, eyes, and ears, actually has many more connections to and effects on
our physical body and well-being.

 Instrumental needs. Communicating for instrumental needs helps us get

things done in our day-to-day lives and achieve short- and long-term goals.

 Relational needs. Communicating for relational needs helps us maintain social

bonds and interpersonal relationships. Communication meets our relational
needs by giving us a tool through which to develop, maintain, and end
relationships.

 Identity needs. Communication allows us to present ourselves in a distinct

manner. Identity needs include the need to present ourselves to others and be
thought of in particular and desired ways. Our identity changes as we progress
through life, but communication is the primary means of establishing our
identity and fulfilling our identity needs.

3. Communication is guided by culture and context.

O’Neil (2006) defines culture as the full range of learned human behaviour
patterns. It includes knowledge, belief, art, law, morals, custom, and any other
capabilities and habits acquired by man as a member of 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.

4. Communication is learned.
We are born with the capacity to learn a language and the ability to communicate.
However, our manner of communication varies from one person to another based on
culture and context. This is because communication is learned rather than innate. It is
learned through human contact.

5. Communication has ethical implications.

Communication ethics deals with the process of negotiating and reflecting on our
actions and communication regarding what we believe to be right or wrong. In
communication ethics, we are more concerned with the decisions people make about
what is right and wrong.
 TYPES OF COMMUNICATION: VERBAL AND NONVERBAL

 Verbal Communication
Verbal communication refers to the form of communication in which message is
transmitted verbally; communication is done by word of mouth and a piece of writing.
Objective of every communication is to have people understand what we are trying to
convey. In verbal communication remember the acronym KISS (keep it short and
simple).
When we talk to others, we assume that others understand what we are saying because
we know what we are saying. But this is not the case. Usually people bring their own
attitude, perception, emotions and thoughts about the topic and hence creates barrier in
delivering the right meaning.

Verbal Communication is further divided into:

Oral Communication
In oral communication, spoken words are used. It includes face-to-face
conversations, speech, telephonic conversation, video, radio, television, voice over
internet. In oral communication, communication is influence by pitch, volume, speed
and clarity of speaking.

Written Communication
In written communication, written signs or symbols are used to communicate.
A written message may be printed or hand written. In written communication message
can be transmitted via email, letter, report, memo etc. Message, in written
communication, is influenced by the vocabulary & grammar used, writing style,
precision and clarity of the language used.

 Nonverbal Communication
Nonverbal communication is the sending or receiving of wordless messages. We can
say that communication other than oral and written, such as gesture, body
language, posture, tone of voice or facial expressions, is called nonverbal
communication. Nonverbal communication is all about the body language of speaker.
Nonverbal communication helps receiver in interpreting the message received.

Nonverbal communication cues can play five roles:

 Repetition: they can repeat the message the person is making verbally.
 Contradiction: they can contradict a message the individual is trying to convey.
 Substitution: they can substitute for a verbal message. For example, a person's eyes can
often convey a far more vivid message than words.
 Complementing: they may add to or complement a verbal message. A boss who pats a
person on the back in addition to giving praise can increase the impact of the message.
 Accenting: they may accent or underline a verbal message. Pounding the table, for example,
can underline a message.

The many different types of nonverbal communication include:

o Facial expressions
 o Body movements and posture
o Gestures
o Eye contact
o Touch
o Space

TWO TYPES OF SETTINGS WHERE WE COMMUNICATE:

o Informal Settings: chats and conversations
-We certainly engage in chats and conversations daily in informal settings. These daily
occurrences rarely merit our attention yet these are important parts of our lives.
o Formal Settings: interviews, debates, public speaking, group discussions and
parliamentary procedures
-It is the communication that takes place along the “official” lines of communication
within an organization.

ELEMENTS OF THE COMMUNICATION PROCESS

1. SENDER/ENCODER

The sender also known as the encoder decides on the message to be sent, the best/most
effective way that it can be sent. All of this is done bearing the receiver in mind. In a word, it
is his/her job to conceptualize.
The sender may want to ask him/herself questions like: What words will I use? Do I need
signs or pictures?

2. MEDIUM

The medium is the immediate form which a message takes. For example, a message may be
communicated in the form of a letter, in the form of an email or face to face in the form of a
speech.

3. CHANNEL

The channel is that which is responsible for the delivery of the chosen message form. For
example, post office, internet, radio.

4. RECEIVER

The receiver or the decoder is responsible for extracting/decoding meaning from the message.
The receiver is also responsible for providing feedback to the sender. In a word, it is his/her
job to INTERPRET.

5. FEEDBACK
 This is important as it determines whether or not the decoder grasped the intended meaning
and whether communication was successful.

6. NOISE (also called Interference)

This is any factor that inhibits the conveyance of a message. That is, anything that gets in the
way of the message being accurately received, interpreted and responded to. Noise may be
internal or external. A student worrying about an incomplete assignment may not be
attentive in class (internal noise) or the sounds of heavy rain on a galvanized roof may
inhibit the reading of a storybook to second graders (external noise).

FIVE STEPS TO THE COMMUNICATION PROCESS IN THE WORKPLACE

 Creation. Creating the message is the first step of the process. It is the forming the
communicative intent where the sender generates an idea. This requires the individual
who is sending the message to decide what he wants to say and select a medium
through which to communicate this information.

 Transmission. After a message is created, it must be transmitted. This transmission

may be as simple as meeting with the intended recipient of the message and orally
sharing the message, or calling the individual to communicate orally over the phone.

 Reception. After transmitting the message, the communication duties change hands
and fall upon the receiver of the message. This individual must obtain the message
either from the written format the sender selected or by listening carefully as the
message is delivered orally.

 Translation. Once receiving the message, the recipient must translate the messages
into terms that s/he can easily understand.

 Response. Communication is a two-way street and response is often necessary.

Message recipients take the lead in concluding the communication process by crafting
a response to the message. This response may be verbal or written.

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

 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. Thus, 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.

 Process refers to the way the message is presented or delivered-- the nonverbal
elements in speech such as the tone of voice, the look in the sender’s eyes, body
language, hand gestures, and state of emotions such as anger, fear, uncertainty, and
confidence that can be detected.
  Context refers to the situation or environment in which your message is delivered.
Important contextual factors that can subtly influence the effectiveness of a message
include the physical environment.

COMMUNICATION ETHICS IN THE ACADEMIC CONTEXT

Communication ethics deals with the behaviour of an individual or a group which is
governed by their morals and in turn affects communication.

 Writing should be done carefully.

 Uphold research ethical standards.
 When dealing with the faculty and staff, students should show their respect
toward them by showing politeness, humility, honesty, and sincerity.
 Transactions or communication plans should follow a protocol for their
acceptance or approval.
 Never tell a lie or misinterpret facts to your teachers, classmates, or to any
people.

MODELS OF COMMUNICATION

Communication models are systematic representations of the process which helps in

understanding how communication works can be done. Models show the process metaphorically and
in symbols. They form general perspectives on communication by breaking communication from
complex to simple and keeps the components in order. Communication models can sometimes
encourage traditional thinking and stereotyping but can also omit some major aspects of human
communication.

Methods and channels of communication to be used and the purpose of communication, must
be considered before choosing a specific communication model. Models are used by business
companies and other firms to foster their communication, explore their options and to evaluate their
own situations. It is also used to understand how the receivers will interpret the message.
TYPES OF COMMUNICATION MODEL

There are three general types of communication models in which all other communication
models are mostly categorized.

1. Linear Model of Communication

Linear model of communication is a simple one way communication model. The message flows in a
straight line from sender to the receiver. There is no concept of feedback. The only task that a
receiver does here is to receive the message. Different models that follow linear model of
communication are:
Aristotle’s Model
Shannon Weaver Model
Berlo’s S-M-C-R Model

ARISTOTLE’S MODEL
One Sentence Overview: A framework for thinking about how to improve your
communication abilities, by looking at key aspects underpinning a situation.
 Aristotle’s model of communication
is the oldest communication model, dating
back to 300BC. The model was designed to
examine how to become a better and more
convincing communicator. Aristotle argues
we should look at five elements of a
communication event to analyze how best to
communicate: speaker, speech, occasion,
target audience and effect. He also identified
three elements that will improve
communication: ethos (credibility), pathos
(ability to connect) and logos (logical argument). Aristotle’s model does not pay attention to the role
of feedback in communication.

SHANNON-WEAVER MODEL
One Sentence Overview: The Shannon-Weaver model is the first to highlight the role of
‘noise’ in communication, which can disrupt or alter a message between sender and receiver.

The Shannon-Weaver
model sees communication
occurring in five key parts:
sender, encoder, channel,
decoder, receiver. It emphasizes
the importance of encoding and
decoding messages for them to be
sent (e.g. turning them into
written words, morse code, etc.).
During the process of encoding,
sending and decoding, ‘noise’
occurs that can disrupt or cloud a message. In the most traditional sense, this may be static on a radio
broadcast, or even extend to mishearing a conversation or misspelling an email. This model was the
first to introduce the role of noise in the communication process. The idea of feedback was
retroactively introduced to this model.

BERLO’S S-M-C-R MODEL

One Sentence Overview: Berlo’s S-M-C-R model explains it in four
steps: Source, Message, Channel, and Receiver.

Berlo’s model of communication explains it in four steps: Source, Message, Channel,

and Receiver. The unique aspect of Berlo’s model is that it gives a detailed account of the key
elements in each step that will affect how well the message is communicated:
Source: Elements of the source include communication skills of the sender, their attitude and
their culture.
Message: Elements of the message include its content, structure and code.
Channel: Elements of the channel include the senses of hearing, seeing, touching, smelling,
etc.
Receiver: Elements of the receiver include their attitude, knowledge and culture.
 See a summary of all elements in the image below:

2. Transactional Model of Communication

In transactional model, senders and receivers
both are known as communicators and both
play equally important role in communication.
Transactional model relates communication
with social reality, cultural up-bringing and
relational context (relationships). Non-verbal
feedback like gestures, body language, is also
considered as feedback in this model. Different
models that follow transactional model of
communication are:
Barnlund’s Transactional Model
Helical Model

BARNLUND’S TRANSACTIONAL MODEL

One Sentence Overview: Barnlund’s Transactional Model of Communication highlights the
role of private and public cues that impact our messages.

Barnlund’s Transactional Model of Communication

is a model that explores interpersonal, immediate-feedback
communication. Central to this approach is the idea that
feedback for the sender is the reply for the receiver.
This model also highlights the role of ‘cues’ in impacting
our messages. Barnlund highlights the role of public cues
which are environmental cues, and private cues which are
a person’s personal thoughts and background. With this
emphasis on cues, Barnlund’s model highlights the factors
that influence what we think and say.

DANCE’S HELICAL MODEL

One Sentence Overview: Dance’s Helical Model sees communication as a circular process
that gets more and more complex as communication occurs, which can be represented by a helical
spiral.
Dance’s Helical Model builds on circular models by explaining how
we improve our messages over time by using feedback. When we
communicate with others, their feedback will influence our next
statement. We become more knowledgeable with each cycle of
communication, enabling up to ‘expand our circle’, as represented by
the increasingly wider and wider circles. The movement up the spiral
indicates that each communication practice is new and different from
the previous, as communication does not ever perfectly repeat itself.

3. Interactive Model of Communication

Interactive model or convergence model is similar to
transactional model as they are both two way
communication model. But, interactive model is mostly
used for new media like internet. Here, people can
respond to any mass communications like videos, news,
etc. People can exchange their views and ideas. Different
models that follow interactive model of communication
are:
Schramm’s Interactive Model

OSGOOD-SCHRAMM MODEL
One Sentence Overview: The Osgood-Schramm model shows.

The Osgood-Schramm model explores
communication that is equal and reciprocal. It does
not differentiate between the sender and receiver,
but sees each as being in an equal position as
message encoders and decoders. This model is best
for explaining and examining personal synchronous
communication where feedback is immediate (such
as face-to-face discussions). As feedback is
immediate, noise can be reduced through ongoing
clarification of messages during the conversation.

ACTIVITIES
ACTIVITY 1
Activity 1.1
 Direction: Identify the following concept of communication.
________________1. A two-way process by which information is exchanged between and
among individuals through a common system of symbols, signs and
behaviour (Martinez 1).
________________2. It refers to the form of communication in which message is
transmitted verbally.
________________3. The sending or receiving of wordless messages.
________________4. The type of communication that deals in chats and conversations.
________________5. He decides on the message to be sent, the best/most effective way that
it can be sent.
________________6. He is responsible for the delivery of the chosen message form.
________________7. It is the role under non-verbal communication that can repeat the
message the person is making verbally.
________________8. It is the role under non-verbal communication that can substitute for a
verbal message.
________________9. It is anything that gets in the way of the message being accurately
received, interpreted and responded to.
________________10. The forming the communicative intent where the sender generates an
idea.
Activity 1.2
Direction: Match the items in column A to their descriptions in column B. write only the
letter of your choice on the space provided.

A B
_______________1. Transmission a. Message recipients take the lead in by crafting a
response to the message.
_______________2. Response b. Refers to the information and experiences that are
provided to the receiver of the communication
process.

_______________3. Reception c. This may be as simple as meeting with the intended

recipient of the message and orally sharing the
message, or calling the individual to communicate
orally over the phone.

_______________4. Translation d. After transmitting the message, the communication

duties change hands and fall upon the receiver of the
message.

_______________5. Content e. Once receiving the message, the recipient must

 translate the messages into terms that s/he can easily
understand
.

ACTIVITY 2
Activity 2.1
Direction: Modified true or false. Write PAK if the statement is true and if the statement is
false, underline the incorrect word/s in the statement and identify the correct answer, write it before
the number. (NO ERASURES)

___________________1. Speech communication begins with a speaker.

___________________2. Models are symbolic representations of structures and objects or
operations.
___________________3. The message is send by the speaker to communicate with someone.
___________________4. A communication may also be useful in explaining the working of a
system.
___________________5. The message you send with words, tone of voice, appearance, gestures,
facial expression and eye contact.
___________________6. One model developed by Aristotle, one of the three pioneering Latin
Philosophers.
___________________7. Aristotle’s model of communication is the oldest communication model,
dating back to 300BC. The model was designed to examine how to become a better and more
convincing communicator.
___________________8. Interactive Model builds on circular models by explaining how we
improve our messages over time by using feedback. When we communicate with others, their
feedback will influence our next statement.
___________________9. Communication models are systematic representations of the process
which helps in understanding how communication works can be done.
___________________10. Transactional model is also called as mathematical model of
communication.
___________________11. Speaker is the person who receives the communicated message.
___________________12. Aristotle model of communication is preferably relevant for the mass
media.
___________________13. Methods and channels of communication to be used and the purpose of
communication, must be considered before choosing a specific communication model.
___________________14. explores communication that is equal and reciprocal.
___________________15. Transactional model relates communication with social reality, cultural
up-bringing and relational context (relationships).
___________________16. According to Frank Dance communication occurring in five key parts:
sender, encoder, channel, decoder, receiver
___________________17. Linear model of communication is a simple one-way communication
model.
___________________18. Aristotle’s model pay attention to the role of feedback in communication.
___________________19. Berlo’s model of communication explains it in four steps: Source,
Message, Channel, and Receiver.
___________________20. Communication models can sometimes encourage traditional thinking
and stereotyping but can also omit some major aspects of human communication.
 Activity 2.2
Direction: Analyze and complete the parts of the given “Models of Communication” then
identify the name of every figures. (5pts each – no erasures)

1.
_______________________
2.
________________________

3. _______________________ 4. ______________________

5. _______________________ 6. ________________________

7. ________________________ 8. _________________________
 DISCUSSION

Communication and globalization in the 21st century introduce us to a new dimension of

perspectives. We are living in a globalized society where a great change and transformation are
evident in a variety of economic, cultural, and social changes that have shaped the world over the
years. The advancement of technological and numerous technology revolutions has been globalizing
the world into a closely interconnected society.

 COMMUNICATION COMPETENCE

Competence is the ability of individuals that relates effectively to self and others in daily life. It is
an integration of various components based on the individual’s cognitive, affective and behavioral’s
abilities.

Cooley and Roach (1984) defined communication competence as the knowledge of effective and
appropriate communication patterns and the ability to use and adapt that knowledge in various
contexts. Their definition can be unpacked into three parts: knowledge, ability to use, and adapt to
various contexts.

1. It deals with knowledge. The cognitive elements of competence include knowing how to do
something and understanding why things are done the way they are (Hargie, 2011).

2. The ability to use. Individual factors affect our ability to do anything. There are factors that
help or hinder you when you try to apply the knowledge you have learned to actual
communication behaviors. For example, you might know strategies for being an effective
speaker, but public speaking anxiety that kicks in when you get in front of the audience may
prevent you from fully putting that knowledge into practice.

3. The ability to adapt to various contexts. Status and power are social variables that affect
competence.
 In a
social

situation where one person-- say, a manager—has more power than another—for example,
her or his employee—then the manager is typically the one who sets the standard for
competence.

Race and nationality are cultural variables that affect competence. Filipino marketing officers
who speak English as their second language may be praised for their competence in the
English language in their home country but be viewed as less competent in the United States
because of their accent.

 GLOBAL COMMUNICATION COMPETENCE

Chen (2005) defines communication competence as an innate individual trait that is not related to
personal intellect or education. According to Chen, there are four dimensions of global
communication competence: global mindset, unfolding the self, mapping the culture, and
aligning the interaction.

o Global Mindset. Mindset forms a cycle of a global communication competence in which

individuals learn to unfold the self through the internal enlightment of personal affect or
characteristics toward globalization, to reach the cognitive awareness of cultural varieties,
and to develop behavioral skills of global interactions. People with global mindset are
characterized as culturally sensitive, open, knowledgeable, critical, and holistic thinkers,
and flexible.

o Unfolding the Self. On the global or intercultural communication level, unfolding the self
refers to 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 (Chen &Starosta, 1997). Unfolding the self comprises the following
components:
 a. Ceaseless purifying. The “self” must be ceaselessly edified, constantly liberated,
and perpetually purified in order to play the most important and fundamental role in
achieving the productive living of globalizing society.

b. Continuous learning. Individuals should strive for continuous learning and

enlightenment. The continuous improvements create superior individuals who possess
a refined and elegant character and a balance of mind.

c. Cultivate sensitivity. Refinement and cultivation transform the superior individual

into an excellent one whose actions are in harmony with the high standard of values
that are universally acceptable in all human societies and whose utterance of truth sets
a good standard to the global citizens without disgracing her/his integrity.

d. Develop creativity. Unable to unfold the self to face the challenge of constant
changes and complexities of the globalizing society often leads to an unsuccessful
ride of the wave of future society.

e. Foster empathy. Individuals with great empathy are able to show deep concern for
others’ feelings and reactions, to adopt different roles as required by different
situations, to demonstrate reciprocity of affect displays, active listening, and verbal
responses that show understanding and establish an intercultural rapport (Barnlund,
1988).

o Mapping the culture. Respect and integration of cultural difference becomes possible
through mutual awareness mutual awareness of cultural knowledge.

o Aligning the Interaction. The behavioural requirement of aligning global interaction allows
individuals to negotiate the multiple meanings and manage complexity and conflicts in the
global context.

 DEFINITIONS OF GLOBALIZATION

1. Globalization is linked to the growth of social interconnectedness across existing

geographical and political boundaries. It refers “to processes of change which
underpin a transformation in the organization of human affairs by linking together and
expanding human activity across regions and continents”.

2. Globalization must also include a reference to the speed or velocity of social

activity. The linking and expanding of social activities across borders is predicated on
 the possibility of relatively fast flows and movements of people, information, capital,
and goods.

• 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.
Globalization impact on communication skills development includes:

1. Virtual Interactions. Modern entrepreneurs need to understand the strengths

and limitations of different communication media, and how to use each
medium to maximum effect.

2. Cultural Awareness in speech. Modern entrepreneurs and employees need

the ability to catch subtle nuances of people’s manner of speech when
communicating across cultures. Unprofessional questions should be avoided.

3. Cultural awareness in body language. Students should understand

acceptable speaking distances, conflict eyes, eye contact, and posture in
different cultures, accepting that the physical expressions of their own culture
are not universally accepted.
 4. Time differences. The need to communicate and share information with
people across several time zones.

ACTIVITIES
ACTIVITY 1
Directions: Write TRUE if the statement is correct and FALSE if otherwise. If false, change
the incorrect word or phrase to make the statement true.

______________ 1. Status and power are social variables that affect competence.
______________ 2. On the global or intercultural communication level, global mindset refers to 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.
______________ 3. Cooley and Roach (1984) defined communication competence as an innate
individual trait that is not related to personal intellect or education.
______________ 4. Competence is the ability of individuals that relates effectively to self and others
in daily life.
______________ 5. Globalization requires the development of a person’s language ability.
______________ 6. Competence is the inability of individuals that relates effectively to self and
others in daily life.
______________ 7. People with global mindset are characterized as culturally insensitive, open,
knowledgeable, critical, holistic thinkers, and flexible.
______________ 8. Race and nationality are cultural variables that affect competence.
______________ 9. According to Chen, there are four dimensions of global communication
competence: global mindset, unfolding the self, develop creativity, and aligning the interaction.
______________ 10. The cognitive elements of competence include knowing how to do something
and understanding why things are done the way they are (Hargie, 2011).

ACTIVITY 2
Directions: Explain in your own words the two dimensions of global communication
competence given below. Support your ideas with reasons, and situations that can justify your
answer.

1. Global Mindset
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Unfolding the Self

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 DISCUSSION
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.

 PRINCIPLE OF COOPERATIVE CONVERSATION

Local and global communications are kept constant in a multicultural setting. It requires
the need to foster cooperative conversation for a successful communication.

o Grice’s Four Maxims in Conversation

1. Maxim of relation. Every interlocutor should be relevant in conversation.
They need to be relevant in communicating, requiring them to respond based
on cultural and contextual requirements.

2. Maxim of quantity. Grice underscores that every interlocutor should observe

a “fair-share-talk of time.” Everyone should be given the opportunity to talk.

3. Maxim of quality. Every interlocutor should maintain what is true in a given

conversation. Do not add nor deduce information. Always maintain a very
good reputation whenever you talk. Manifest honesty in words in order to talk
with quantity.

4. Maxim of manner. In the local culture, the manner of saying a word is more
regarded than its content. How a person negotiates meaning is very important
in conversation. Clarity of speech should be observed so that you will not be
misinterpreted.

 MODES OF COMMUNICATION
Words are primary in communication, but gestures would even make a meaningful
communication.

 Words, Greetings, and Expressions Used in Intercultural Communication

 WORDS FILIPINO/ SPANISH KOREAN MANDARIN/
TAGALOG CHINESE
goodbye paalam adiós annyeong záijian
thank you salamat gracias gomawo/ xié xié ni
kamsahamnida
I love you mahal kita te amo saranghaeyo wǒ ái nĭ
you’re walang anuman de nada chonmaneyo búkéqí
welcome
take care ingat cuidate jalkaseyo băozhòng

 BODY LANGUAGE USED IN INTERCULTURAL COMMUNICATION

Body language is a form of non-verbal communication in which visible body
language communicates particular messages, either in place of, or in conjunction with speech.
In a multicultural context of communication, you should be culturally sensitive to the
differences of this body language. Effective communication, therefore, would require the
communicator appropriate knowledge of the cultural use of body language in a multicultural
setting.

 Shaking hands. In the Philippines and in America, the

cultural gesture of shaking hands upon greeting is considered the norm
when doing a person-to-person introduction. In fact, to refuse a
handshake is considered a very rude gesture. In Saudi Arabia, you can
shake a man’s hand after meeting him but you cannot shake a woman’s
hand at all in greeting.

 A-OK sign. The OK hand gesture in America and England

is quite popular and considered a general gesture that denotes an
agreement of sentiment. However, this gesture in Brazil is the equivalent
of using your middle finger as a gesture in America. Likewise, the OK
hand gesture is taken as an insult in most Latin American countries,
Austria, and France.

 Thumbs-Up. The Thumbs Up gesture can be an equivalent

to the OK gesture and is widely used within America England, and the
Philippines. Once again, in a large amount of cultures around the globe,
giving a Thumbs-Up is a horrible idea. Using this gesture can be denoted
as a sexual insult and correlates to the middle finger meaning in the
United States.

 Sitting with crossed legs. Sitting with crossed legs is

common in North America and European countries, but it is considered
disrespectful in Asia and the Middle East where a straight and balanced
posture prevails as the norm.

 Eye contact. When speaking to someone, eye contact is

considered a positive aspect of body language in the Philippines. It is also
common in Spain and the Arabic culture (among people of the same sex).
Not looking back when someone is looking at you is considered
 disrespectful and demonstrates insecurity, lack of interest, or indicates
deception.

 Nodding the head. For Filipinos, head nod up and down

generally means agreement, approval, or “yes” while head nod from side
to side or head shake means the reverse. However, Bulgarians and
Greeks, for example, are known for their unusual manner of saying “yes”
and “no”: Nodding up and down indicates a negative response.

 Tugging the Earlobes. The Portuguese tug their earlobes

to indicate tasty food, the Spaniards to signify that someone is not paying
their drinks, but in Italy to insinuate sexual innuendos.

 Pointing using the lips. In some culture—Filipino, Native

American, Puerto Rican, and many Latin American cultures— people use
their lips to point, instead of a finger. In the West, people often kiss when
they meet or when they say goodbye; in many Asian countries, it is
considered too intimate of an action to be displayed in public.

 Broad arm movement. Many cultures use their arms

freely, as in Italy or the US, where they often wave their arms around
when talking. However, Northern Europeans find it hard to tolerate
gesturing with the arms, associating it with insecurity ad over
dramatization. In Japan, gesturing with broad arm movements is
considered impolite.

 THE ABC’S OF INTERCULTURAL COMMUNICATION

Communication is complex because of the cultural and contextual
factors embedded in it. Although effective communication is difficult 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.

B- Bi-level
-Communication does not only uphold speaking and listening but
also require a holistic process that includes verbal and non-verbal
channels.

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

 These barriers obviously 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.

1. Language barrier. Language is evidently the primary barrier of

communication in second and foreign language contexts.

2. 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.

3. Behaviour Differences. Differences of behaviour between

employees of different cultures can cause misunderstandings. Every
culture has its norm about what is regarded as appropriate behaviour.

4. Emotional display. What is considered appropriate display of

emotion in one culture may not be appropriate in another culture.

 ENHANCING ORAL COMMUNICATION IN A

MULTICULTURAL SETTING
1. Learn foreign phrases
2. Use simple English
3. Speak slowly and enunciate clearly
4. Observe eye messages
5. Encourage accurate feedback
6. Check frequently for comprehension
7. Accept blame
8. Listen without interrupting
9. Smile when appropriate
10.Follow up in writing (letters, proposals and contracts)

 DEVELOPING WRITTEN COMMUNICATION TO

MULTICULTURAL AUDIENCES
Your writing style and tone should be appropriate to the culture of
the receiver and context where it was written.

1. Consider local styles. Documents have their standard formats;

hence, writers should know which one is followed or recommended by
the receiver of the document.

2. Observe titles and status. Use last names, titles, and other signs
of rank and status.

3. Use short sentences and short paragraphs.

4. Avoid ambiguous expressions. Use action-specific words (e.g.

purchase a computer rather than get a computer).
a) Idioms and figurative clichés. This form of language uses words
and expressions with a meaning that is different from the literal
interpretation.
Examples:
Beat the clock- to do something before the
deadline
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
Do the dirty work- to do the disagreeable, illegal,
dishonest things

b) Slang. It is a short or highly colloquial (informal) word.

Examples:
gonna- going to
wanna- want to
okay- all right
What you see is what you get- there is nothing
hidden
lit- super cool or ‘on fire’

c) Acronym.
Examples:
LAM- leave a message
IMO- in my opinion
AKA- also known as
ASAP- as soon as possible
BAE- before anyone else
GOAT-greatest of all time

d) Abbreviation. Short form of a lengthy word or expression.

Examples:
Acct- account
recd- received
fwd- forward
ad-advertisement

e) Jargon. Special words or expressions that are used by a particular

profession or group and are difficult for others to understand.
Examples:
Chief cook and bottle-washer - A person who
holds many responsibilities (businessjargon)
Suspect - A person whom the police think may
have committed a crime. (police jargon)

f) Strive for clarity. To present the message clearly, the writer must
avoid words that have multiple meanings, clarity words that may
be confusing, and replace phrasal verbs with clear single words.
 g) Use correct grammar.

h) Cite numbers carefully. Numbers should be written following

the metric system. Spell out numbers one to nine and write the
figure number 10 and above, but spell out the number if it begins
a sentence. Avoid using figures to express the date, for example,
April 8, 2019 should not be written as 4/8/19 except in North
America or 4.8.19 in Europe.

i) Accommodate the reader in organization, tone and style.

Organize your message, observing appropriate tone and style to
appeal to your audience.

ACTIVITIES
ACTIVITY 1
Direction: Write true if the statement is correct, but if it is false, underline what
makes the sentence wrong, then write the corrects answer on the space provided.

___________________ 1. Culture is manifested in our actions and affects how

we tell the world who we are and what we believe in.
___________________ 2. In the local culture, the manner of saying a word is
more regarded than its context.
____________________3. Grice underscores that every interlocutor should
observe a “fair-share-talk of time.” Everyone should be given the opportunity to
talk.
____________________4. Communication is complex because of the social and
contextual factors embedded in it.
____________________5. Local and global communications are kept constant
in a multicultural setting.
____________________6. If you are doubtful of your understanding about what
is being communicated, do not ask for clarification.
 ____________________7. In the global culture, the manner of saying a word is
more regarded than its content.
____________________8. Body language is a form of non-verbal
communication in which visible body language communicates particular
messages, either in place of, or in conjunction with speech.
____________________9. Language is evidently the primary barrier of
communication in second and foreign language contexts.
____________________10. Idioms are special words or expressions that are
used by a particular profession or group and are difficult for others to understand.

ACTIVITY 2
Direction: Match the items in column A to their 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. avoids words that have multiple

meaning
______ 8. Abbreviation d. shortcut or highly colloquial
words

______ 9. Idiom e. used in a particular occupation

______ 10. Strive for clarity f. formality of use

g. formed from initial letters

pronounced as a word
 DISCUSSION
The word “register” was introduced in the field in the 1960’s. 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.” 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. This is
because the register of the language is set primarily on the level of formality of the
speech.

VARIETIES OF ENGLISH
Varieties of English refer to the different kinds of English used around
the world based on geographical locations. Several major varieties are American,
British, Australian, New Zealand, Philippine, Singapore, and Black.
There are over a hundred varieties of the English language, but the two
most prevalent varieties of the English Language are British (BrE) and American
(AmE) English.

1. American English (AmE). It is a variant of the English language which

is spoken mainly in the United States.

2. Bristish English (BrE). It is a variant of the English language which is

spoken in the United Kingdom.

3. 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 18 th
century. Its spelling corresponds to British English spelling.

4. New Zealand English (NZE). It is the variant of the English language

spoken as the first language by most people in New Zealand. It is similar
to Australian English in pronunciation, with some key differences.

5. Black English. It is also called African American Vernacular English. It

is also used to refer to black communities in Caribbean and Africa.

6. Singapore English. The English of Singapore is SingEng or Singlish.

Singapore English is a language variant which is considered the most
popular medium of communication in the academe.

7. 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.

VARIETIES OF ENGLISH VOCABULARY

The first part of this section shows major differences in vocabulary among the
three different varieties of English.
 American English British English Australian English
1. drug store chemist’s Chemist/pharmacy
2. afternoon afternoon arvo
3. apartment flat Apartment/flat
4. attorney Barrister, solicitor Lawyer
5. candies Sweets Lollies
6. corn maize corn
7. mail post mail
8.potato chips crisps chips
9.stroller Push-chair pusher
10. subway underground loop

Given the examples above, American English and British English have major
differences in vocabulary.

American English British American English British

English English
cab taxi zipper zip
gas petrol alumnus graduate
hood bonnet bar pub
intersection crossroads can tin
elevator lift cookie biscuit
eraser rubber first floor ground floor
fall autumn flashlight torch
diaper nappy garbage rubbish
pants trousers Private hospital Nursing home
purse handbag vacation holiday

New Zealand English: Black English:

Word Meaning
lolly candy
scarfie a university
student
hard case a comedian
wagon car
smoko rest break during
work
chunder vomit
Word Meaning
bogus fake
cat a friend or a
fellow
whities White people
homies close friends
hip knowledgeable
dude male
 Singapore English: Philippine English:
Word Meaning Hold up a forcible robbing of a
kayu dumb or stupid person
yaya boastful or arrogant gimmick A night out w/ friends
shiok similar to cool and great Eat-all-you- Version of buffet w/c
havoc Wild and uncontrollable can offers unli food
paiseh Embarrassed or shy videoke Compounding of video
terok Troublesome or difficult and karaoke
ulu Rural places Live-in unmarried couple living
obiang Ugly together
carnap To steal a car

VARIETIES OF ENGLISH SPELLING

In terms of spelling, British English and American English have a few

rules which cover the majority of spelling differences in terms of usage. When
using the American English, writers are required to use the variant consistently.
Hence, consistency of use in all aspects: pronunciation, grammar, vocabulary,
and spelling should be upheld for effective communication.

1. Most American English words ending in –or change to –our in British English.

American English British English

favor favour
behavior behaviour
labor labour
humor humour
neighbor neighbour
American English British English
savior saviour
harbor harbour
color colour
favorite favourite
honor honour
2. Many American words ending in –er change to –re in British English.

American English British English American English British English

center centre sepulcher sepulchre
theater theatre luster lustre
meter metre manuever manoeuvre
caliber calibre saber sabre
fiber fibre liter litre

3. These are pairs of words which are nouns and verbs.

American English British English

advice advise
defense defence
offense offence
pretense pretence

4. Most American spellings use –ize at the end of words while British spellings use –
ise.

American English British American English British

English English
criticize criticise operationalize operationalise
organize organise conceptualize conceptualise
realize realise analyze analyse
centralize centralise apologize apologise

5. This variant: -ogue/-og occurs in a number of words of Greek origin:

American English British English

catalogue catalog
analogue analog
dialogue dialog
monologue monolog

6. A number of verbs which make their participle with –ed in American English use –t
in British English.

American English British English

dreamed dreamt
leaped leapt
spelled spelt
learned learnt
 FORMS OF LANGUAGE REGISTER

Language register is the level and style of your writing, and it should be
appropriate to the situation you are in.

 Formal Register. This form of language register is most appropriate in

professional and business writing. It is impersonal which means that it
requires strict implementations of rules in standard writing and is written
without considering emotions.

Examples: business letters, business reports, announcements, official

speeches, professional emails

 Informal Language Register. Informal writing is written in the way we

talk to our friends and family. This form is used when writing to someone
you know very well.

Examples: personal emails, short notes, most blogs, phone texts, friendly
letters, diaries and journals

 Neutral Register. Some writings are written in a neutral language, which

means that they are not specifically formal or informal, positive or
negative. It is used w/ non emotional topics.

Examples: reviews, some letters, technical writing, articles, some essays,

some reports

ACTIVITIES
ACTIVITY 1
Activity 1.1
Directions: Identify whether the given example is under American English,
British English or Australian English. Write AmE for American, BrE for British and
AuE for Australian.

__________ 1. Arvo __________ 4. Loop

__________ 2. Sweets __________ 5. Maize
__________ 3. Drug store __________ 6. Subway
__________ 7. Push-chair __________ 9. Post
__________ 8. Crisps __________ 10. Lawyer

Activity 1.2
Directions: Give the British term of the following words below.

____________ 1. Cookie ____________ 9. Vacation

____________ 2. First floor ____________ 10. Learned
____________ 3. Garbage ____________ 11. Manuever
____________ 4. Pants ____________ 12. Monologue
____________ 5. Elevator ____________ 13. Spelled
____________ 6. Cab ____________ 14. Flashlight
____________ 7. Intersections ____________ 15. Gas
____________ 8. Private hospital

ACTIVITY 2
Directions: Give the meaning of each word/slang/vernacular given below.

1. cat 4. wagon 7. yaya

2. hip 5. havoc 8. live-in
3. scarfie 6. obiang 9. eat-all-you-can
10. homies

ACTIVITY 3
Activity 3.1
Direction: Identify the following concepts of registers and varieties of written and
spoken communication.

____________1 It refers to the level of formality of the speech.

____________2 It pertains to the different kinds of English used around the world
based on geographical locations.

____________3 This form of language register is most appropriate in professional

and business writing. It entails the use of formal writing which seems to be the
most difficult type of writing.

____________4 This language register uses a neutral language, which means that
they are not specifically formal or informal, positive or negative.

____________5 This language register he's used when writing to someone you
know very well. It is written in the way we talked to our friends and family.
 ____________6 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.

____________7 It is another variant of the English language which is spoken in

the Australia.

____________8 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.

____________9 It is a language variant which is considered the most popular

English variety in Singapore.

____________10 It is a variant of the English language which is spoken mainly in

the United States.

____________11 It is a variant of the English language which is spoken in the

United Kingdom.

____________12 It is the variant of the English language which is spoken as the

first language by the most people in the New Zealand.

____________13 It refers to technical or specialized terms with in a field.

____________14 It is accepted at the correct form of English and is used in formal

speaking or writing.

____________15 Another form of English that does not conform to correctness or

rules of the English language.

Activity 3.2
Direction: In the following sentences, underline all the colloquial expressions
and nonstandard uses. Write the correct and appropriate form on the space before each
number.

____________1 The visiting professor complemented Marcia on her excellent

teaching demonstration.

____________2 Accept for the technical problem, the show was very good.

____________3 It was sort of strange to see the father and the son working
together in the farm.

____________4 We seek Council from the educated and successful to learn their
secret.
____________5 Richie has immigrated from the Philippines to make a better life
for his family in France.
 DISCUSSION

Putting communication at the top of your mind and how you communicate in
given context can be informative and have many positive effects. Whenever you work in
groups, you are able to apply what you learned about group communication to improve
your performance and overall experience. You also notice that there is a need to adapt to
certain requirements that foster timely presentation or communication with your
audience. The 21st century is the time when we need to develop multimodal literacy
knowledge and skills.

Today, an effective communicator must be knowledgeable and skilful in

designing and communicating meaning through such rich and potentially complex text.
Multimodal text requires new set of skills to enable communicator to make informed
choices within and across the available communication modes to construct meaning
effectively. Creating, developing, and producing spoken, written or multimodal
text in print or digital forms.

Multimodal is defined in Australia Curriculum as the strategic use of two or

more communication modes to make meaning (image, gesture, music, spoken and
written language).

MAJOR TYPES OF COMMUNICATION AIDS

Public presentation suggests appropriate selection of communication aids. Your

strategy to present your speech and lecture will affect your audience and speech context.
The following communication aids can be used in your presentation.

A. COMPUTER- BASED MEDIA

 It helps the speaker to concretize an abstract idea by creating and presenting a

power point presentation to audience. Thus, computer based media is the use of
computers to present text, graphics, videos, animation, and sound in an
integrated way.
  Using computer based aids in speech will physically isolate you from the
audience with whom you are trying to establish rapport. You may feel really
comfortable when you stand behind presentation equipment however it will limit
your nonverbal interaction with the audience.
 If you are not comfortable to use the equipment especially if it is not available, it
is important to check the availability of the computer to be used to familiarize
yourself the commands and flow of your slides ahead of time.
 It is also wise to be prepared for technical problems, which can happen even if
you are very skillful computer user.
 Arrive early to test out your equipment before the presentation begins.
 Software packages were introduced in 70s is too expensive and needed highly
trained technicians to operate the programs. Today, there are number of software
programs that are free and less costly that can be learned by non-experts.
Ex: Presentation Software Packages
Adobe Acrobat Presenter- http://www.adobe.com/products/presenter/fetures
Ajax presents- http://www.ajaxpresents.com
Brainshark- http://www.brainshark.com
Custom show- www.customshow.com
ezTalks Meetings- www.eztalks.com
Google Presentation- http://docs.google.com/support/bin/staticc.py?
page=guide.cs&guide=19431
Keynote- http://www.apple.com/iwork/keynote
OpenOffice Impress- http://www.openoffice.org/product/impress/html
Powerpoint- http://office.microsoft.com/en-us/powerpoint
SlideRocket- http://www.slide.rocket.com
280 Slides- http://280slides.com
Zoho Show- www.zoho.com/docs/show.html

B. AUDIO-VISUAL MEDIA

 It is defined as training or educational materials directed at both the

sense of hearing and sight. Films, recordings photographs slides,
projected opaque materials, are examples of these.
 Audio media frequently use web streaming, video conferencing, and live
broadcast services.
 Computer based audio-visual equipment is often use in schools installing
projection equipment and using interactive whiteboard technology.
 In all levels of education, audio- visual media are used as an
instructional mode in particular attention to paid to paid to the audio and
visual presentations of the material, with the goal of improving retention
and comprehension.
  It breaks down the traditional barriers of written communication to
ensure students to comprehend message easily, resulting in better
discussion and collaboration in education, business and personal
applications.

ADVANTAGES OF AUDIO VISUAL MEDIA

a. CLARITY. Using both audio and visual components provide clarity in

communication. In print based text like a letter, its tone and mood, which may
come across differently to the reader, may give different perceptions. Audio
visual input enables the designer and the audience to observe facial expressions,
hear tones and inflections and clarify each other’s meanings and positions.

b. SPEED. With the use of audio-visual media such as videos, phones, webcams,
and face to face meetings, it defeats the written mode of communication which
may take several weeks and months before it reaches its destination.

c. RETENTION. There seems an increase of message retention when audio and

cues are combined. According to the United States Department of Labor (Ireland
2018) 10% of information is retained when presented only orally, 35% with only
visually but 65% were retained when both audio visual tools are combined.

d. MEDIA. Videos, visual aid and sound clips create a multimedia experience
when added to your presentation. Using variety of media in communication helps
you become more engaging to your audience.

C. LOW-TECH MEDIA

 These are communication aids that are designed and can be used as
simple as possible. They are readily available, inexpensive and very easy
to use.
 One of the advantages of low tech media is that they are very predictable.
You can project or anticipate their use with little interference. However
they are prone to physical damage and are difficult to keep. You need to
be careful in handling them.

Examples of Low-Tech Media

a. Chalk or Dry-Erase Board. Most speakers use this medium when they are not
able to prepare communication aids. Failure to prepare a presentation aid during
a talk gives the audience negative impression towards you. However, you may
use the board for interactive components of speech; hence, it becomes effective.
When writing on the board, be sure to follow these rules:
  Write large enough for everyone to read what you have written.
 Print legibly using sentence case. Do not write in cursive unless they are
readable.
 Write short phrases. Do not write in complete sentence if your purpose is
just to note responses that will be useful in your talk.
b. Flipchart. For briefing small groups, flip charts are very useful, easily
prepared and inexpensive. The tip markers and graphic materials are readily
available and with the modest ability of the presenter, it can compose the desire
material. Flipchart help the speaker proceed through the material by providing
the audience with something to look in addition to the speaker. Can be prepared
before or during the presentation, used to record audience’s questions and
comments and can be converted to slides. They are not suitable use in large
audience setting and may be difficult to transport.

c. Foam board or Poster Board. Consist of thin sheet of Styrofoam with heavy
paper bonded to both surfaces. Although it is lightweight, inexpensive
foundation for information, it can stand on its own when placed in an easel
without curling under the bottom edge. A poster board is cheaper than foam
board. It is flimsier, more vulnerable to damage and cannot stand on its own.

Guidelines in Using Poster Board or Foam Board:

 Ensure the color of the poster board matches the color of the paper
you will paste on. If you prefer a color for easy visual contrast so
your audience can see it, it must be a color that is appropriate for the
topic.
 When creating a poster, you need to plan how you are going to lay
out your aid and make it look professional. Your materials should not
look like you simply cut pictures out of magazines pasted on them.
 Prepare poster large enough to be visually appealing to your
audience. Large posters are absolutely a requirement for a crowd to
visualize the material.
d. Handouts. Handouts are not a substitute for a well prepared speech.
Appropriate for delivering information that audience can take away.
When planning to use handouts, bring enough copies for each member to
get one. If the number of handouts is not enough for all members of the
audience, you will have no control over the speed at which it circulates or
the direction it goes.

When to distribute handouts?

o Before you begin your speech if your purpose is for the listeners
to follow along in a handout, place a copy on each seat of
 audience or ask a volunteer to distribute before the presentation
begins.
o During the speech, at this point you might have assigned
someone to distribute them once you gave your signal. However,
this may be distracting and interrupts the pace of presentation
and tend to be side-tracked and their attention defocused while
waiting for their copies.
o After your speech is over, if the handout is a takeaway, leave it
on the table near the door so members who are interested can
take one on their way out. Assign someone to take charge on
distributing the handouts and do not forget to instruct the
audience about the handouts before you conclude your speech.

FUNCTIONS OF COMMUNICATION AIDS

Communication aids facilitate speech delivery and understanding. Following are the
functions of communication aids:
1. To clarify or emphasize a point.
2. To enhance retention and recall your message.
3. To clarify or emphasize a point.
4. To add variety and interest to your speech.
5. To enhance your credibility of the speaker.

PREPARING COMMUNICATION AIDS

Communication aids need to be planned and prepared carefully and creatively.

Explain your presentation aids so that your audience will know why you are using them.
Putting too much information on an aid is one mistake you should avoid. Match your
speech with your presentation aids by narrowing the topic and content of your speech.

GUIDELINES IN PREPARING QUALITY COMMUNICATION AIDS

1. Must be easily seen or heard by the audience.

 Graphic elements in your presentation should be large enough to read.

 Audio must be loud enough to be heard.
 Text-based visuals charts and graphs need to be presented with strong, clean
lines and blocks of color.
 The textual elements should be located closest to the part of your graphic
element that they are about.
 Carefully limit the amount of text on a presentation aid.
  Used a simple, easy to read type style.
2. They should be easily handled. Presentation aids must be handy so that you
can carry them by yourself. It should not distract you in delivering your speech.

3. They should be aesthetically pleasing. The principles of design such as

emphasis, unity, scale, balance and rhythm should be followed whenever you plan
to prepare an impressive presentation aid.

4. Text type must only be used when needed. Writing a paragraph of your
analysis is prohibited. It demonstrates incompetence to explain the topic in
question. If you intend to incorporate a reasonable text, it should be big, simple, and
bold. When displaying a text, read it aloud before you go talk about it.

5. Control the size and lines of graphic images. If you create graphic images,
control the size and the visible strength of lines. Citing your source with an added
caption demonstrates your integrity. It is recommended that you read out loud your
source for acknowledgement to boost your credibility as a speaker.

6. Computer presentations should be used purposively. Presentation aids should

only be used to deliver information that is difficult to present with spoken words
only. Do not put your entire speech on PowerPoint slides or other visuals, you will
lose rapport to your audience. Certain rules should be observed:

 Watch your font.

 Do not write everything out.
 Do not bow down to software.
 Use appropriate slide colors
 Use proper slide movements
 Utilize sound or audio
 Practice using technology
7. Always have a backup plan. When things go wrong, always prepare for an
alternative. You should have the ability to adapt to situations. All you need to do is to
troubleshoot to solve the problem and experiment for possible support to overcome
the problem with ease and flexibility.

ACTIVITIES
ACTIVITY 1
Direction: Identify the following concepts of communication aids and strategies.

____________________1. It refers to the strategic use of two or more communication

modes to make meaning.
____________________2. It is a communication aid that has both a sound and visual
component.
____________________3. It is another communication aid which is very predictable
and is best used if it is accompanied with computer-based or audio visual media to
achieve more effective communication.
____________________4. This communication aid uses Presentation Software
Packages.
____________________5. It is an example of low-tech media which is used for the
interactive components of your speech; hence it becomes effective.
____________________6. . It consist of thin sheet of Styrofoam with heavy paper
bonded to both surfaces and it can stand on its own when placed in an easel without
curling under the bottom edge.
____________________7. It is very useful for briefing small groups. It helps the
speaker proceed to the material by providing the audience with something to look in
addition to the speaker.
____________________8. This communication aid is not a substitute for a well
prepared speech. It is only appropriate for delivering information that audience can take
away.
____________________9. This is an advantage of audio-visual media which defeats
the written mode of communication which may take several weeks and months before it
reaches its destination.
____________________10. One advantage of audio visual media is that videos, visual
aid and sound clips create a multimedia experience when added to your presentation.

ACTIVITY 2
Direction: Write true if the statement is correct; underline the word/words that
make the statement false.

________________________1. Audio-visual media are used as instructional modes

where particular attention is paid to the audio and visual presentation of the material,
with goal of improving comprehension and retention.
________________________2. Write in complete sentences on the board if your
purpose is just to note responses that will be useful in your talk.
________________________3. Handouts may be distributed before you begin your
presentation if your purpose is to have it as a takeaway.
________________________4. The amount of text of your presentation aids is limitless.
________________________5. Even without technology assistance you can stand out
as an effective speaker if you delivered your speech enough to stand on its own.
_________________________6. The textual elements should be located close to or
apart from your graphic element that they are about.
_________________________7. The principles of design such as unity, emphasis,
scale, balance and rhythm should be followed whenever you plan to prepare an
impressive presentation aid.
_________________________8. The use of communication aids does not require skill
because presenters may hire a technician to help them.
_________________________9. The most important rule in preparing a communication
or presentation aid is to make it accessible for every audience.
_________________________10. Presentation aids should only be used to deliver
information that is important or difficult to present with spoken words only.

ACTIVITY3

Direction: Listed below are interesting topics. Write an essay using one topic
below. Your essay should follow the linear format in writing: Introduction, Body and
Conclusion. It should be written comprehensively- no less than 1,200 words. Use the
rubric that follows in grading your essay.

1. Technology is largely misused to destroy the world

2. The wonders of computer media
3. Adolescent Depression: A rampant problem
4. Television violence: How it affects children
5. Effects of Social media to Teens

ESSAY RUBRICS

Category 4 3 2 1 Score
Excellent Very good Good Poor
Content The main points The main points The main points The main points
are explained to a are explained to are explained to are explained to
very great a great extent some extent a little extent
extent
Organization Ideas are Ideas are Ideas are Ideas lack
arranged arranged mostly arranged in sequence.
following a in appropriate somewhat
logical sequence order with the disconnected
with the beginning fashion. The
beginning middle middle and end. beginning
and end. middle and end
maybe deleted.
Style and Writing is Writing is clear Writing is Writing is
perspective smooth and and easy to mostly clear, confusing and
skilful. Sentences understand, but but sentences hard to follow.
are strong and dull in spots. lack variety and Sentences are
expressive with Sentences are interest. The dull and
varied structure. varied, but still point of view is monotonous.
Point of view is need some inconsistent or Author’s
consistent revision. not clear in perspective is
(predominately Perspective is spots. not clear.
third person) and clear.
words are well
chosen.
Language use Use of language Use of language Use of language Explanation
and reflects an indicates basic indicates includes little or
Vocabulary elaborated and understanding superficial no use of
personalized of the topic. understanding correct
understanding of Good use of of the topic. language.
the topic. Very academic Fairly simply Simple
good use of vocabulary. vocabulary. vocabulary and
academic Some academic little or no
vocabulary. vocabulary. academic
vocabulary.
Grammar and No error in Grammar, Some grammar, Contains many
mechanics grammar, punctuation, punctuation, errors on
punctuation, spelling, and spelling or grammar,
spelling or capitalization capitalization spelling,
capitalization are generally errors make the punctuation, or
that distracts the correct. The writing difficult capitalization
reader and makes errors do not to understand in which makes the
the ideas difficult interfere with spots. writing difficult
to understand. the writer’s to understand.
meaning.
Rating
Adjectival description
 DISCUSSION
Communication— in written form, face-to-face, or through such media as
television and the internet— is a “social process” involving “the transfer of information
and understanding from one person to another person” (Kreitner, 2013). As an essential
life skill, the ability to communicate for various purposes is something every student
should endeavour to learn and hone.

Stephen E. Lucas, author of “The Art of Public Speaking,” said that we should
not be surprised that people value public speaking. He added that “In modern times,
many men and women have spread their ideas and influence largely by public
speaking.”

As a student, you are expected to give presentations and speak in front of

different audiences. In almost all the courses that you will take up in college, you will be
assigned to do research on certain topics and report on them in front of your fellow
students. The skill of public speaking, therefore, is as essential as the ability to write and
read or count.

In speech making, there are also pre-writing activities that you need to follow.
Stephen E. Lucas identifies these steps as: (1) selecting a topic and identifying purpose,
(2) analyzing your audience, and (3) gathering the materials that you will need to
prepare your speech.

 SELECTING YOUR TOPIC AND IDENTIFYING YOUR PURPOSE

 There are two general reasons (or purposes) for why a person, such as
you, is going to deliver a speech. One reason is to inform your audience
about something and the other reason is to persuade them to a certain
belief or attitude.

Example:
Delivering an oral report in class about the meaning of and functions of
management, for example, is oral communication for the purpose of providing
information. But when, in the same report, you argue that it is easier to
understand the nature of management through an analysis of material skills than
that of functions, you are communicating for the purpose of persuasion. You are
trying to convince your fellow classmates that they should adopt your idea.
 Choosing your topic can make or break you talk. In choosing topic, you
must decide whether it is interesting enough for you that you can hurdle
all the challenges that you will face in preparing it.
 One rule in topic selection in essay writing is “Write more about less.”
Wordy writing uses more words than necessary to make a point and can
damage the quality of your text.
 ANALYZING YOUR AUDIENCE

You must analyze your audience before you even open your mouth. This
is important because without an understanding of your audience, you will not be
able to address them properly.
Lucas (1989) identifies two methods of analysis for audience: (1)
demographic audience analysis and (2) situational audience analysis.

 Demographic analysis, as the word implies, involves analyzing your

audience in terms of their demographics such as sex/gender, age,
racial/ethnic cultural background, group membership, and income.
To use this method, you need to do two things: (1) identify the
demographics of your audience and (2) assess the significance of these
demographics to your speaking situation.
 Situational audience analysis, on the other hand, involves identifying
“traits of the audience unique to the speaking situation at hand.” These
traits include “the size of the audience, attitudes influenced by the
physical setting, and the disposition of the audience toward the subject,
the speaker and the occasion.”

 GATHERING THE MATERIALS FOR YOUR SPEECH

Now that you know a lot about your audience, you can proceed to gathering
the materials for your speech. There are three ways you can do this: (1) by
reflecting on your own knowledge and experiences; (2) by interviewing other
people; (3) by doing library and computer-aided research.

 Self-reflection
This is important because in gathering of materials for your talk,
you need to go inward into yourself. You are the first step in your search
for information. Your knowledge and your experiences are major sources
of materials. You need to make use of them.

 Interview
Interviewing has been one of the most popular methods of
gathering data. It involves two people sharing their views.
In conducting your interview, it will be most fruitful to heed the
advice of Carole Rich (2010), a well-known writing coach. According to
her, you should:

1) Concentrate on what the person you are interviewing is

saying and not on what you will ask next.
2) Listen attentively as you would when you listen to a friend
telling you an interesting story.
3) Think critically when you listen.
4) Stay quiet.
5) Maintain eye contact with your source.
 6) “Listen” to visual signals such as fidgeting, frowning, etc.
7) Be polite in everything.
8) Be curious.

 Library and Computer-Aided Research

In preparing for a presentation, students tend to ignore the value
of library. To many students, library is a place to avoid especially
because of the librarians, who are often depicted in popular culture as
strict and fearsome. But this should not be the case.
On the contrary, the library as source of materials for your speech
is without equal. It houses almost everything that you will need as a
speaker researching on your topic, especially today when modern
librarians have access to the internet.
To minimize your stay in the library, you should know how to
approach the librarians (they are there to help you, believe it or not) and
how to use the card catalogue.

PURPOSES OF COMMUNICATION: DISSEMINATE, OBTAIN,

PROVIDE INFORMATION

Communication appears in various functions in this fast – pacing - world.

Here are the following details for the various purposes of communication.

To Disseminate Information
This purpose of communication involves spreading,
broadcasting information to the public without direct
feedback from the audience. Meaning, this is a system of
sending messages to many individuals, and there is no
reply come back. Information transmission can be
through advertising, public announcements, and
speeches.

To Obtain Information
By means of listening and reading, an individual
can gather and receive information. Through
this, one can be able to connect with other
individuals by getting new insights or ideas.

To Provide Information

The act of giving or transferring piece of

information.
 To Persuade

The purpose of an individual here is to motivate the audience to

change ones’ thinking or point of view. You communicate to
convince others.

To Argue
Here, the individuals wish to present one
another’s claim that is backed up by
reasons and supported by evidence. People
argue to clarify thinking, to explain or
defend actions or beliefs, to solve
problems or make judgments, or to have
fun by participating in the clash of ideas
intellectually.

BUSINESS COMMUNICATION

Whenever you need to communicate with another company or share

important news, business letters can present your message in a classic, polished
style.
Despite the formality, letters can still have a friendly tone, especially
because they include brief introductions before getting to the main point.
Regardless of the tone you use in your letter, your writing should remain concise,
clear, and easy to read.

BUSINESS LETTERS

- A business letter is a written message used to transact business which cannot

be conveniently conducted orally.
- It is formal and direct with no literary pretentions.

 Purpose of a Business Letter:

a. serves as record or basis
b. secures action from the reader

 Characteristics of a Business Letter

a. accurate
b. clear
c. concise
d. neat
e. prompt in answering communication
f. good quality stationery (8 ½ x 11 inches w/ a very light shade of
cream, white, gray or blue)
g. Each parts of the letter should be separated from others by double-
spacing and should be place in the correct position.
 h. Nothing should be allowed to extend over into the margin not even
the signature

 Three elements of a Business Letter

a. Sender
b. Receiver
c. Message

 Parts of a Business Letter

1. Heading – consist of the name of the firm or the address of the sender.
2. Date Line – consist of month, day of the month and year
3. Inside Address – consists of the name and address of the person to whom the
letter is written.
4. Attention Line – it is used when the letter is important so that it will reach
quickly to the person intended for it.
5. Salutation – always starts at the left margin followed by a colon ( : )
Gentlemen - men and women
Mesdames - women
Sir/Ma’am - most formal
6. Subject Line – enables the readers to know at a glance what the letter is
about. It is place above the inside address or place below the salutation.
7. Body of the letter – single spacing should be observed within paragraphs and
double space between paragraphs
8. Complimentary Closing – leave taking line of the letter.
e.g. Repectfully Yours, Truly Yours, Sincerely Yours, Cordially Yours
9. Signature – includes typewritten name of the sender, pen written signature
and the position.

FORMAT OF A BUSINESS LETTER

The following are sample letters of different format.

1. Full Blocked Format

Every component of the letter such as heading, address, salutation, body,
salutation, signature, identification, and enclosures are aligned to the left. In
addition, the first sentences of the paragraphs are not indented.
2. Semi - Block
 Semi-block is similar to block but has a more informal appearance. All
elements are left-aligned, except for the beginning of each paragraph, which is
indented five spaces. Paragraphs are separated by a double line space.
 3. Modified
Heading should be aligned at the center point of the page line. On the other
hand, the address, salutation, the body, complimentary close, the signature, and
identification are left aligned in a modified business letter.

SAMPLE APPLICATION LETTER

 ACTIVITIES
ACTIVITY 1
Direction: Identify the following concepts of communication and parts of
business letter.

________________1. This method is one of the most popular methods in gathering

materials for your speech which involves two people sharing their views.
________________2. It is a written message used to transact business which cannot be
conveniently conducted orally.
________________3. It is a method of analysis for audience that involves analysing
them in terms of their sex/gender, age, racial/ethnic/cultural background, group
membership, income among others.
________________4. It is also a method which involves identifying “traits of the
audience unique to the speaking situation at hand.”
________________5. He identifies the two methods of analysis for audience which are
the demographic audience analysis and the situational audience analysis.
________________6. It is a part of the business letter which consists of the name and
address of the person to whom the letter is written.
________________7. It is another part which includes typewritten name of the sender,
pen written signature and the position.
________________8. It enables the readers to know at a glance what the letter is about.
It is place above the inside address or place below the salutation.
________________9. It is also a part of a business letter which consists of month, day
of the month and year.
________________10. This part of the letter is used when the letter is important so that
it will reach quickly to the person intended for it.

ACTIVITY 2
Direction: Enumerate three pre-writing activities in speech making. Explain
each.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________
ACTIVITY 3
Direction: Write a brief discussion about three functions of
communication in the space provided.

1. Dissemination of Information
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________

2. Obtaining Information

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________

3. Providing Information

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________

4. Persuading
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
 _________________________________________________________________
__________________________________________________

5. Arguing

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________

REFERENCES

Manzano, B. A., Arador, M. V. & Ladia, M. A. (2018). Purposive Communication for

College Freshmen. St. Andrew Publishing House. 369 Culianin, Plaridel,
Bulacan.

Purposive Communication for College Freshmen, Brendalyn A. Manzano, Maria Vanesa

P. Arador, Maria Agnes P.Ladia

Reyes, R. (2018). Purposive Communication. OBE Compliant. Grammar-Writing-Oral

Communication. St. Andrew Publishing House. 369 Culianin, Plaridel,
Bulacan.

Villacorte, A. Et.al. (2018). Instructional Material in Purposive Communication (English

in Multimodal Context). St. Andrew Publishing House. 369 Culianin, Plaridel,
Bulacan.