DEAR STUDENTS,

Good day and Welcome!!

My warmest welcome to all of you as we embark the school year 2020-2021.I hope that everybody is well
as we stay in our respective homes though we are experiencing economic downfall brought about this
pandemic .Meantime, as some cannot access the LENS and some claim of their weak and unstable
connection, may we convene that we shall use messenger, facebook and gmail as our mode of delivery
and reaching out one another. I am hoping that upon creating a group chat for our class, I intend to
constitute rules in this online learning environment. I have set standards as our guide so that everybody
appears and sounds respectful, polite and knowledgeable enough before posting and responding your
classmates’ concerns and queries. This academic environment expects higher-order language ,meaning, I
don’t tolerate tantrums, derogatory comments, jokes and offensive language that could marginalize
anyone. I am creating such to protect your safety and comfort. I have the right to remove anyone from the
group if one of your classmates has been bullied or has experienced whatsoever forms of bullying. Take
note, this is shared learning environment where insightful comments are most accepted. That’s why you
must also provide responses if I ask questions related to the topic since this is also my way of grading
your participation. Without much ado, below are the following ground rules in online group discussions.
1. Before posting a question, check whether anyone has asked it already and received a reply.
2. Stay on topic. Don’t post irrelevant comments, thoughts, links and pictures.
3.Dont write anything angry/sarcastic, even as a joke.
4. Don’t type all capslock, you might be yelling at others.
5. Respect opinions of others.
6. If you reply to a question from your classmate ,make sure your answer is accurate. Don’t guess.
7. Be brief and avoid writing long questions. You may pm me.
8. Don’t badmouth others. Remember everyone has his/her own mood swings.
9. Be forgiving.
10. Reach out your teacher if you have issues and concerns. Don’t post it in the group chat. Group chat is
only for discussion and learning’s sake..

Enjoy your days and may this academic endeavour bring you a meaningful and productive life!

GOD BLESS US ALL IN THE DAYS AHEAD. STAY SAFE.STAY AT HOME!!!

YOUR TEACHER,
MARICAR D. CASTILLO
 GEC 107PURPOSIVE COMMUNICATION

Course Description: Purposive Communication is about writing, speaking, and presenting to different
audiences and or various purposes. (CMO 20 s. 2013)Purposive Communication is a three-unit course
that develops students’ communicative competence and enhances their cultural and intercultural
awareness through multimodal tasks. It equips students with tools for critical evaluation of a variety of
texts 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 gain from this course
may be used in their other academic endeavors, their chosen disciplines, and their future careers as they
are equipped to produce relevant oral, written, audiovisual and/or web-based output for various purposes.

Grading System:
Submission of Assigned activity- 20%
Student engagement/Forum discussion-30%
Quizzes and unit examination-30%
Major examinations(MIDTERM and FINALS)-20%

COURSE OUTLINE IN PURPOSIVE COMMUNICATION

Unit 1: Communication Processes, Principles and Ethics

Communication Process
Types of Communication
Elements and Process of Communication
Communication Principles
Ethics in Communication
Unit 2: Local and Global Communication in Multicultural Settings
Intercultural Communication
Varieties and Registers of Spoken and Written
Language
Unit 3: Communication Aids and Strategies using Tools of Technology
Multimodal Text
Creating Multimodal Material
Unit 4: Obtaining, Providing, and Disseminating Information
Types of Information and Ways of Obtaining them
Providing and Disseminating Information
Unit 5: Communication for Various Purposes
Developing and Delivering Informative
Speeches
Developing and Delivering Persuasive
Speeches
Talking that Fits the Occasion
Unit 6: Communication in the Workplace
Effective Workplace in Communication
Communication for Employment
Communication within a Company
The Job Interview
Unit 7: Communication for Academic Purposes
Research: Meaning, Characteristics, Values of Research to Mankind and Classification of Research
Research: Selecting the Subject
Parts of a Research PapeR
 LECTURE NOTES IN PURPOSIVE COMMUNICATION

Communication was derived from the Latin words con which means “with”, munus which means “a
business”, communis which means “common” and communico which means “ to confer” or “to realte
with one another”(Igoy et al.,2014).It is theref ore 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. The importance of effective communication in the
world of business and personal life is an absolute must because it generally accounts for the difference
between success and failure or profit and loss.According to Sanchez (2017), effective communication is
the most critical component of total quality management.

Communication Process
Communication is a process of mutual interaction of people through sensory stimuli.It is a two way
process which occurs in an orderly and systematic sequence that involves giving and receiving ideas,
feelings, and attitudes between two or more persons and results in a response.The communication process
is the guide toward realizing effective communication

Elements of the Communication Process

Communications is described as a transfer of information, thoughts, or ideas to create a shared
understanding between a sender and a receiver. The information may be written or spoken, academic, or
professional, personal or impersonal, civic or religious.
1. SENDER is a person, group, or organization who initiates communication.She may be called the
source, encoder, speaker, writer or communicator.
2. MESSAGE is an element transmitted in communication.It may consist of the idea, opinion,
information, feeling, or attitude of the sender.
3. CHANNEL is a pathway or medium thru which the message travels to reach its destination.It may be
oral, written, or visual.The channel varies depending on the characteristics of communication. Oral
communication channels are more effective when an immediate feedback is needed because any
uncertainties can be cleared on the spot.
4. RECEIVER I a person who receives, analyses, understands, and interprets the message. She can also
be called the decoder, reader, or listener.
5. FEEDBACK is the receiver’s response that provides information to the sender.It is the return process
in which the receiver provides both verbal and non-verbal signals to show whether the message is
understood or not.
6.ADJUSTMENT is done if the message is distorted or is not clearly understood by the receiver.
7.NOISE is a form of a distortion, barrier, or obstacle that occurs in any phases of thr oral communication
process.
Models of Communication
There are different conceptual models that represent human communication.
These models explain how communication takes place in different situations and present the elements
needed in order to complete the flow of communication. This presents at least three of the common
models of human communication.
1. Shannon - Weaver model
The original model was designed to mirror the functioning of radio and telephone technologies. Their
initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a
telephone a person who spoke, the channel was the telephone itself, and the receiver was the part of the
phone where one could hear the other person. Shannon and Weaver also recognized that often there is
static that interferes with one listening to a telephone conversation, which they deemed noise. The noise
could also mean the absence of signal. In a simple model, often referred to as the transmission model or
standard view of communication, information or content (e.g. a message in natural language) is sent in
some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This
common conception of communication views communication as a means of sending and receiving
information. The strengths of this model are simplicity, generality, and quantifiability. Social scientists
Claude Shannon and Warren Weaver structured this model based on the following elements: An
information source, which produces a message. A transmitter, which encodes the message into signals. A
channel, to which signals are adapted for transmission. A receiver, which 'decodes' (reconstructs) the
message from the signal. A destination, where the message arrives. Shannon and Weaver argued that there
were three levels of problems for communication within this theory. The technical problem: how
accurately can the message be transmitted? The semantic problem: how precisely is the meaning
'conveyed'? The effectiveness problem: how effectively does the received meaning affect behavior?
2. David Berlo Model
In 1960, David Berlo expanded on Shannon and Weaver’s (1949) linear model of communication and
created the SMCR Model of Communication. The SenderMessage-Channel-Receiver Model of
communication separated the model into clear parts and has been expanded upon by other scholars.

3. Osgood Schramm Model

Communication is usually described along a few major dimensions: Message (what type of things are
communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through
which medium), destination / receiver / target /decoder (to whom). Wilbur Schramm (1954) also indicated
that we should also examine the impact that a message has (both desired and undesired) on the target of
the message. Between parties, communication includes acts that confer knowledge and experiences, give
advice and commands, and ask questions. These acts may take many forms, in one of the various manners
of communication. The form depends on the abilities of the group communicating. Together,
communication content and form make messages that are sent towards a destination. The target can be
oneself, another person or being, another entity (such as a corporation or group of beings).
Communication can be seen as processes of information transmission governed by three levels of
semiotic rules: Syntactic (formal properties of signs and symbols), Pragmatic (concerned with the
relations between signs/expressions and their users) and Semantic (study of relationships between signs
and symbols and what they represent). Therefore, communication is social interaction where at least two
interacting agents share a common set of signs and a common set of semiotic rules. This commonly held
rule in some sense ignores autocommunication, including intrapersonal communication via diaries or self-
talk, both secondary phenomenon that followed the primary acquisition of communicative competences
within social interactions.
COMMUNICATION PRINCIPLES
Communication is the essence of human life and society. People are engaged in
communication most of the time. It is then important to make communication
effective. Communication becomes more meaningful if it is:

TYPES OF COMMUNICATION
1.VERBAL COMMUNICATION is a form of transmitting messages using word symbols in
representing ideas and objects which comes in two forms: oral and written. Verbal Communication is
focused on the way message are portrayed. It is based on language and use of expression, the tone in
which the sender of the message relays communication can determine how the message is received and in
what context.
Mehrabian(in Richards-Gustafson, 2017), concluded that 55% of information gathered is determined thru
body language, 38% is tone of voice and 7% are the words spoken”.

FACTORS THAT AFFECT VERBAL COMMUNICATION

1. tone of voice
2. use of descriptive words
3. emphasis on certain phrases
4. volume of voice

In verbal communication, meanings are also taken from non-verbal forms and are better known as non-
verbal cues. These cues make the message clearer and give the listener an indication in what way the
information should be received.

EXAMPLES OF NON-VERBAL CUES

1.intonation
2. facial expressions
3. Puse
4. hand gestures
5. use of visuals
6. body movement
7. eye contact

2. N0N-VERBAL COMMUNICATION is a form of communication which refers to the sending of

messages to another person using methods or means other than the spoken language. It involves non-
verbal stimuli in a communication setting that are generated by both the source and her or his use of the
environment and that have the potential message value for the source or receiver (Samovar et.al as cited
by TIDWELL, 2016). Basically, it is the sending and receiving messages in a variety of ways without the
use of words.Tidwell, categorized it into two basic categories:
1. non-verbal messages by the body
2. non-verbal messages produced by the broad setting such as time, space, and silence

Touch glance eye contact

Volume vocal nuance proximity
Gestures facial expression pause
Intonation dress posture
Smell context formality

Tidwell (2016),Non-Verbal communication presents its multiple functions:

1.used to repeat the verbal message
2. often used to accet a verbal message
3. often complements the verbal message but also many contradict
4. regulate intercations
5. may substitute for the verbal message , esp. if is blocked by noise or interruption

ASPECTS OF COMMUNICATION
The importance of communication is related to various aspects:
1. Communication is integrated in all parts of our lives
a. Academics. Communication skills are tied to academic success. Syudents who are good at writing and
speaking perform better not only in the English classroom but also in the content areas an all other areas
of learning.
b. Professional.In such a competitive job market, being able to demonstrate that you have received
communication instruction and training from communication professionals can give you the edge needed
to stand out from other applicants or employees.
c. Personal. Communication is crucial for a person;s success. The skill to talk with fluency and write with
efficiency may lead to a person’s fortune.
d. Civic.Civic engagement refers to working to make a difference in our communities by improving the
variety of community members, raising awareness about social, cultural, or political issues, or
participating in political and non-political processes.

2. Communication meets needs

a. Physical needs. The need to communicate keep our bodies and minds functioning.
b. Instrumental needs. Communicating for instrumental needs helsp us get things done in our day-to-day
lives and achieve short-and-long term goals.Some instrumental needs include influencing others,
instructing people or giving directions, getting information we need, or getting support.
c. Relational needs. Communicating for relational needs helps us maintain social bonds and interpersonal
relationships.
d.Identity needs. Communication allows us to present ourselves in a distinct manner. Our identity
changes as we progress life, but communication is the primary 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, customs and habits
acquired by man as a member of the society while context is the circumstances that form the setting for an
event, statement, or idea, and in terms of which it can be fully understood. Culture and context also
influence how we perceive and define communication.

4. Communication is learned. Communication is learned thru 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 and
wrong

FIVE STEPS TO THE COMMUNICATION PROCESS IN THE WORKPLACE

1.CREATION.It is the forming the communicative intent where the sender generates an idea.
2.TRANSMISSION.It is the meeting with the intended recipient of the message and orally sharing the
message, or calling the individual to communicate orally over the phone.
3.RECEPTION.It is the obtaining of the message either from the written form format the sender selected
or by listening carefully as the message is delivered orally.
4. TRANSLATION.It is the turning of complex contents of the message into more manageable and
meaningful components so that it may be understood easily.
5. RESPONSE.Communication is a two-way street and response is often necessary. It may be in the form
of oral or written.

ISSUES IN COMMUNICATION
1. CONTENT refers to the information and experiences that are provided to the receiver of the
communication process. Content must be presented in a language that makes a grammatical sense.
Therefore, content should be tailored or edited for the public to ensure effective communication.
2. PROCESS refers to the way message is presented or delivered.
3.CONTEXT refers to the situation or environment in which your message is delivered.

PRINCIPLES OF COMMUNICATION
1.PRINCIPLE OF CLARITY. The information Or message should be coded or worded clearly by using
simple words.
2. PRINCIPLE OF ATTENTION. The receiver’s attention should be drawn to the message to make
communication effective.
3. PRINCIPLE OF FEEDBACK. There should be a feedback information from the receiver to know
whether he/she understood the message in the same sense un which the sender has meant it.
4. PRINCIPLE OF INFORMALITY. Informal communication may prove effective in situations when
formal communication may not achieved its desired results. The management should be flexible in
considering the formality and informality needed by situations. Informal communication is as important
as formal communication.
5.PRINCIPLE OF CONSISTENCY. This principle sates that communication should always be
consistent with the policies ,plans, programs and objectives.
6. PRINCIPLE OF TIMELINESS. This principle states that communication should be done in real time
so that it helps in implementing plans.
7.PRINCIPLE OF ADEQUACY. The communicated information should be adequate and complete in
all respect.

COMMUNICATION ETHICS

Ethics is an integral part of communication. When we communicate, we do not simply choose words; we
choose words for the effect they will have on our audiences, on ourselves, and ultimately, on society.
Also, we choose the manner of communication because sometimes “what matters is not what you say, but
how you say things.” Thus, when we communicate, we ask ourselves how harmful or
helpful our words and our ways are.
Considerations in Ethical Communication
(Johansen, 16)
1. Ethical Communicators are Respectful of Their Audience.
Communication is a two-way process. The communicator must consider the audience ideas and feelings
during the interaction.

2. Ethical Communicators Consider the Consequences of their Communication.

Every communicator must bear in mind that the ultimate aim of communication is to promote the
common good. Communication must be set in a way that conflict is reduced or eliminated.

3. Ethical Communicators Respect the Truth.

A great deal of the ethics of communication involves a respect for truth. Indeed, as one has put it,
upholding the truth is the very concept of communication itself: "an inherent end of speech is the
communication of belief" (Kupfer 118). If we cannot trust the other party, we cannot accurately judge
how to respond. If we cannot accurately judge how to respond, then our communication becomes
increasingly ineffective.

4. Ethical Communicators Use Information Properly.

Communicators have the responsibility to give and acquire adequate and accurate information. As an
ethical communicator, a respect for truth means being informed on a topic before posing as any kind of
authority on the subject. We also need to consider the accuracy of the information and the accuracy with
which we use it. When we communicate, we expectnpeople to react in some way to what we say and do.
When we use inaccurate information to influence others, we cause difficulty for them
and for ourselves.

5. Ethical Communicators Do Not Falsify Information.

Worse than the distortion of information is falsifying information. Failing to find information useful to
our goals, we make it up. This is a form of cheating; therefore, it should by all means be avoided.

6. Ethical Communicators Respect the Rights of Others to information.

A respect for truth and an ethical consideration of others also means respecting the rights of others in
regard to information and access to information. Collecting information is an integral part of the research
process, but stealing information is theft, taking something that does not belong to us. Beyond the
personal act of theft, stealing information is unethical because it prevents other people from securing
information and unnecessarily makes their lives more difficult.

ACTIVITIES!
Work in groups and choose one situation which you have already experienced. Demonstrate how
communication helped in resolving the issue in the context you have chosen.
1. You have overspent your budgeted allowance for the week because of unexpected expenses. Your
mother usually does not give extra allowance.Demonstrate how communication can help you persuade
your mother to give you additional budget
.
2. Your teacher announced that those who have four to five absences in class are in the brink of failing the
subject. You are one of those who have incurred those numbers of absences, but you think you have
plausible reasons for the absences. Demonstrate how communication will help you persuade your teacher
to excuse you from those absences.

3. The campus cashier has set a date for signing of students’ clearance but you were not able to come
because you were still on vacation. The clearance is a requirement for your enrolment. Demonstrate how
communication will help you to let the cashier consider you and eventually sign your clearance.

4. Your best friend asks your help in a lesson he cannot understand but, you cannot attend to him because
you need to go home early. Demonstrate how communication could help you explain your situation
without offending him.

5. You broke your sister’s/brother’s guitar while cleaning his/her room. Demonstrate how communication
could help you explain what happened without putting up a quarrel.

2. Read a news and identify at least three qualities of communication contained in

that article. Then, explain how these qualities of communication were achieved.
Read the Editorial below and explain how the seven Cs of communication are
achieved:

Editorial:
Giving in to China
from: www.philstar.com
THERE IS certainly no doubt now that China’s invasion of the West Philippine Sea is unstoppable. The
defeatist stance of the Duterte administration fuels and further emboldens China to occupy the atolls and
reefs with the installation of military facilities that can only be dismantled with might which the
Philippines does not have. The conflict in South China Sea, in which the Philippines named West
Philippine Sea as within its Exclusive Economic Zone, involves China, the Philippines, Brunei, Malaysia
and Indonesia. The impasse had become longstanding and, worse, is turning into a powder keg, so to
speak. The controversial waterway’s strategic importance cannot be ignored as an international waterway
where some $5.3 trillion worth of goods move through the sea every year, according to the United States
Department of Defense. Aside from being a strategic maritime territory, the South China Sea is estimated
to hold 10 percent of the total global fisheries, 11 billion barrels of oil reserve, and 190 trillion cubic feet
of natural gas deposits. With its booming economy and skyrocketing demand for raw materials for its
industry, China cannot give in to other claimants of the South China Sea other than declaring war where
the victor gets the spoils. Looking forward to its economic expansion, China declared in 1947 the
demarcation 9-dash line territory of the South China Sea which almost claimed for itself the 3.5 million
square-kilometer total area. In 2012, the standoff between China and the Philippines happened in the
Scarborough Shoal which displayed China’s might and effectively took away the Philippines’ control over
it. With no other way to contest its claim, the Philippine filed case before the United Nations Permanent
Court of Arbitration. Philippine won the case in 2016 with the ruling that essentially dismissed as illegal
China’s self-imposed 9-dash demarcation line as illegal. Two years after the Philippine victory over the
declared 9-dash line of China and then presidential candidate Rodrigo Duterte’s theatrics to jet ski to
Scarborough Shoal to plant the Philippine flag there, China has almost completed the
militarization of the area in the West Philippine Sea with its facilities installed. Todate, China has already
occupied the atolls and reefs the Philippines once claimed before the aggressive invasion of China of the
South China Sea using the 9-dash line demarcation. Presidential Spokesperson Harry Roque tried to put
the blame on the previous administration of President Benigno Aquino III by saying that “the Aquino
administration did nothing” about the creeping invasion of China in the West Philippine Sea. Roque
obviously ignored that the previous Aquino administration was persistent in pursuing its claims over the
West Philippine Sea which resulted in the Permanent Court of Arbitration’s ruling in our favor.
We cannot go to war with a superpower like China. But being in the international community of nations,
there are other ways to resist invasion and bullying by more powerful nation. But with the attitude and
stance of President Duterte kowtowing to Chinese officials, like they are his bosses, no diplomatic protest
had been lodged against China. Contrary to Roque’s putting the blame on the previous Aquino
administration, the Duterte administration is the one giving in to China, backtracking the gains achieved
by the Philippines’ claim over the West Philippine Sea handed by the Permanent Court of Arbitration in
2016. What we can see in the way PresidentDuterte handles the issue in the West Philippine Sea is his
allegedly treasonous gesture of surrendering a part of our national patrimony without a whimper of
protest while it is being shamelessly being usurped right before our very eyes.
UNIT 2 Local and Global Communication in Multi-Cultural Settings

Introduction
People from different cultures interact with each other posing communication problems in the global
community. There are cultural barriers that may interfere in communication processes which are
detrimental to intercultural understanding. Some of these intercultural interferences are: 1) different
cultural affiliates, 2) inferiority of one’s culture, and 3) diverse cultural communication practices (Wakat,
2018). There are cultural barriers because people interacting in a global environment have different
perspectives. With these, there are things that we need to improve for effective communication. Our
journey to effective communication in multicultural settings starts with unlocking the two significant
terms – local communication and global communication. Local communication has its foundation on the
cultural context which means, it exposes the culture of the people forming their own identity in the
community. Globalization paved the way to many effects in humanity. Because of the fast pace of
technology, the internet quickly surpassed more the traditional way of communicating. Through the
internet, one can communicate instantly with people in other countries and one can read about different
cultures, as well as access articles and academic papers. The role then of global communication is to
modify or to create changes in the local setting.
Language is a component that is linked to intercultural understanding. It acts as a way to bridge
misunderstanding between people of different cultures. Language is a medium of exchanging ideas and
transmitting cultural practices of other people in the global community. Intercultural communication
refers to interaction with people from diverse cultures (Jandt, 1998). The following are the forms of
Intercultural Communication (Jandt, 1998) as cited by Wakat (2018):
1. Interracial communication – communicating with people from different races
2. Interethnic communication – interacting with people of different ethnic origins
3. International communication – communication between representatives from different nations
4. Intra-cultural communication – interacting with members of the same racial or ethnic group or co-
culture

Improving Intercultural Communication Competence

Local and global communication requires the need to foster cooperative conversation for effectiveness
purposes. The norm or convention in communicating should be observed by the communicators
regardless of their cultural backgrounds and the required context of oral communication (Manzano,
2018). Culture therefore is considered along with context. To be effective and efficient in local and global
communication, a speaker must engage with Grice’s four maxims in conversation (Manzano, 2018).
Four Maxims of Grice’s Principles of Cooperative Conversation
1. Maxim of Relation
- Every interlocutor should be relevant in conversation wherein the relevance is a norm that dictates the
need for the interlocutors to become sensitive in the communication process.
- They need to be relevant in communicating, requiring them to respond based on cultural and contextual
requirements.
Example: If in a restaurant, a customer asks the server, “Do you have mango juice?” In local culture, the
server usually responds: “Regular or large?” which means that mango juice is available, so the customer
needs to place an order according to size. This is a form of communication that observes economy in
talking wherein words are to be deleted in order to minimize the time of talking and will speed up
the service to accommodate another customer.
2. Maxim of Quantity
- Every interlocutor should observe a “fair-share-talk of time.”
- Everyone should be given the opportunity to talk and should not dominate the event.
- Every interlocutor should be sensitive to time, be brief and give others the chance to talk.

3. Maxim of Quality
- Every interlocutor should maintain what is true in a given conversation.
- Do not add or deduce information.
- Always maintain a good reputation whenever you talk.
4. Maxim of Manner
- In the local culture, the manner of saying word is more regarded than its content.
- Body language meanings vary greatly from culture to culture. Effective communication requires that the
communicator has appropriate knowledge of the cultural use of body language in a multicultural setting.
Sets of Common Body Language in Multicultural Setting:
a. Shaking hands: Cultural norms for hand shaking vary.
 For example, 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.
 To refuse a handshake is considered a very rude gesture.
 By contrast, 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.
b. An OK sign
 The OK hand gesture in America and England is quite popular and considered a general gesture that
denotes an agreement of sentiment.
 An OK sign in Brazil is the equivalent of using your middle finger as a gesture in America.
 The OK hand gesture is taken as an insult in most Latin American
countries, Austria and France.
c. Thumbs-up
 The thumbs-up gesture can be an equivalent to the OK gesture and is widely used equivalent to the OK
gesture and is widely used within America, England and the Philippines.
 In many cultures around the globe, giving a thumbs-up gesture is a very large insult like the Americas
excluding the United States, it is a horrible idea that denotes as a sexual insult and correlates to the middle
finger meaning in the United States.
d. Sitting with crossed legs
 This is common in North America and European countries, but is considered disrespectful in Asia and
the Middle East where a straight and balanced posture prevails as a norm.
e. Eye contact
 This 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.
f. Nodding the head
 Head nod up and down generally means agreement, approval, or “yes” while head nod from side to side
or head shake means the “no” for Filipinos.
 To Bulgarians and Greeks, nodding up and down indicates negative response for they are known for
their unusual manner of saying “yes” and “no.”
g. Tugging the earlobes
 The Portuguese tug their earlobes to indicate tasty food, the Spaniards to signify that someone is not
paying for their drinks, but in Italy, it insinuates sexual innuendos.

Topic 2. Varieties and Registers of Spoken and Written

Language

We live in a world where English crosses national boundaries and migration brings people together from
different linguistic and cultural backgrounds, says Urszula (2014). Undeniably, the universal language has
penetrated societies and has impacted them in so many facets such as in education, politics, trade and
commerce, economy, technology, culture, among others. As such, non-native speakers of English draw
upon it, either wittingly or unwittingly, in relation to their linguistic and socio-cultural contexts.
Questions, however, arise from the fact that English is the most widespread language in the world ---- Is
there a Standard English? Which variety of English should we speak? These questions are tough to
answer and are subjects of on-going debates. Uychoco and Santos (2018) cites McCrum et.al (1986) who
espoused the idea of World Englishes (WE) in response to which variety of English should be used. They
say that all languages are equal in functionality, but not all are equal in prestige. In other words, the issue
points back to variability of language or variation as a characteristic of all languages. Language variety,
also called lect, is a generic term for any distinctive form of a language or linguistic expression
(Nordquist, 2018). It is a term that encompasses the overlapping subcategories of language including
dialect, register, jargon and idiolect. Nordquist (2018) adds that varieties of language develop for a
number of reasons. One reason points to geography where people living in different geographic areas tend
to develop distinct dialects. Other reasons have to do with social class, occupation and age group. Further,
one obvious reason for the variation is the necessity for and ease of interaction (www.nou.edu.ng)

Language Varieties: Dialect, Sociolect, Idiolect, Slang, Jargon, Pidgin, Creole, Register

The term dialect refers to a geographical variant of a language (Hickey, 2012). It is a variety of a
language spoken by a group of people that is characterized by systematic features (e.g., phonological,
lexical, grammatical) that distinguishes it from other varieties of that same language. Further, it is a
variation of a language that is characteristic of the users of that language (Solano-Flores, 2006).

Sociolect, on the other hand, also known as a social dialect, is a variety of language (or register) used by
a socioeconomic class, a profession, an age group, or any other social group (Nordquist, 2018). According
to Lewandowski (2010), it is a lect which is thought of as being related to its speakers’ social background
rather than geographical background. Simply put, it is a variety spoken by a particular social group, class
or subculture whose determinants include such parameters as gender, age, occupation and possibly few
others.

An idiolect, is the distinctive speech pattern of an individual, a linguistic pattern regarded as unique
among speakers of a person’s language or dialect. It is a language variety peculiar to a single speaker of a
language which includes vocabulary appropriate to various interests and activities, pronunciation
reflective of the region in which you live, and variable styles of speaking that shift subtly depending on
whom one is addressing (www.thooughtco.com/idiolect-languageterm-1691143).

Slang refers to words that are not considered part of the standard vocabulary of a language and that are
used very informally in speech especially by a particular group of people (Merriam-Webster, 2018). It is
characterized as a very informal language variety that includes new terms and sometimes not polite words
and meanings.

Meanwhile, jargon is a set of vocabulary items used by members of particular professions, that is, their
technical terms. For example, linguists have a large vocabulary that is not well understood by non-
linguists. Dictionary definitions of jargon usually give examples like computer jargon and the jargon of
the advertising business, but all professions have their own jargons (Hudson, 1996).
Pidgins, according to Ozuorcun (2014) are simplified languages that occur from two or more languages.
Pidgins are developed by people who do not have a common language to communicate in the same
geographical area. Wardaugh (2006) calls it nobody’s first language/mother tongue because it doesn’t
have any native speakers, it is just used as a contact language for communication purposes. In contrast to
a pidgin, a creole is often defined as a pidgin that has become the first language of a new generation of
speakers. Aitchison (1994) as cited by Wardaugh (2006) says, ‘creoles arise when pidgins become mother
tongues.’

A creole, therefore, is a ‘normal’ language in almost every sense pidgin which has expanded in structure
and vocabulary to express the range of meanings and serve the range of functions required of a first
language.’

Register, sometimes called style, is another complicating factor in the study of language varieties,
confesses Wardaugh (2006). He goes on to define register as set of language items associated with
discrete or occupational groups, and exemplified surgeons, pilots, banks managers, jazz fans and pimps as
employing different registers. It is, a variety of language defined according to its use in social situations
and is, according to Flowerdew (2014), understood as the contextspecific variety of language. Eaton
(2012) refers to it as the level of formality with which you speak. She tells that different situations and
people call for different registers. She shares Joos (1967)’s 5 types of register used in spoken and written
language namely formal, frozen or static, consultative, casual, and intimate.

a. Frozen or “static” register At this level, language is literally “frozen” in time and form. It does not
change. This type of language is often learned and repeated by rote. Examples include biblical verse,
prayers, the Pledge of Allegiance, and so forth.

b. Formal register This style is impersonal and often follows a prescriptive format. The speaker uses
complete sentences, avoids slang and may use technical or academic vocabulary. It is likely that the
speaker will use fewer contractions, but opt instead for complete words. (Example: “have not” instead of
“haven’t”). This is the register used for most academic and scientific publishing. It also includes business
Letters, letters of complaint, some essays, reports, official speeches, announcements, and professional
emails.

c. Consultative register This is the register used when consulting an expert such as a doctor. The
language used is more precise. The speaker is likely to address the expert by a title such as “Doctor”,
“Mr.” or “Mrs.”.

d. Casual/Informal Register This register is conversational in tone. It is the language used among and
between friends. Words are general, rather than technical. This register may include more slang and
colloquialisms. Personal e-mails, phone texts, short notes, friendly letters, most blogs, diaries and journals
make use of casual register

e. Intimate register The language used by lovers. It is also the language used in sexual harassment. This
is the most intimate form of language. It is best avoided in public and professional situations.

Varieties of English
It has already been said that languages are all equal in functionality, but not in prestige. Prestige-wise, the
two most well-known varieties of English are those of the colonial superpowers: British English and
American English (Uychoco and Santos, 2018). These two varieties differ in terms phonology,
vocabulary, spelling and grammar, although much of the differences lie on phonology and vocabulary.
The table below adapted from Finegan (2004) and Kortmann (2005) as cited in
http://www.ello.uos.de/field.php/Sociolinguistics/BritishandAmericanEnglish illustrate some of the
prominent differences between the two most widespread English varieties: British and American English

Philippine Variety of English

The late Danilo Dayag averred that Philippine English is a legitimate nativized variety of English which
shares some linguistic properties ascribed to other varieties but has features that are peculiar to it
(https://benjamins.com/catalog/veaw.g42.09day).

Uychoco and Santos (2018) add that it has its own idiosyncratic usages made overt in terms of
vocabularies and the meanings assigned to them. For instance, they say, comfort room is a Philippine term
for “washroom,” “toilet” or “lavatory,” and the word salvage does not necessarily mean “to save” but
connotes something evil (murder brutally). Madrunio and Martin (2018), on the other hand, described
Philippine variety of English as something puristic or difficult to understand. To support their point, they
say stick refers to cigarette, high blood means upset or tense, and blow out means to treat someone. Other
lexical items such as studentry (student body), motel (used for extramarital affairs), Amboy (a Filipino
perceived to be too American), Pulot boy (boy who picks up tennis balls in a game), and balikbayan box
(a large box where Filipinos returning from abroad place all their shopping), among others.

Pronunciation-wise, Philippine English is rhotic, but the local /r/ is an alveolar flap, not an AmE retroflex.
(2) It is syllabletimed, following the rhythm of the local languages; full value is therefore given to
unstressed syllables and schwa is usually realized as a full vowel. (3) Certain polysyllables have
distinctive stress patterns, as with elígible, establísh, cerémony. (4) Intonation is widely characterized as
‘singsong’. (5) Educated Filipinos aim at an AmE accent, but have varying success with the vowel
contrasts in sheep/ship, full/fool, and boat/bought. (6) Few Filipinos have the /æ/ in AmE mask; instead,
they use /ɑ/ as in AmE father. (7) The distinction between /s, z/ and / ʃ, ʒ/ is not made: azure is ‘ayshure’,
pleasure ‘pleshure’, seize ‘sees’, cars ‘karss’. (8) Interdental / ɵ, ð/ are often rendered as /t, d/, so that three
of these is spoken as ‘tree of dese’ (https://www.encyclopedia.com/humanities/encyclopedias-almanacs-
transcriptsand-maps/philippine-english).

Summary
Language is a medium for communication. The challenge of today’s global world is to communicate
effectively with people of different cultural backgrounds and diverse communication practices. Living in
a global community demands an understanding of the similarities and differences from one country to
another and from one culture to another. There is also a need to understand and learn the varieties and
registers of spoken and written language. Therefore, language is a cultural component which serves as
bridge to understand people around the world.
Intercultural communication is interacting with people of different cultures. The four forms of
intercultural communication (interracial, interethnic, international and intracultural) give way to an
exposure of one person to people of different cultures which demands competence in interacting with
people. To be effective and efficient in local and global communication there is a need to enhance one’s
skills in intercultural communication.

It is notable that one of the characteristics of language is variability. There are varieties of language due
to reasons like geography, social class, occupation and age group. The different language varieties are:
dialect – geographical variant of a language, sociolect – social dialect, idiolect – speech pattern of an
individual, slang – not considered part of standard vocabulary of a language, pidgins – simplified
languages, register – sometimes called style which has five types used in spoken and written language.
The types of register are frozen or static, formal, consultative, casual intimate. These registers are defined
according to social situations and according to the level of formality with which you speak. Everyday
registers are often spoken while in academic context, oral forms are accompanied with written
communication

In terms of functionality, languages are equal but prestige wise, there are two most well-known varieties
of English which are the British English and American English. These two have differences in phonology,
vocabulary, spelling and grammar.

On the other hand, Philippine English has linguistic properties and features. It has idiosyncratic usages,
and puristic or difficult to understand. Pronunciation wise, Philippine English is rhotic, syllable timed,
polysyllabic with distinctive stress. It has also a distinct intonation pattern.

Despite the challenges brought about by cultural diversity and differences in communication, our written
and oral communication effectiveness must be enhanced. We must embrace the benefits of cross-cultural
communication. It is through language and culture that we understand people in multi-cultural contexts.

Unit 3 Communication Aids and Strategies Using Tools of Technology

Essentially, in all aspects of communication, we use different ways to effectively communicate
information. We use text, images and sounds to deliver our message in the same way that people use these
tools to understand our message. With the development of digital communication technologies, the ways
in which we share information and messages have changed; Information and communications technology
(ICT) now offers a range of tools which allow us to create multimodal texts.

What is a Multimodal Text?

A text may be defined as multimodal when it combines two or more communication systems.

1. Linguistic – refers to spoken and written language through vocabulary, structure, grammar of
oral/written language

2. Visual: refers to moving or still images with the use of colors, layouts, screen formats, symbols, shot
framings, angle, camera movement and subject movement.

3. Audio: refers to volume, pitch and rhythm of music and sound effects

4. Gestural: refers to movement, facial expression and body language

5. Spatial: refers to proximity, direction, position of layout, organization of objects in space.

Although multimodal text is often associated with digital communication technologies, it is not
synonymous with digital. A multimodal text can be paper like books, comics, and posters. It can be
digital like slide presentations, e-books, blogs, e-posters, web pages, film and video games or it can be
live like a performance in an event. Multimodal text can also be transmedia when the story is told using
a combination of different media platforms and formats like book, comic, magazine, film, web series, and
video game all working as part of the same story. For example, an anti-smoking campaign can be
disseminated to its target audience in different ways like a live performance on stage, a video which can
be uploaded to social media, a recorded material to be aired over the radio or a poster and slogan to be
posted in schools and in the community.

Simply put, multimodal texts are materials presented using different modes and media. Mode refers to
any of the communication system which help us interpret meanings like sounds (audio), graphic material
and colors (visual), and spoken or written language (linguistic) while media is the manner of
dissemination used.
Topic 2: Creating Multimodal Material
The manner by which you will create your multimodal text largely depends on how you will effectively
and creatively convey your message through the various modes which you will use in the text and how
these multiple modes work together to convey the story that you intend to communicate. The combination
of mode which you may opt to use greatly depends on the purpose of the text, its subject matter, audience
and mode or media of presentation.
 Purpose: Inform? Inspire? Persuade?
 Subject matter: The actual text you compose
 Audience: Fellow students? Parents? Teachers?
 Mode: Video? Live presentation? Poster?

By this time, you may have already created your own posters, brochures and videos in one of your
subjects using software and mobile apps; you may have even uploaded your media to different social
networking sites. As a college student, you might have given in to the idea that at some point, you need to
be tech-savvy to survive the challenges of your academic requirements.

To enrich your knowledge on how to create effective multimodal materials, here are some guidelines in
creating effective posters and short videos:
A. Creating an Eye-Catching and Effective Poster Information is the Key!
 Present information in a clear, clean, and concise way.
 Do not overload your poster with information; it will only confuse the audience
 Be smart about how you are going to present information

TIPS: 1. Headlines
 Summarize your poster title in one headline.
 Your headline is the first thing that your audience will notice; keep it short and concise.
 Highlight your poster headline and tagline

2. Details
 Include only the essential details.
 Be smart with the amount of information you add to your design

3. Call-to-Action
 This encourages your audience to take the next step after seeing your poster. Do they need to buy a
ticket? Reserve a place? Register early?

4. Typography Hierarchy
 This refers to the visual placement of text with different font size according to its importance on the
poster
 This helps your audience understand the flow of information easily
Applying hierarchy to the presentation of text in your poster will not only harmonize its appearance, it
will also help convey its message clearer.

5. Photography
 to boost the visual appeal of your poster, use stunning and appropriate photographs.
 Ensure that the photo will maximize the space in your poster
 See to it that the photo works well and complement the text

B.Simple Video Production Guide https://www.skeletonproductions.com/insights/corporate-

videoproduction-guide

1. Solidify your Objectives

 Begin with your ultimate objective for your video content
 Decide on SMART video objectives - Specific, Measurable, Achievable, Relevant, Time-bound.

2. Research your Audience

 Understanding your target audience spells a great deal to the success of your video. The content of your
video should be something that appeals to and engages them.
 Understanding your audience is more than knowing their demographics. You also need to identify their
most common problems and the things that they really connect with.

3. Decide on your Core Message

 After setting your objectives and knowing your audience, you need to know what your audience need to
do to make your objectives happen. What do you want them to do, think and feel after watching your
video? Once you got an answer to this question, turn it into something that your audience need to know to
make them think, feel and act that way. This is the core message of your video.

4. Write a Video Production Brief

 Before you start with your pre-production, you need to make your video production brief. This will
guide you in the whole production process to ensure that everything is in place.
 Your video production brief should include:
-Your video objectives
-Your target audience
-What you want your audience to feel, think and do
-Your video’s core message
-your deadline

Pre-Production

5. Develop the Creative Approach

 This is the idea or concept of your video content
 Use your insight of your audience to create a unique way of presenting your core message

6. Write a Script
 Your script should be:
-Natural
- Engaging and emotive
-Interesting to your target audience
-Easy to understand
-Short but concise
-Convey your core message

7. Create a Storyboard
 This will help you visualize how your video will be shot
 It contains a series of thumbnails that shows the flow of the video, illustrating the key scenes — how
will the setting look? Who will be present? What actions will take place?

8. Plan and Schedule the Shoot

 Organize and schedule everything that is related to your video 
-Location – indoor? Outdoor?
-Crew – director, camera operator, sound and lighting technician 
-Cast  Makeup and props
-Call sheet Production

9. Shoot the Footage  Make sure that:

-Everyone is present
-The video is well-lit, well-shot and well-framed
-Enough footage is filmed to make the editing process easier
-The script and storyboard are closely followed

Post-Production
10. Edit the Video Content
 Choose the best takes to be used in the final video
 Cut the film together according to the script and storyboard

11. Add graphics and Special Effects

 Your graphics should follow the script and storyboard closely so that it blends in flawlessly with the rest
of the video

12. Mix Music and Soundtrack

 Your music should: 
Complement the mood and tone of the video 
Help you deliver your core message 
Be appropriate for your target audience 
Match the pace of the edit

13. Record the Voiceover

 Get a voiceover artist who: 
has a moving, pleasant-sounding voice 
can read the script in a way that reinforces your core message
Tip: You can also create other multimodal materials using your smart phones. You may download the
following apps for free:

Voice Recorder Pro - Voice Record Pro is a professional voice recorder. Record voice memos and sounds
(unlimited length). The recorded audio files can be saved into your camera roll or to a host of cloud-based
websites such as OneDrive, Google drive, and Dropbox for insertion into other iPad projects.
Morfo - Use Morfo to quickly turn a photo of yourself or any other person's face into a talking 3D
character.

Tellagami - Tellagami allows you to talk or tell a story via the onscreen avatar. Use your own background
image or one for the gallery. Finished Tellagamis can be saved to your camera roll.

Puppet Pals - Puppet Pals and Puppet Pals 2 allow you to create unique shows with animation and audio.
Choose actors and backdrops, drag them on to the stage, and tap record. The actors’ movements and audio
will be recorded in real time for playback later.
Comic Maker HD - a free comic creation app. There are many options for creating single page or multi-
page comics with special image stamps and speech bubbles. You can use your own images from your
camera roll or from your live camera.

Summary
This unit gave you an idea on how to produce effective multimodal materials.
You have learned that:
A multimodal text is a combination of two or more communication system
like linguistic, visual, audio, gestural and spatial
Multimodal text can be digital, paper, live or transmedia
In preparing your multimodal material, you need to consider your purpose,
subject matter, audience and the mode by which you will deliver your
message

In creating an effective poster, you need to consider the following:

o Headline or title
o Details
o Call to Action
o Typography Hierarchy
o Photography

To produce an effective video, you need to:

o Solidify your objective
o Research your audience
o Decide on your core message
o Write a video production brief
o Develop the creative approach
o Write a script
o Create a storyboard
o Plan and schedule the shoot
o Shoot the footage
o Edit the video content
o Add graphics and special effects
o Mix music and soundtrack
o Record the voice-over

ACTIVITIES!
Creating Multimodal Material
A. Directions: 1. Think of a pressing issue that concerns our society today.
2. Think of ways of solving the problem.
3. Transform those ways in a form of cause-oriented event.
4. Create a multimodal proposal using the format given below
Multimodal Presentation Proposal
Cause: _________________________________
Beneficiaries: ___________________________
Purpose of the Event: ____________________
Proposed Programs: ______________________
Target Audience: ________________________

Concept of the Multimodal material:

Points to Consider:
Paper Size: 8.5” x 13”
Font Size: 12
Font Style: Times New Roman
Spacing: 1.5
Margin: one (1) inch all sides

B. Produce the following multimodal materials to help you convince people to

support your cause-oriented event.
a. Poster
- print one copy in 8.5x 13 bond paper
- submit softcopy in pdf format
b. Five-minute video
- Conceptualize your output around the five communication
systems discussed in this module

Unit 4: Obtaining, Providing and Disseminating Information

Introduction In this unit, you will learn about obtaining, providing and disseminating information. In
learning, obtaining information is very significant since it is the first stage of cognitive or learning
process. After obtaining information, a learner can continue the cognitive process to varying levels. For
instance, he or she may accomplish basic cognitive processes by taking in information and simply storing
it in the memory for later recall or remembering.

Significantly, providing information plays a vital role in the field of education, career, life, business, etc.
As educators, one of the most important things is to provide relevance for students. This would give them
a context within which they can develop into engaged, motivated and self-regulated learners because
relevance can help students realize how useful all knowledge can be.

Similarly, as a speaker, as a person, as a learner, and as a businessman, the information provided should
be sufficient, reliable, valid and accurate. In this way, the listeners and receivers of the message would
believe the information given which may intellectually direct his or her actions and decisions.

In like manner, disseminating information is equally important in learning, in life, in business and in
communication. The purpose of dissemination is to influence people's behavior, so that they will adopt or
at least become aware of a new idea, product or service which is being disseminated. The use of various
kinds of methods supporting each other is important when planning dissemination.

Types of Information
There are three types of information that we deal with every day. They are:
 Context – Big Picture
 Content – details
 Meaning – the impact
Information has important parts. One of which is the context. Context is a part of a written or spoken
statement that precede or follow a specific word or passage, usually influencing its meaning or effect. It is
the set of circumstances or facts that surround a particular event, situation, etc. While, content is the
information and experiences that are directed towards an end-user or audience. Content is "something
that is to be expressed through some speech, writing or any of various arts". It is the amount of
information conveyed by a particular unit of language in a particular context. On the other hand, meaning
is the message conveyed by words, sentences, and symbols in a context. It is only through meanings that
we make sense of our existence. In life, we find meaning through a sense of purpose which makes life
worthwhile. Frankl (1978) aptly pointed out, a firm sense of meaning is essential for optimal human
development.
Characteristics of Information
 Relevant information is capable of making a difference in making a decision.
 Valid information is more in-depth information that allows greater insight.
 Reliable information is authentic, consistent, infallible, or information that suggests consistent
dependability of judgment or result.
 Factual information is something documented, established, confirmable, supportable, sustainable,
verifiable, indisputable, irrefutable, undeniable, unquestionable and undoubted.
* Aside from these, the five characteristics of high-quality information are accuracy, completeness,
consistency, uniqueness, and timeliness. Information needs to be of high quality to be useful and accurate
as well

Topic 2. Providing and Disseminating Information Learning Objectives

Teachers and students can obtain information in a number of ways. It can be through interview, observe,
test, surf the net, read, and watch news or any documentary film, etc. There are also other ways to get
information such as talking with people, focused group discussions, personal interviews and surveys.
Interviewing
One convenient way to obtain information about a topic is to conduct an information interview. The
person’s goal is to discover the appropriate facts from a person who knows them. To conduct a profitable
interview, must follow this process:
 Prepare carefully
 Maintain a professional attitude
 Probe
 Record
Observing and Testing
In both observing and testing, someone is carrying out a questioning strategy. Observing is watching
intentionally in order to discover the elements in a situation. Someone places herself or himself in the
situation to observe and record his or her observations. When observing in order to collect information,
the basic facts should be considered.
Surveying
A Survey is defined as a research method used for collecting data from a predefined group of respondents
to gain information and insights on various topics of interest. Surveys have a variety of purposes and can
be carried out in many ways. This can be done through telephone surveys, mail surveys, email surveys,
and internet surveys.
Definition of Information Dissemination Information
Dissemination means spreading of information, knowledge, opinions widely to a certain person, people or
to a bigger group of audience. The purpose of dissemination is to influence people's behavior, so that they
will adopt or at least become aware of a new idea, product or service which is being disseminated. The
use of various kinds of methods supporting each other is important when planning dissemination.
Information should be disseminated properly and accurately. Exact and sufficient information are only the
things to be provided to the proper authority or person.

The following are some methods for disseminating information:

1. News release is a written or recorded communication directed at members of the news media for the
purpose of announcing something ostensibly newsworthy.
2. Blog is a regularly updated website or web page, typically one run by an individual or small group,
that is written in an informal or conversational style.
3. Emails are messages distributed by electronic means from one computer user to one or more recipients
via a network
4. Text message is a written message, often containing short forms of words, sent from one mobile phone
to another.
5. Social networking websites or social media is an online platform which people use to build social
networks or social relations with other people who share similar personal or career interests, activities,
backgrounds or real-life connections
6. Public service announcements is a message in the public interest disseminated without charge, with
the objective of raising awareness of, and changing public attitudes and behavior towards, a social issue.
7. Door to door is a canvassing technique that is generally used for sales, marketing, advertising, or
campaigning, in which the person or persons walk from the door of one house to the door of another,
trying to inform, announce, sell or advertise a product or service to the general public or gather
information.
8. Community meetings is a small-group method of collecting information from community members.
It is used to provide a directed but highly interactive discussion. Similar to but less formal than a focus
group, and it usually includes a larger group.

Unit 5: Communication for Various Purposes

Topic 1: Developing and Delivering an Informative Speech

Types of Informative Speech

1. Speech about objects
Object refers to something that is visible, tangible, and stable in form that can be
experienced through physical senses. Objects can be living or non-living. Speech
organization about objects can be chronological, spatial, or topical.
Here are some examples of speeches about objects:
 Mayon Volcano
 3D glasses
 The poodle
 Light Rail Transit
 A Syringe

2. Speech about processes

Process refers to sequence of actions or steps that lead to a specific product or
income. Processes may involve people – people interacting with machines, and
forces of nature. Your goal in this type of speech is for the audience to
understand and/or perform the process. Generally, you need to have the
following elements when delivering this speech: input (materials), tools or
forces (operate on the inputs), sequence of steps from start to finish, output or
product, and skills (Bovee, 2003).
Speech organization about processes is chronological. You can apply the
following tips when delivering a speech about processes:
1. Give an overview about the whole process.
2. Subgroup complicated processes for better comprehension. Make sure
that subgrouping is logically arranged. For example, when
demonstrating how to cook Italian spaghetti, you may group the
procedure according to ingredients and materials needed, actual
cooking, and garnishing.
3. Review frequently to ensure that the audience are still with you.
4. Summarize the procedure.
5. Use visual aids.

3. Speech about people

Speech about people is like speech about objects – except of course, they
should be represented as human beings. This type of speech allows the speaker
to describe how people look like, how they act, how they deal with life, and the
like.

4. Speech about events

An event refers to anything that happens or is happening. Speech Organization
about events can be by chronology, by cause-effect, or by category. It must be
subdivided consistently and logically.

5. Speech about issues

An issue refers to a point or matter of discussion, dispute, and public concern. To
clarify such an issue, a speech may be delivered.

6. Speech about concepts

A concept refers to beliefs, theories, principles, and ideas. One characteristic of a
concept is its abstract state. A speech about concepts can be arranged by topics or
by comparison and contrast.

Ways in Organizing Informative Speech

Chronological
If you intend to describe a process or discuss changes and developments, consider
using the chronological arrangement which involves sequencing of events or
steps. The topics that may need this approach are the following:
 How to print a document from a computer
 How to cook spaghetti
 The Life of Oprah Winfrey

Spatial
If you need to organize your speech according to physical sce and relationships
between and among locations, consider using a spatial arrangement which allows
the audience to visualize locations, appearance, distances, and arrangement of
objects. The topics that may need this approach are the following:
 Asia’s best tourist spots
 Describing a newly built condominium
 Different regions in the Philippines

Categorical or Topical
If you intend to show the audience the classification of subjects, consider using
this approach which allows the audience to see how the subject is divided into
subgroups or subtopics. Though this approach is very flexible, it may also bore
the audience because of the absence of actions. The topics that may need this
approach are the following:
 Types of learners
 Different branches of science
 Body systems (i.e circulatory, digestive, respiratory)

Cause and Effect

If you intend to show reasons why a phenomenon occurred and/or what the
outcomes are, consider using the cause-and-effect approach. It allows the
audience to see the causal relationship of events. The topics that may need this
approach are the following:
 Dangers of alcohol drinking
 Dangers of smoking
 Causes and effects of abortion

Comparison and Contrast

If you intend to show the differences and similarities of an event, place, person,
things, and other concepts and objects, consider using comparison and contrast
approach. It helps the audience choose between two items being compared. The
topics that may need this approach are the following:
 Mobile phone vs. landline
 Where to spend a vacation: Singapore or Hongkong?
 A comparison and contrast between Globe and Smart

Additional Tips for an Effective Informative Speech

1. Use plain language. Avoid jargons, clichés, highfalutin, and legalistic
terms unless it is totally necessary.
2. Relate your topic to the audience. Talk to them not at them.
3. Do not overestimate not underestimate your audience’s knowledge about
the topic. Your main purpose is to inform.
4. Use active and concrete language over abstract. Since you are writing to
inform, be clear in what you want your readers to understand.
5. Enlighten and entertain your audience simultaneously. A happy soul
absorbs more information

Topic 2: Developing and Delivering a Persuasive Speech

Four Types of Persuasive Speech
1. Speech to Convince
In this type of speech, no direct action is needed from the audience. Its
focus is to change attitude and perception. For example, when a president
of one country asks or persuades you to believe that there are fewer
incidence of corruption in the government, he is delivering a speech to
convince.

2. Speech to Actuate
In this type of speech, an action is needed from the audience. A good
example of speeches to actuate are those of the sales agents convincing
you to buy their products or politicians who ask for your vote during the
elections.

3. Speech to Inspire
In this type of speech, the audience usually share the same beliefs and
thoughts with the speaker. Its purpose is to make the audience more
enthusiastic on something. An example of this is when a team leader
motivates her/his members to never give up and continue on doing their
job no matter how hard it is. Speaking during commencement exercises,
award ceremonies, and tribute have the purpose to inspire the audience.

4. Debates and Public Argumentation

In this type of speech, two groups of people or two individuals discuss a
certain proposition; one is “for’ and the other one is ‘’against’. This can
also be in a form of a meeting or panel with members giving their own
points of view.

Persuasion process
Understanding the process of persuasion will further develop your persuasion
skills. According to William J. McGuire, persuasion, through the Information
Processing Model, involves six steps: Presentation, Attention, Comprehension,
Yielding, Retention, and Behavior.
This model assumes that the receiver in a persuasive communication is a problem
solver or information processor.
Presentation Involves exposure to communication
Attention Involves attending tothe message and liking it
Comprehension Involves learning the “what” and the “how”of the message
Yielding Involves attitude change
Retention Involves memory storage and/or argument
Behaviour Involves acting out of desired behaviour

Tips in Dealing with a Reluctant Audience or a “Tough Crowd”

1. Establish goodwill early in your speech.
2. Begin with points of agreement.
3. Make good eye contact but not aggressive.
4. Speak with conviction.
5. Emphasize positive motives and emotions, such as fairness, safety,
sympathy, love, ambition, respect, and patriotism.
6. Give emphasis on explanation rather than being argumentative.
7. Mention experts and authorities that the audience respects.
8. Do not push your audience to believe in all of your arguments.
9. Compare your views with others but make sure your comparison is
favourable on your side.
10. Anticipate possible questions from the audience and then supply them as
you talk.
11. Never threaten the values of the audience. instead, reason out on the
perspective of your listener’s values.
12. Demonstrate a clear and specific plan of action.
13. Be enthusiastic and sincere.

Designs for a Persuasive Speech

Problem-Solution Method
Using this model, a speaker presents a problem then proposes a solution. He/she
tries to convince the audience that a problem exists and that the audience needs to
act on it and make a change.
Step I. Persuade the audience that a problem exists. Problems may range from
the easiest to the most difficult. They may be familiar to the audience
or new for them. In case your audience is not familiar to the problem,
take time o make the problem understood by them.
Step II. Persuade the Audience that your solution is the best. Tailor the speech
in a way that your proposed solution is worth their time, effort and
money.
Topic 3: Talking That Fits the Occasion

Impromptu Speech
The feature that distinguishes impromptu from other types of speech is time.
Impromptu speech involves unrehearsed speaking with very short time for
preparation. In fact, many of the speeches you give are impromptu. You can be
asked to speak to introduce, to thank, to inspire, to welcome, to entertain, and to
congratulate. No matter what the purpose is, all entails little time to prepare. The
challenge is how you can deliver such speech effectively.

Methods or Patterns of Organizing an Impromptu Speech:

1. PREP method
Point: State your position on the topic.
Reason: State your reason for taking the position.
Example: Provide an example that helps explain your reason.
Restatement of Point: Summarize and Restate your position.
P The point I wish to make is that Impromptu Speaking is an
essential skill to have.
R Being able to speak effectively with little preparation is very Empowering

E I can remember my sister being called to speak in front of her

colleagues. At first she struggled; but because she knows some
techniques in delivering an impromptu speech, the struggles were turned
into opportunities – opportunities to showcase her speaking skills and
wit. Now, she is more confident, more vibrant, more alive, more willing
to take risks not only in speaking but also in whatever she does.
P When a person becomes more comfortable in speaking even with
less preparation, he or she becomes empowered and stronger.

2. Point-Support-Conclusion (PSC) Method

Point: Provide your point of view, key idea, or objective.
Support: Provide stories or examples that help prove your point.
Conclusion: End by restating your point of view or key idea and by
making your call to action.

3. Past-Present-Future (PPF) Method

Point: State your Key Point
Past: Discuss what happened in the past.
Future: Tell your audience about what will or could happen in the
future.
Point: Summarize by restating your key point.
Delivering Functional Speeches
No matter what the situation is, we need to consider these points:
1. Functional speeches must be brief.
2. Functional speeches concern emotions.
3. Functional speeches, especially the language used, must be appropriate
to the situation. You do not want a highly entertaining speech during a
funeral.
Introducing a Speaker
Generally, introducing speakers should not be longer than two minutes. Do not be
a catalyst to the boredom of the audience by enumerating the full biography of the
speaker. Use the following sequence when introducing a speaker:
1. What is the topic?
2. Why is it important to the audience?
3. Why is the speaker qualified to talk about the topic?
4. Who is the speaker?

Welcoming Attendees and Guests

The purpose of a welcoming address is to make the participants feel comfortable.
As the person designated to welcome the quest, you stand as the representative of
the organizer. Your credibility and performance may influence how the guests
perceive the whole event. Use the following tips when welcoming the
participants:
1. Limit the speech between three to five minutes.
2. Mention the organizer, the type of participants, and the important
locations and facilities.
3. Start with a high note.
4. Describe some highlights of the event.

Accepting and Thanking

Use the following tips when thanking those who recognize us:
1. Keep the speech short, usually not more than two minutes.
2. Do not forge to thank the Award-giving organization
3. Do not forget to thank those who are instrumental to your success.

Wedding Wishes
A wedding is a day of hope, love and celebration. Giving wedding wishes to the
couples need not be fancy; however, you can be creative. Here are some tips on
how you can give your warm wishes to the newlyweds:
1. Be sincere.
2. A love poem or quotation can be a good way to begin the speech.
3. Speak about your personal thoughts and relate to the couples.
4. You may use humor.
 Unit 6: Communication in the Workplace
Introduction
Communication is something that we do involuntarily -- like breathing. We communicate with our
superior, colleagues, and friends without giving much thought to how we are doing it.It might seem easy,
but communicating effectively actually takes quite a bit of grace and refinement. Choosing the right
expressions to utter, writing the best words to express meaning, listening with our minds instead of just
our ears, and getting our message across are skills that we all need to work on.
In this unit, the concepts of effective communication in the workplace will be discussed. It also tackles
the communication skills that recruiters and hiring managers want to see in you as future employees. You
will learn some of the good things that communication has to bring in the workplace.
This unit of the module likewise gives you information that will guide you through the process of writing
a cover letter and resume. If you follow these steps, you'll have a better chance of securing job interviews
and of landing a job in the future.

Furthermore, this unit introduces you to one of the communication modes in a company-the
memorandum. The types and tips on how to effectively write a memorandum is discussed in this unit.
Finally, this learning module unit provides you tips in your job search journey in the future– the job
interview. As a future professional, it is always a good idea to brush up on the basics of interview
etiquette. To help you land easily in your future job, this module was designed to help you.

Topic 1: Effective Workplace Communication

Workplace communication is the process of exchanging information and ideas, both verbal and non-
verbal, within an organization. An organization may consist of employees from different parts of the
society. These employees may havedifferent cultures and backgrounds, and to unite activities of all
employees and restrain from any missed activity that could affect the company negatively,
communication has to be given consideration. Effective workplace communication ensures that all the
organizational objectives are achieved. Workplace communication is tremendously important to
organizations because it increases productivity and efficiency. Ineffective workplace communication leads
to communication gaps between employees, which causes confusion, wastes time, and reduces
productivity. Misunderstandings that cause friction between people can be avoided by effective
workplace communication. Effective communication, also called open communication, prevents barriers
from forming among individuals within companies that might impede progress in striving to reach a
common goal. For agencies or companies to function as desired, managers and lower-level employees
must be able to interact clearly and effectively with each other through verbal communication and non-
verbal communication to achieve particular goals. Effective communication with clients plays a vital role
in the development and success of any organization.

Communication Skills for Workplace Success

The ability to communicate effectively with superiors, colleagues, and staff is very important, no matter
what agency or company you work in. Workers in the digital age must know how to effectively convey
and receive messages in person as well as via cell phone, telephone, email, and social media.
Furthermore, good communication skills will help you get hired, land promotions, and be
successful in your career. The following are the communication skills that would lead you the way to
success. Just remember the mnemonics PORN FACCCE
 Positive Feedback: Giving feedback involves giving praise as well – something as simple as saying
"good job" or "thanks for taking care of that" to an employee can greatly increase motivation.
 Open-Mindedness: A good communicator should enter into any conversation with a flexible, open
mind. Be open to listening to and understanding the other person's point of view, rather than simply
getting your message across.
 Respect for people and their ideas: People will be more open to communicating with you if you
convey respect for them and their ideas.
 Nonverbal Communication: Your body language, eye contact, hand gestures, and tone of voice all
color the message you are trying to convey. A relaxed and a friendly tone will make you appear
approachable and will encourage others to speak openly with you.
 Friendliness: It is important to be nice and polite in all your workplace communications. This is
important in both face-to-face and written communication.
 Active Listening: Being a good listener is one of the best ways to be a good communicator. Take the
time to practice active listening. Active listening involves paying close attention to what the other person
is saying, asking clarifying questions, and rephrasing what the person says to ensure understanding.
 Clarity and Conciseness: Good verbal communication means saying just enough – don’t talk too much
or too little. Say what you want clearly and directly, whether you're speaking to someone in person, on the
phone, or via email.
 Confidence: It is important to be confident in your interactions with others. Confidence shows your
coworkers that you believe in what you are saying and will follow through.
 Choosing the Right Medium: An important communication skill is to simply know what form of
communication to use.
 Empathy: Using phrases as simple as "I understand where you are coming from" demonstrate that you
have been listening to the other person and respect their opinions.

The Power of Good Communication in the Workplace

Good communication is an important skill in any environment with human interactions. However, when it
comes to communication in the workplace, good communication is an integral element to business
success.
1. Good Communication Mitigates Conflict
One of the times an organization is most likely to seek communication training is when there’s clear
tension or conflict in the workplace. Regardless of the conflict, communication is usually an underlying
factor.
2. Good Communication Increases Employee Engagement
Communicating is more than just talking. It is about connecting with people. One of the most powerful
benefits of better communication in the workplace is more engaged employees.
3. Good Communication Creates Better Client Relationships
When your employees are trained to communicate more effectively and to connect with others, they can
better: a.) mitigate and resolve conflict, b) understand needs, c.) help the customer feel understood, and
d.) present new information in a way in which the client will be more receptive
4. Good Communication Results in a More Productive & Talented Workforce
Employee engagement is a significant factor in the productivity of a workforce. Besides, contributing to
increased employee engagement, communication skills can also help foster a more productive and
talented workforce in many other ways:
a. Understanding team talents & skills.
b. Achieving more buy-in.
c. Innovation and creative thought.
d. More strategic team building

Tips for Effective Workplace Communication

1. Make work fun. Making work fun will keep workers motivated and productive.
2. Don't just hear. Listen.
3. Take your emotions out of the equation. You can't be professional if you're
angry at your employees. Learn to react stoically.
4. Make employees feel like owners.
5. Trust your people. If you want to keep morale, make sure they know you trust
their instincts.
6. Give employees what they want.
Motivators for employees:
*the desire for compensation and material things
*the need to bond with others and feel as though they belong
*the need to make sense of their environment
*the desire to defend their accomplishments
7. Give good feedback. If you like your employees' work, let them know it.
8. Respect cultural differences.
9. Revive the great lost art of conversation. Even in our modern world, face-toface communication can
work wonders for morale.
10. Handle conflicts with diplomacy.

Topic 2: Communication for Employment (The Cover

Letter and the Resume)
Cover Letter
Is writing a cover letter necessary when you apply for a job? You may feel like this document is not
important since you are already providing a resume with various information. But, to tell you…A cover
letter serves a vital purpose: it presents the case for why you should be hired and distinguishes you from
other candidates. Your cover letter is where you can show your passion for the position
and the company, and highlights your most relevant qualifications. Many employers require cover letters
as part of the job application process. However, even when an employer does not explicitly ask for a
cover letter, you should send one. A strong cover letter can make your application stand out from
the others. Remember to:
Highlight Your Relevant Qualifications
Customize your Letter
Explain Anything
Edit Your Cover Letter

Cover Letter Writing Tips

1. Include a salutation. The greeting you choose depends on how much information you have about the
company.
How to Address your Cover Letter
1. Figure out the name of the hiring manager. This detail makes a huge difference. It makes your letter a
picture perfect, and shows the hiring manager that you care about this opportunity enough to figure out to
write to. Look up for the company’s employee roster to make an educated guess as to who will be reading
your cover letter. Even if you are incorrect, it is better than using “To whom it may concern” or “Dear
Hiring Manager”. Use “Dear” and their formal title. Make sure to use the hiring manager’s proper
title like Mr., Ms., or Dr. If you cannot tell from their name what the manager’s gender is, address it to
their full name. Ending the salutation with a comma is typically all right, but if you want your
letter to be more formal, use a semi-colon.

2. Write the first paragraph of your letter. This is where you will mention the job for which you are
applying and how you found the job listing. It only needs to be 1 to 2 sentences in length.
3. Write the body paragraphs of your letter. Most cover letters will only have 1 or 2 body paragraphs. You
don't want to overwhelm the hiring manager or use up a great deal of their time.
Make sure to talk about…
Why you are a qualified candidate for the position.
What work experience you have that fits the listed job requirements.
Why you want to work for that company specifically.
What tangible actions and improvements you could make in this role.
4. Write the final paragraph of your letter. This is where you wrap up and discuss how you proceed with
the application. You may emphasize why you would be great in this position. You may also talk about
how you proceed with your application before thanking the manager for their time.
5. Wrapping up the Cover Letter. Reiterate why you are a perfect fit. Sum your qualifications up in one
compact sentence to remind the manager why you are the best person to hire. Discuss what you will do
next. If you plan on following up with the hiring manager in a week or two, include a specific date.
Otherwise, just say that you look forward to interviewing for the position and discussing your
qualifications further. Give your contact information. Include your email address and phone number to
make sure the manager can get in touch with you. Mention any attachments you have included.
Thank the person for their time and consideration. Say something like. “Thank you very much for you
time and I look forward to speaking with you soon.”
6. End your cover letter with a respectful closing statement. “Best” or “Sincerely” are both classic
options. Then, type your full name and affix your signature.

Resume
A résumé or resume is a document used and created by a person to present his/her background, skills, and
accomplishments. Résumés can be used for a variety of reasons, but most often they are used to secure
new employment. A typical résumé contains a "summary" of relevant job experience and education.
The résumé is usually one of the first items, along with a cover letter and sometimes an application for
employment, which a potential employer sees regarding the job seeker and is typically used to screen
applicants, often followed by an interview.

The curriculum vitae (CV) used for employment purposes in the UK (and in other European countries)
is more akin to the résumé—a shorter, summary version of one's education and experience—than to the
longer and more detailed CV that is expected in U.S. academic circles. In South Asian countries such as
India, Pakistan, and Bangladesh, biodata is often used in place of a résumé. In many contexts, a résumé is
typically limited to one or two pages of size A4 or letter-size, highlighting only those experiences and
qualifications thatthe applicant considers most relevant to the desired position. Many résumés contain
keywords or skills that potential employers are looking for via applicant tracking systems. Acronyms and
credentials after the applicant's name should be spelled out fully in the appropriate section of the résumé,
greater chance of being found in a computerized keyword scan.

Résumés may be organized in different ways. The following are some of the more
common résumé formats:
1. Reverse chronological résumé
 A résumé that lists a candidate's job experiences in chronological order,
generally covering the previous 10 to 15 years. Positions are listed with
starting and ending dates. Current positions on a résumé typically list the
starting date to the present.
 This is most commonly used by professionals who are taking
advancements in the same vertical. In using this format, the main body of
the document becomes the Professional Experience section, starting from
the most recent experience and moving chronologically backwards
through a succession of previous experience.
 This works to build credibility through experience gained, while
illustrating career growth over time and filling all gaps in a career
trajectory. A chronological résumé is not recommended to job seekers
with gaps in their career summaries.
2. Functional résumé
 A résumé that lists work experience and skills sorted by skill area or job
function.
 This is used to focus on skills that are specific to the type of position being
sought. This format directly emphasizes specific professional capabilities
and utilizes experience summaries as its primary means of communicating
professional competency.
 This works well for those making a career change, having a varied work
history or with little work experience. A functional résumé is also
preferred for applications to jobs that require very specific skills or clearly
defined personality traits.
 This is a good method for highlighting particular skills or experiences,
especially when those particular skills or experiences may have derived
from a role which was held some time ago.
3. Combination résumé
As the term suggests, this combines the features of the first two kinds of
resume. As such, this highlights job history as well as capabilities.
Although there is no hard and fast rule regarding resume layout or content, the
contents should include the following:
a. Personal Information
b. Educational Qualifications
c. Employment Records
d. Summary of Skills and Abilities
e. Membership/Officership in Professional Organizations
f. Character References
4. Online résumés
The search for employment has become more electronic, Nowadays, it is common for employers to only
accept résumés electronically, either out of practicality or preference. This has changed much about the
manner in which résumés are written, read, and processed. Some career experts are pointing out that
today a paper-based résumé is an exception rather than the rule. Many employers now find candidates'
résumés through search engines, which makes it more important for candidates to use appropriate
keywords when writing a résumé. Larger employers use Applicant Tracking Systems to search, filter, and
manage high volumes of résumés. Job ads may direct applicants to email a résumé to a company or visit
its website and submit a résumé in an electronic format. Many employers, and recruitment agencies
working on their behalf, insist on receiving résumés in a particular file format. One advantage for
employers to online résumés is the significant cost saving compared to traditional hiring methods.
Another is that potential employers no longer have to sort through massive stacks of paper.
5. Infographic, video and website résumés
As the Internet becomes more driven by multimedia, job-seekers have sought to take advantage of the
trend by moving their résumés away from the traditional paper and email media to website résumés or e-
résumés. Video, infographic, and even Vine résumés have gained popularity, though
mainly in the creative and media industries. This trend has attracted criticism from human resources
management professionals, who warn that this may be a passing fad and point out
that multimedia-based résumés may be overlooked by recruiters whose workflow is designed only to
accommodate a traditional résumé format.
Reminders in Writing Resume
1. Do not write the word RESUME in the heading.
2. Arrange the parts of the resume according to your purpose.
3. Keep sentences brief yet informative.
4. Check the contents to avoid errors.
5. Edit you work for clarity of thought and correctness of grammar
6. Avoid the first person pronouns “I, me or my”…
7. Try not to have “character references available upon request”
8. Be emphatic by using more than one font type, but never overuse them.
9. Use appealing font style with readable size.
10. Properly format headings, margin and spacing.
11. Affix your signature to authenticate its content.
12. Include your latest photo.
13. Use high quality paper for printing.

Topic 3: Communication within a Company (The Memorandum)

Memorandum
A memorandum, more commonly known as a memo, is a short message or record used for internal
communication in a business. Once the primary form of internal written communication, memorandums
have declined in use since the introduction of email and other forms of electronic messaging; however,
being able to write clear memos certainly can serve you well in writing internal business
emails, as they often serve the same purpose.
A memorandum may have a format specific to an office or institution. Memos are a great way to
communicate big decisions or policy changes to your employees or colleagues. It’s important that you
take the time to craft a good memo so your message comes across how you want it to. Memos can be
used to quickly communicate with a wide audience something brief but important, such as procedural
changes, price increases, policy additions, meeting schedules, reminders for teams, or summaries of
agreement terms and the like. Memorandum can move horizontally and vertically in a company. Hence,
they are
considered vital means of information dissemination which is very sure to be
received by everyone in the company. Aside from this, they can also be considered written records or
documents of the company. It must be remembered that the key people in the organization, though
they are not mentioned in the memorandum, should be furnished with all important memoranda to keep
them abreast of what is happening in the agency.
A memorandum is usually sent by a person occupying a high position to the subordinates. However, there
are instances when a memorandum is sent to individuals having the sane rank with you, in this case
“Memo for” instead of “Memo to” should be used.
Types of Memorandum
1. Memorandum that requests. This document makes a favor. Because you are asking for something,
you should be courteous and respectful. Do not demand nor dictate. Start immediately with the request
and the reason for it. End your document politely by stating the deadline for such request and the reason
behind the deadline.
2. Memorandum that responds. This used when there is a prior document that needs a response. As
such, you start with a summary of the previous document followed by your responses arranged according
to the order of the original requests. To facilitate this, use boldface headings to emphasize or clarify
groupings. Close politely by making an assurance that you are willing to be of service again.
3. Memorandum that informs. This is used to state, explain, or clarify a policy, issue and others. As
such, it should be concise and clear. To start with, summarize the main idea and explain the reason behind
it if necessary. Close by mentioning the benefits.

Writing Effective Memos

An effective memo, wrote Barbara Diggs-Brown, is "short, concise, highly organized, and never late. It
should anticipate and answer all questions that a reader might have. It never provides unnecessary or
confusing information." ("The PR Styleguide," 2013) .Be clear, be focused, be brief yet complete. Take a
professional tone and write as if the world could read it—that is, do not include any information that is
too sensitive for everyone to see, especially in this age of "click and forward" copy and paste age.
Format
Start with the basics: to whom the article is addressed, the date, and the subject line. Start the body of the
memo with a clear purpose, state what you need the readers to know, and conclude with what you need
readers to do, if necessary. Remember that employees may just skim the memo upon receipt, so use short
paragraphs, subheads, and where you can, use lists. These are "points of entry" for the eye so the reader
can refer back easily to the part of the memo that he or she needs.
Writing the Heading of the Memo
1. Type “MEMORANDUM” at the top of the page. State that this document is a
memorandum at the outset. Label the page “MEMORANDUM” 1.5 inches (3.8 cm) from the top of the
page. Put the word in bold on the first line. You can either center it on this line or left-align it. You might
also choose to make the font larger for this word. *Double space between this line and the next line of the
heading.
2. Address the recipient appropriately. A memo is a formal business communication, and you should
address the reader formally as well. Use a full name and title of the person to whom you are sending the
memo. *If you are sending a memo to the entire staff, you might write: “TO: All Employees.”
3. Add additional recipients in the CC line. The “CC” line indicates who will receive a “Courtesy
Copy” of the memo. This is not the person to whom the memo is directed. Rather, this is someone who
may need to stay informed about policies or issues that you’re addressing in the memo.
4. Write your name in the “From” line. The heading needs to include who is writing and sending the
memo. Your full name and job title go in this line.
5. Include the date. Write the complete date, spelling out the month and including the date and year. For
example, write: “DATE: January 31, 2019” or “DATE: 31 January 2019.”
6. Choose a specific phrase for the subject line. The subject line gives the reader an idea of what the
memo is about. Be specific but concise.
7. Format the heading properly. The heading should be at the top of the page, to the left-hand side of
the page. Capitalize the words “TO:”, “FROM:”, “DATE:”, and “SUBJECT:”
A sample heading would look like:
TO: Name ad Job title of the recipient
FROM: You name and job title
DATE: Complete date when the memo was written
SUBJECT: (or RE:) What the memo is about (highlighted in some way)
*When constructing the heading, be sure to double space between sections and
align the text. *You may choose to add a line below the heading that goes all the way across the
page. This will separate the heading from the body of the memo.
Writing the Body of the Memo
1. Consider who the audience should be. In order to get people to read and respond to the memo, it’s
important to tailor the tone, length, and level of formality of the memo to the audience who will be
reading it. Doing this effectively requires that you have a good idea of who the memo is intended for.
2. Skip a formal salutation. A memo does not begin with a salutation like “Dear Mr. de la Cruz.”
Instead, dive right into your opening segment that introduces the matter you’re discussing in the memo.
3. Introduce the problem or issue in the first paragraph. Briefly give them the context behind the
action you wish them to take. This is somewhat like a thesis statement, which introduces the topic and
states why it matters. You might also consider the introduction as an abstract, or a summary of the entire
memo. As a general guideline, the opening should take up about one paragraph.
5. Give context for the issue at hand. Your reader may need some background information about the
issue you’re addressing. Give some context, but be brief and only state what is necessary.
6. Support your course of action in the discussion segment. Give a short summary of the actions that
will be implemented. Give evidence and logical reasons for the solutions you propose. Start with the most
important information, then move to specific or supporting facts. State how the readers will benefit from
taking the action you recommend, or be disadvantaged through lack of action.
7. Suggest the actions that the reader should take. A memo is a call for action on a particular issue,
whether it is an announcement about a new company product, new policies regarding expense reports, or
a statement about how the company is addressing a problem. Restate the action that the reader should take
in the closing paragraph or sentence.
8. Close the memo with a positive and warm summary. The memo’s final paragraph should restate the
next steps to address the issue at hand. It should also include a warm note that reiterates the solidarity of
the organization.

Topic 4: The JOB Interview

A job interview is a conversation between an applicant and a representative of an employer to assess
whether the applicant should be hired. It is one of the most popularly used devices for the selection of an
employee. Interviews depend on the extent to which the questions are structured, from an unstructured
and free-wheeling conversation, to a structured interview in which an applicant is asked a pre-arranged
list of questions in a specified order. Structured interviews are usually more accurate predictors of which
applicants will make suitable employees, according to research studies. A job interview typically precedes
the hiring decision. The interview is usually preceded by the appraisal of submitted résumés from
interested applicants, possibly by examining job applications or reading many resumes. Next, after this
screening, a small number of candidates for interviews is selected. An increasingly common initial
interview approach is the telephone interview. This is especially common when the candidates do not live
near the employer and has the advantage of keeping costs low for both sides. Since 2003, interviews
have been held through video conferencing software, such as Skype. Once all candidates have been
interviewed, the employer typically selects the most desirable candidate(s) and begins the negotiation of a
job offer.
Job Interview Tips
You never get a second chance to make a great first impression during your job interview, so knowing
how to prepare for a job interview and having a wellprepared plan is vitally important to increase your
chances of landing that dream job. Interview preparation is the key to success and a well-polished
presentation can give you an edge over others whose credentials might just be better than yours.
 Read and review the job description
Read and review the job description very thoroughly and be sure to align your competencies with the
skills required for the job. You will consequently ready yourself for questions around your previous
experiences, performing similar duties in other organizations.
 Research the Company
Organizations look to hire people with similar values to those of the company culture. Researching the
company before an interview will give you an insight into the organization's future goals and plans and
being able to discuss these points will make you seem like a long-term investment to your future
employer. Research on the company’s financials, culture, executive team, and competitors.
 What to Wear in a Job Interview
Wearing the right clothes to the interview won’t get you the job, but wearing the
wrong clothes will drop any chances of impressing the interviewer. There is one
rule that stands above all. Dress professionally, a business attire that is appropriate
for the role while still making sure you feel comfortable.
 Plan your Journey to the Job Interview
Consider how you get there during the interview. A failure to plan is a plan to fail.
Prepare all the things you need a night before the interview. Make sure you arrive
on time. Ensure this by knowing the address and if you can, have a trial run a
couple of days before. Go to bed early the night before and wake up early to give
yourself plenty of time.
 How to Act in an Interview
Whether you get offered the job depends largely on how you perform during the
interview, so it is imperative to make a great first impression on your hiring
manager. It's not just what you do, it's also what you say, and how you say it.

Read the job interview tips below.

Do’s and Don'ts in a Job Interview
What Should you Do:
Dress to impress - clean, ironed and presentable clothes.
Make eye contact, and begin with a strong handshake.
Sit still, with your feet firmly on the ground.
Remember your CV details particularly the experience most relevant tothe role you're interviewing for.
Make a note of your questions.

What should you not Do:

Turn up late to the interview.
Dress inappropriately or sloppily.
Smoke before your interview.
Volunteer your weaknesses or your shortfalls unless asked directly.
Criticize your current or previous employer.

Common Job Interview Questions

The most important part of preparing for an interview is practicing how to answer interview questions
you might be asked on the day. Knowing the most common types of job interview questions is an
advantage - that way, you can craft your answers well in advance, and feel confident in your responses
when the pressure is on.
Below is a list of common interview questions that help you prepare for your job interview in the
next years.
Personal Qualities
Interviewers will ask questions about you to gain insight into your personality and
to determine whether you're a fit for both the job and the company.
Tell me about yourself.
What is your greatest strength/weakness?
Tell me about something that's not on your resume.
Do you consider yourself successful? Why?
How do you handle stress and pressure?
Your Previous Job

Employers almost always ask about why you left, or why you are leaving your current job. Be prepared
with an explanation for why you're moving on. Do make sure the reasons you give match what past
employers will say about you if they are contacted for a reference.
Why do you want to change jobs?
Why were you fired/laid-off?
Why did you quit your job?
Why did you resign?
Why have you been out of work so long?
Compensation
Some of the hardest questions to answer during a job interview are about compensation. Here's what you
will be asked. Questions about salary can be tricky to answer, and, in some locations, employers aren't
allowed to ask about your salary history.
What were your starting and final levels of compensation?
What are your salary expectations?
What are your salary requirements?
Why would you take a job for less money?

Academic Qualifications and Preparation

The most important thing for interviewers to determine is whether you're qualified for the job. Here's
what they will ask to find out. When responding, be specific.
Are you overqualified for this job? Why?
Tell me about your educational background.
What can you do better for us than the other candidates for the job?
What part of the job will be the least/most challenging for you?
What philosophy guides your work?

Job Performance
How you performed in previous tasks can indicate how you will perform in the job for which you're
applying. Be prepared to answer questions about what you did well - and what you didn't. As with
questions about qualifications, be sure to relate your performance to the employer's requirements.
What do people most often criticize about you?
What problems have you encountered at work?
Why weren't you promoted at your last job?
Tell me about something you would have done differently at work.
If the people who know you were asked why you should be hired, what
would they say?

Work History
Is your work history stable, or do you have any gaps in your employment history that the company should
be concerned about? If not, prepare to answer questions about what you were doing when you weren't in
the workforce.
What were your expectations for the job and to what extent were they
met?
What were your responsibilities?
What major challenges and problems did you face? How did you handle
them?
What did you like or dislike about your previous job?
What was the biggest accomplishment/failure in this position?

Management and Teamwork

Do you work well with others? Do you prefer to work in a solitary environment or as part of a team? Your
work style, and how you get along with others, including co-workers, managers, and customers or clients
is important to all employers.
Here are some questions employers ask about getting along at work.
Describe your ideal boss/manager.
What do you expect from a supervisor?
Have you ever had difficulty working with a manager?
Describe how you managed a problem employee.
Do you prefer to work independently or on a team?
Outstanding Characteristics
Why should you be hired over the other applicants? What makes you the best candidate for the job?
Here's when you'll have the opportunity to make a case for getting a job offer, and the chance to sell
yourself to the interviewer.
Why should we hire you?
Why shouldn't we hire you?
What can you contribute to this company?

Knowledge on the New Job and the Company

What do you know about the company, why do you want the job, and what would you do if you were to
be hired, are just some of the questions you'll be asked about the position and employer. Take the time to
research the employer prior to the interview, so that you can ask informed questions about the job and
company.
How is our company better than your current employer?
What interests you about this job?
What do you know about this company?
Why do you want to work here?
What challenges are you looking for in a position?

Summary
Workplace communication is the process of exchanging information and ideas, verbally and non-
verbally within an organization. One who has a communication skill will help one get hired, land
promotions, and be a success throughout his/her career. Good communication in the workplace is an
integral element to business success. A résumé and a cover letter are documents used and created by an
applicant to present his/her background, skills, and accomplishments and highlights his/her most relevant
qualifications in order to get hired in a company. A memorandum is a short message or record used for
internal communication in an agency or a company. A memorandum basically informs, requests, and
responds. A job interview is a conversation between an applicant and a representative of an employer to
assess whether the applicant should be hired. One has to prepare for it because it gives one an edge over
others whose credentials might just be better than yours.

Unit 7: Communication for Academic Purposes

Topic 1. Research: Meaning, Characteristics, Values of Research to Mankind and Classification of

Research
Doing research is not a mean thing. It is a rigorous activity which requires your understanding,
interpretation, note taking strategies, paraphrasing and summary skills. It is even thought as frightening
and paralyzing activity but with the help of your professors, who will serve as your research coaches, you
will feel more comfortable and be more engaged in producing research paper. In this lesson, you will
learn the basics of research. You will be acquainted with the meaning, relevance and purpose,
characteristics and kinds of research. Ultimately, you will learn how to craft a publishable academic
paper.

What is Research?
Experts defined research in different perspectives. Their own definition is based on their own field of
specialization and interest. However, their definitions are geared to the basic meaning of research which is
applied in any field of study. The following experts define research as follows: According to Adanza,
Bermudo, Rasonable (2009), research is looking for answers to a query using the most logical and valid
methods. Baac (2008), discoursed that researched is the process by which the collection and analysis of
data to generate a theory or test a theory is done systematically. On the other hand, Calmorin (2007)
defines research as the scientific investigation of phenomena which includes collection, presentation,
analysis and interpretation of facts that link an individuals’ speculation with reality. Moreover,
Dejillas(2000) expresses that research is a systematic and scientific way of investigating a problem with
the view of understanding it and finding solutions to it. Lastly, Mugo(2000), states that research is a
careful or diligent search, studious inquiry or examination especially investigation or experimentation
aimed at the discovery or interpretation of facts, revision of accepted theories or laws in the light of new
facts or practical application of such new or revised theories or laws. It can also be the collection of
information about a particular subject.
Characteristics of Research
According to Calmorin(2007), research has the following characteristics.
1. Empirical- research is based on direct experience or observation by the researcher.
2. Logical- Research is based on valid procedures and principles.
3. Cyclical- Research is a cyclical process because it starts with a problem and ends with a problem.
4. Analytical- Research utilizes proven analytical procedures in gathering the data, whether historical,
descriptive, experimental or case study.
5. Critical- Research exhibits careful and precise judgment.
6. Methodical- Research is conducted in methodical manner without bias using systematic method and
procedures.
7. Replicable- The research design and procedures are replicated or repeated to enable the researcher to
arrive at valid and conclusive results.
Moreover, other characteristics of research were stressed as follows:
1. Research originates with a question or a problem.
2. Research requires a clear articulation of a goal.
3. Research follows a specific plan of procedure.
4. Research usually divides the principal problem into more manageable sub-problems.
5. Research is guided by a specific research problem, question or hypothesis.
6. Research accepts certain critical assumptions.
7. Research requires the collection and interpretation of data in attempting
to resolve the problem that initiated the research.

Values of Research to Man

Research is said to affect people’s lives and endeavor. Calmorin (2007) listed the following values of
research to man.
1. Research improves quality of life.
2. Research improves instruction.
3. Research improves students’ achievement.
4. Research improves teachers’ competence.
5. Research satisfies man’s needs.
6. Research reduces the burden of work.
7. Research improves the exportation of food products.
8. Research responds to the economic recovery and austerity measure of
the country.
9. Research trains graduates to become responsive to the economic
development of the country and compete globally.

Kinds of Research
There are three kinds of research according to Adanza, Bermudo, Resonable (2009):
Basic Research deals with the processes of objects and things, or information about different topics with
no concern for a direct pay-off.
Applied Research probes into the unknown using directly the results to a
current problem.
Empirical Research is more specific than basic research, but implies its
nature from the use of data, whether quantitative or qualitative.

Classification of Research
Research can be classified as follows:
Evaluation Research. This is concerned with the application of theories and facts in evaluating the
relative worth of two or more possible alternatives or decisions.
Research and Development. This research is concerned with the application of existing theories or body
of knowledge in developing new products, systems or procedures.
Action Research. This is concerned with the application of existing theories in the conceptualization of a
possible alternative solution to an existing problem situation.
Library Research. Research is conducted in the library. Data needed to solve the research problems are
available in the library.
Field Study. Research is conducted in the natural setting.
Laboratory Research. Research is conducted in artificial or controlled conditions by isolating the study.

Topic 3: Parts of a Research Paper

Writing a research paper (or a research proposal) can be compared to being a lawyer in a court case. If
you were the lawyer, you would state your case (define your topic), search for evidence (find your
sources), present evidence (reveal findings), and make closing arguments (discuss conclusions). Although
you may believe that your client is guilty or innocent, the jury would not be interested in your opinions,
but in the evidence you present and in the clear and logical manner in which you make your case. In the
same way, you must objectively address your research topic as if you are the lawyer making a case for a
jury.
A researcher must familiarize himself/herself on the different parts of a research to facilitate easier writing
of its parts. They are as follows:
Title
The title of a research paper is much more important than you may think. Many
more people read research titles than actually read the paper. The title has to do
two things:
 accurately describe what the paper is about
 make the reader want to read the paper
People often ask, "Why the titles of research are documents so LONG? Two
reasons:
1. Researchers want people to read their papers! A vague title will not catch the reader's' interest and make
them want to read more.
2. Scholars search databases (even Google is a database!) using key words. The more relevant words in
the title make it more likely that others will find the document in a search.
Abstract
Abstracts should be about 250 words long. Even though it comes first in your paper, it should be written
last. It is a concise summary of your study. It is not an introduction to your paper.

INTRODUCTION
The introduction should include a statement of the research problem. This section expands on the
research question you hope to answer in your study. It should also present a tentative answer to that
question—what you hope or expect to find. It should also include your rationale. The rationale deals with
how you have arrived at the conclusion that this research should be undertaken. What was your line of
reasoning? Why is it important to do this research, as a statement of logic rather than a statement of
belief? This section points out the practical relevance of the problem, states what the given state of affairs
is currently and what is unsatisfactory about it.

Statement of the Problem

A statement of the purpose of the investigation and the specific problems you are trying to answer.
It should include a statement of relevance to felt needs, its potential contribution to new knowledge ,
policy implications and other possible uses of the results.

Significance of the Study

This part presents the contributions of the study in relation to: solving a problem, bridging knowledge
gap, improving social, health, and economic conditions, etc.

Scope and Delimitation of the Study

This should include the specific scope of the problem, the nature of any subject treated, and their number.
The scope is expected to indicate a reasonable area of study which is large enough to permit careful
treatment.
These are the parameters that you put on your study to limit the scope. If you study is about trombone
students, for example, you can't study all of them. So, you place limits on your study: only trombone
players who are in the 6th grade in two middle schools in Ohio. These are not the same as 'limitations.'
Limitations are factors beyond the control of the research. Delimitations are restrictions
purposely placed on the study by the researcher. Delimitations may include:
 what you are not doing (and why)
 literature you will not review (and why)
 a population you are not studying (and why)
 the procedures and methods you are not using (and why)
After you have set your delimitations, then don't think outside the box!
METHODOLOGY
This section in the research manuscript should also specify the research design, the respondents of the
study, the research instrument, and the data gathering procedure, the data analysis and the statistical
treatment.
Research Design
This section describes in sufficient detail the most appropriate design that is applicable to the study. It also
describes the method of gathering the data, methods for observations and interpretations, modifications
and statistical methods used.
The following must be kept in mind in writing this section:
 Must be written in the past tense.
 Must not be written as though it were directions in a
laboratory manual.
Methods of data collection
1. tests
2. experiments
3. surveys
4. questionnaires
5. observation
6. interviews
7. document review
Respondents of the Study
This part explains HOW and WHERE, HOW MANY are the respondents taken.
Research Instruments
This describes the research/ data gathering instruments used, e.g. questionnaire, test, interview, checklist
or rating scale.
Data Gathering Procedure
This part describes the procedure/process of obtaining the needed data.

Statistical Treatment and Data Analysis

This part describes how the gathered data were analyzed. It also describes the statistical tool/s and
formula/e used to answer the research questions of the study.
RESULTS AND DISCUSSION
This chapter presents the results, analysis and interpretation of data. All specific questions under
statement of the problem are answered.
REFERENCES
The reference list must include full reference documentation for all articles and texts mentioned in the
study. All references should be listed alphabetically and formatted according to the American
Psychological Association’s style ofcitation.
Why cite sources?
When information is barrowed from others, you must give them credit. Citing sources accomplishes the
following:
 provides a way to give proper credit to the sources used in writing the
paper
 enables the reader to find the information for themselves
 adds credibility and provides strength for your arguments
When to cite sources?
Credit must be given whenever:
 quoting from a source (copying for the source word for word)
 summarizing or rephrasing information from a source into one’s own
words
How to cite sources?
APA Style requires 2 elements:
1. IN-TEXT REFERENCES
 Located in the text of the paper
 Tells the reader what information was barrowed and where it came
from
2. A LIST OF REFERENCES
 Located at the end of the paper
 Tells the reader what sources were used to write the paper and
provides complete information about the sources. The in-text references and list of references work
together to give complete credit to the sources that are used in writing the paper. The in-text reference in
the paper should correspond with the beginning of the citation in the list of references.
APA style requires brief references in the text of the paper and complete
reference information at the end of the paper. Below are some general guidelines:
IN-TEXT REFERENCES
An in-text reference is generally given in one of two ways:
For rephrased information (information put into your own words)
Use author’s surname followed immediately by the copyright year
in brackets within the sentence
OR
Provide the author’s surname and copyright year in brackets at the
end of the sentence before the period.
For quoted information (information copied word for word):
Use the author’s surname followed immediately by the copyright
year in brackets and the page from which the information was
copied in brackets at the end of the sentence
OR
Provide the author’s surname, copyright year, and page in brackets
at the end of the sentence before the period
REFERENCES
The list of sources is titled “References” and is located at the end of the paper
on a new page.
 Alphabetize entries by the first word of the entry
 Entries are double spaced and the second line of the entry is hanging
indent of a ½ inch
 Use only initials for the first and middle names even if the full name is
given.
 In titles of books and articles, capitalize only the first word of the title,
the first word following a colon or dash, and all proper nouns
 In titles of periodicals, capitalize all significant words
 Italicize the titles of books and periodicals
 One space after all punctuation
 List only works that were referenced in the text of the paper (except
personal communications)
Sample of references written in APA Style
Gee, J.P. (2014). An introduction to discourse analysis: Theory and Method: Routledge. Ivkovic, D., &
Lotherington,H. (2009). Multilingualism in cyberspace: Conceptualising the virtual linguistic landscape.

International Journal of Multilingualism, 6(1),17-36). List of Higher Education Institutions. (n.d.)

Retrieved August 20, 2017
from ched.gov.ph/list-higher-education-institutions.