ISCOF Purposive Communication Module

ILOILO STATE COLLEGE OF FISHERIES-SAN ENRIQUE CAMPUS 1
College of Agriculture
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PURPOSIVE
COMMUNICATION
INSTR. RUSSEL M.
YAMIT
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INSTRUCTIONAL MODULE IN PURPOSIVE COMMUNICATION
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ILOILO STATE COLLEGE OF FISHERIES SYSTEM

MANDATE, VISION, MISSION & CORE VALUES
MANDATE
To provide advanced education, higher technological, professional instruction and
training in fisheries technology, arts and sciences, education, industrial technology,
engineering, aquaculture, seaweed farming, and other related field of study and as
may be relevant to national development. It shall also undertake research, extension
services and production activities in support of the development of the Province of
Iloilo and provide progressive leadership in its areas of specialization.
VISION
ISCOF as a premier academic institution in Southeast Asia.
MISSION
To upgrade quality education, generate jobs, and alleviate poverty through excellent
academic programs. https://
CORE VALUES www.iscof.edu.ph/
F-ortitude
I-ntegrity
S-cholarship
H-umanity
E-xcellence
S-ervice
INSTITUTIONAL GOALS
A. Quality Instruction
B. Relevance and Responsiveness
C. Access and Equity
D. Human Resource Development
E. Linkages and Infrastructure Development
INSTITUTIONAL OBJECTIVES
The Objectives are to:
a. Produce quality graduates who will contribute to the advancement of their
chosen field;
b. Conduct viable researches, develop and disseminate technologies, and
provide technical assistance to the community for an increased production;
c. Offer courses that are responsive to the needs of the community and
industries for national development;
d. Promote self- employment and entrepreneurship;
e. Strengthen opportunities for student scholarships and access to quality
education;
f. Promote faculty and staff development;
g. Strengthen and develop linkages with other agencies or institutions to achieve
both in the national and international levels;
h. Improve facilities and structures that will efficiently and effectively carry
out quality instruction, research and development, extension and production.
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SUG-ALAW
Koon nanda ya English perti kono kabudlay. Muda nga waay
sanda nagbool ka korso nga BSED major in English. But to
be frank in my thoughts and in my words, kina’nlan gid naton
nga tun-an ya English nga pulong. Insa kono haw? Una,
English aton nga national language pareho ka Filipino (Indi it
Tagalog ha? Filipino.) Ti karon kon indi naton paghanason
ya aton nga kaugalingon sa moda nga pulong, basi
malipatan don naton daa nga gamiton kag sa urihi mapatay
dulang daa kag indi dugid kita kamaan maghambal (Indi
lang daad mag-abot sa point nga daa.) Ikaduha, kilala kita
nga mga Pinoy sa abroad nga maaram sa English halin
karang una nga tyempo, ti ano dulang kon indi naton daya
mamentinar. Kag base sa statistics karang ligad nga toig
nagnobo ya level ka aton nga proficiency sa English. So,
dapat mastrive gid kita nga pataason day-a kag para nga mapadayon naton ya bansag ka
iban nga pungsod kanaton. Ikatatlo, ya aton nga ikasangkol indi lang it asta diya sa Pilipinas
kundi nga asta man sa guwa. Mangita kamo ka obra, kun may oportunidad basi makapa-
Amerika kamo, China, South Korea, Canada, Europe, Saudi Arabia. Ya English kinahanglan
nio gid nga gamiton hay para nga maka-istoryahanay kag mag-intindihanay kamo ka iban
nga tawo. Bisan diya pa abi sa solod ka Pilipinas, may edge okon labaw gd tana ya
aplikante nga kamaan mag-English. So, muda lang abi ya mga lantawon ta nga rason,
kinahanglan gid naton nga magtoon ka English kag maghanas ka aton kaugalingon kon
paano mag-gamit.
Sa aton nga sabjek nga Purposive Communication, tinguhaan naton nga hanason ya
inyo nga abilidad kag ikasangkol sa paggamit ka pulong nga English.
Sa module nga daya, may mga lain-lain nga parte nga nagabug-os para nga
matigayon ya inyo nga pagtoon kag paghanas sa inyo nga English skills. Una nga parte amo
ya YOUR OBJECTIVES. Sa amo dya nga parte ginahambal ya inyo nga learning
objectives. Ikaduha, TO BEGIN kon sa diin ginapakilala ya isa ka chapter pareho ka
introduction. Ikatatlo amo ya KNOW THIS. Diya gina-discuss ya mayor nga mga topics.
Ikaapat nga parte ya HAVE A STRETCH kon sa diin ginataw-an kamo ka urubrahon para sa
isa ka topic. Sunod amo ya FULL PACK nga nagaplastar ka mayor nga mga impormasyon
kag ideya nga gin-discuss sa kada topic. THINK ABOUT THIS ya parte nga nagapresentar
ka mga critical thinking questions. Pang-urihi ya ENRICH YOURSELF. Diya ginatao ya
pangkabilogan nga urubrahon sa isa ka unit.
Kon handa kadon sa pag-umpisa sa paghanas sa kaugalingon mo, ipreparar ya imo
nga kaugalingon hay maboligay kita tanan sa aton nga mga urubrahon sa sabjek nga dya.
Indi it pang-individual ya mga learning tasks ninyo sa sabjek naton kundi nga kinahanglan
nga mag-istorya, mag-baylohanay ka ideya kag mag-interact kamo sa isa kag isa. Para sa
mga topics nga tun-an ninyo sa sabjek nga dya, pwede nyo malantaw ya course outline sa
syllabus nga nakaplastar sa sunod nga page.
Kabay nga mangin mabinungahon ya inyo nga pagpaninguha sa sabjek nga dya.
Magbuligay kita!
INSTR. RUSSEL M. YAMIT
Course Instructor
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Course No.: GE XXXXX
Descriptive Title: Purposive Communication
Credit: 3 Units Lecture
Prerequisite:
Course Description: Purposive Communication is about writing, speaking, and
presenting to different audiences and for various purposes. (CMO 20 s. 2013)
Purposive Communication is a three-unit course that develops students’ communicative

competence and enhances the cultural and intercultural awareness through multimodal
tasks that provide them opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. It 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 compose and produce
relevant oral. written, audio-visual and/or web-based output for various purposes
Course Intended Learning Outcomes: At the end of the course, a student must have:
1. Describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural contexts
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptive (listening. reading, viewing)
skills,
5. Summarize the principles of academic text structure
6. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers
7. Create clear, coherent, and effective communication materials
8. Present ideas persuasively using appropriate language registers. tone, facial
expressions, and gestures
9. Write and present academic papers using appropriate tone, style, conventions, and
reference styles
10. Adopt cultural and intercultural awareness and sensitivity in communication of ideas
11. Appreciate the differences of the varieties of spoken and written language
12. Adopt awareness of audience and context in presenting ideas
13. Appreciate the impact of communication on society and the world
Course Content:
CHAPTER 1 Introduction to Communication
UNIT 1 Communication Process, Principles, Elements and Ethics
Lesson 1 Communication as a Process
Lesson 2 Elements of Communication
Sender
Message
Channel
Receiver
Feedback
Noise
Lesson 3 Principles of Communication
Sender
Delivery
Receiver
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Message
Feedback
Channel
Lesson 4 Purposive Communication
Lesson 5 Ethics in Communication
UNIT 2 Nonverbal Communication
Lesson 1 Nonverbal communication
Lesson 2 Nonverbal Codes
Kinesics
Proxemics
Physical Attraction
Chronemics
Haptics
Objectics
Lesson 3 Principles of Nonverbal Communication
UNIT 3 Listening
Lesson 1 Listening as a Process
Lesson 2 Types of Listening
Lesson 3 Barriers to Listening
Noise
Perception of Others
Yourself
UNIT4 Communicative Competence
Lesson 1 Communicative Competence
CHAPTER 2 Globalization and Communication
Lesson 1 Globalization
Lesson 2 Drivers of Globalization
CHAPTER 3 Cultural Communication
Lesson 1 Local and Global Communication in Multicultural Setting
Lesson 2 Subcultures and Communication Differences
Lesson 3 Reaction to Cultural Communication Encounters
Lesson 4 Strategies for Improving Cultural Communication
CHAPTER 4 Public Communication
Lesson 1 Four Modes of Delivery
Read Speech
Manuscript
Extemporaneous
Impromptu
Lesson 2 Vocal and Bodily Aspects of Delivery
Lesson 3 Visual Resources
CHAPTER 5 Research Communication
Lesson 1 Research as a Process
Lesson 2 Parts of a Research Paper
Lesson 3 Citing the Source
Lesson 4 Writing References
Lesson 5 Ethics in Research
CHAPTER 6 Communication in Workplace
Lesson 1 Workplace Communication
Lesson 2 Writing Formal Business Letters
Application Letter
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Resume
Lesson 3 The Job Interview
Lesson 4 Writing the Minutes of a Meeting
Grading System
Class Standing 70%
Quizzes - 30%
Class Participation - 30%
Learning Contract/Written/Oral Outputs - 40%
Midterm/Final Exam - 30%
Midterm Grade or Tentative Final Grade = 2/3 (Class Standing) + 1/3 Midterm Exam
Final Grade = Midterm Grade + Tentative Final Grade

2
Requirements:
1. Major Exam (Midterm & Final)
2. Individual and Group Activities and Outputs
3. Course Output 1 (Research Paper)
4. Course Output 2 (Resume & Application Letter)
5. Job Interview
Please provide a notebook for you to write your answers. Compact Disc (CD) could be
required for video/audio recorded outputs. Portfolio/Clear book might also be provided id
necessary in a particular activity.
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TABLE OF CONTENTS
CHAPTER 1 Introduction to Communication

UNIT 1
Communication Process, Principles, Elements and Ethics
Lesson 1 Communication as a Process 1
Lesson 2 Elements of Communication 2
• Sender
• Message
• Channel
• Receiver
• Feedback
• Noise
Lesson 3 Principles of Communication 3
• Sender
• Delivery
• Receiver
• Message
• Feedback
• Channel
Lesson 4 Purposive Communication 4
Lesson 5 Ethics in Communication 6
UNIT 2 Nonverbal Communication
Lesson 1 Nonverbal communication 7
Lesson 2 Nonverbal Codes 8
• Kinesics
• Proxemics
• Physical Attraction
• Chronemics
• Haptics
• Objectics
Lesson 3 Principles of Nonverbal Communication 9
UNIT 3 Listening
Lesson 1 Listening as a Process 9
Lesson 2 Types of Listening 10
Lesson 3 Barriers to Listening 11
• Noise
• Perception of Others
• Yourself
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UNIT Communicative Competence
Lesson 1 Communicative Competence 12
CHAPTER 2 Globalization and Communication
Lesson 1 Globalization 13
Lesson 2 Drivers of Globalization 14
CHAPTER 6 Cultural Communications
Lesson 1 Local and Global Communication in Multicultural Setting 15
Lesson 2 Subcultures and Communication Differences 16
Lesson 3 Reaction to Cultural Communication Encounters 17
Lesson 4 Strategies for Improving Cultural Communication18
CHAPTER 7 Public Communications
Lesson 1 Four Modes of Delivery 20
• Read Speech
• Manuscript
• Extemporaneous
• Impromptu
Lesson 2 Vocal and Bodily Aspects of Delivery 21
Lesson 3 Visual Resources 22
CHAPTER 8 Research Communications
Lesson 1 Research as a Process 22
Lesson 2 Parts of a Research Paper 23
Lesson 3 Citing the Source 24
Lesson 4 Writing References 25
Lesson 5 Ethics in Research 26
CHAPTER 9 Communications in Workplace
Lesson 1 Workplace Communication 27
Lesson 2 Writing Formal Business Letters 28
• Application Letter
• Resume
Lesson 3 The Job Interview 29
Lesson 4 Writing the Minutes of a Meeting 30
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CHAPTER 1
INTRODUCTION TO
COMMUNICATION
At the end of this chapter, you must have:

 Defined communication as a process;
 Understood the function of each element in
relation to the entire communication process;
 Used the communication principles in a
contrived communication situation;
 Defined and differentiated purposive communication from other types of
communication;
 Recognized the different context where a communication process may happen; and
 Understood the role and value of ethics in communication.
TO BEGIN
Communication is a complex process of encoding and decoding meaning from
symbols both verbal and nonverbal. As a process it must be understood that there are
elements and principles involved in order for it to happen. In this chapter, let us learn the
elements of communication and the principles that must be observed when communicating
in order for us to be successful in our day-to-day exchanges and interactions with a variety
of audiences. Specifically, we will be introduced to purposive communication as a type of
communication.
KNOW THIS
LESSON 1 COMMUNICATION AS A PROCESS
Time Frame: 30 minutes on Day 1, Week 2
At the starting point of our flight in this course, let us understand first the term that
we will be dealing from the beginning until the end of this module—the word
communication.
It is a complex process of encoding and decoding meaning from symbols both verbal
and nonverbal. It could be defined from a simple one into a more sophisticated view. As such
it could be related to simple conversation and talking between or among persons or
communicators, or a process where the sender encodes the message in the form of symbols
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or codes (both verbal and nonverbal) and pass through a channel or medium until it reaches
the receiver who decodes the message taking into account the language and meaning of
codes/symbols and create a feedback for clarifications and revisions.
Throughout the process, both interlocutors/communicators (the persons participating
in the process) are exchanging, sharing and providing ideas, feelings/emotions, facts and
knowledge to one another.
It is both an active and passive process. Active in the sense that it sometimes requires
both participants to interestingly exchange ideas and insights in order to make it successful
or both participants may just listen to the other who is speaking and will just show a
reaction, or the process is already terminated where the participants have lost the purpose or
goal in communicating. Even when one is not consciously making an effort to converse or
interact with the other, it is still an act of communication. Hence, communication has no
definite end.
Thus, studying communication equips us the knowledge and understanding that it is
an inevitable human activity and hopefully makes us responsible participants in different
communication situation that we may encounter. Having the skill to communicate and of the
communicator/participant means that we must achieve common understanding that will
result into a successful communication.
HAVE A STRETCH
1. Write your own meaning of communication as a process.
2. Choose five words from the word cloud that could best describe
communication and explain each.
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KNOW THIS
LESSON 2 ELEMENTS OF COMMUNICATION
So let us recognize now the elements that are necessary in order for the
communication process to take place.
Sender. He or she is the one who creates or encodes the message in his or her
preferred form.
Message. This could be in a form of an idea, information, insight, feeling/emotion
that the sender wants to communicate to the receiver.
Channel. This is where the message passes through going to the receiver. There are
varied types of channels in communication. Traditional channels are those that were used
since the early times such as the telephone, radio, television, books, journals, etc. Popular
channels are those that are used in the contemporary era such as the smartphones, tablets,
laptop, computers, etc. Channel is also referred to as medium or media.
Receiver. The receiver is the one who decodes or interprets the meaning of the
symbols or codes sent by the sender.
Feedback. This element is usually a reaction of the receiver going back to the sender
in order to clarify or revise something based on what receiver had received.
Noise. This is sometimes generally called barriers which refer to elements and entities
that hinders or intervene in the successful transmission of the message.
HAVE A STRETCH
Direction: Create a short conversation using the cartoon below in English/Filipino/Hiligaynon
language that reflects the various elements of communication. Then, identify the elements
from the conversation you have created.
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KNOW THIS
LESSON 3 MODELS OF COMMUNICATION
Time Frame: 1 hour on Day 2, Week 2
The transmission model of

communication describes communication as
a linear, one-way process in which a
sender intentionally transmits a message to a
receiver (Ellis & McClintock, 1990). This model
focuses on the sender and message within a
communication encounter. Although the
receiver is included in the model, this role is
viewed as more of a target or end point rather
than part of an ongoing process. We are left to
presume that the receiver either successfully
receives and understands the message or does not.
Since this model is sender and message focused, responsibility is put on the sender
model emphasizes clarity
to help ensure the message is successfully conveyed. This
and effectiveness, but it also acknowledges that there are barriers to
effective communication. Noise is anything that interferes with a message being sent
between participants in a communication encounter. Even if a speaker sends a clear
message, noise may interfere with a message being accurately received and decoded. The
transmission model of communication accounts for environmental and
semantic noise. Environmental noise is any physical noise present in a communication
encounter. Other people talking in a crowded diner could interfere with your ability to
transmit a message and have it successfully decoded. While environmental noise interferes
semantic noise refers to noise that occurs
with the transmission of the message,
in the encoding and decoding process when participants do not
understand a symbol. Semantic noise can also interfere in communication between
people speaking the same language because many words have multiple or unfamiliar
meanings.
interaction model of
The
communication describes communication
as a process in which participants alternate
positions as sender and receiver and
generate meaning by sending messages and
receiving feedback within physical and
psychological contexts (Schramm, 1997).
Rather than illustrating communication as a
linear, one-way process, the interaction model
incorporates feedback, which makes
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communication a more interactive, two-way process. Feedback includes messages sent
in response to other messages. The inclusion of a feedback loop also leads to a more
complex understanding of the roles of participants in a communication encounter. Rather
than having one sender, one message, and one receiver, this model has two sender-receivers
who exchange messages. Each participant alternates roles as sender and receiver in order to
keep a communication encounter going.
The interaction model takes physical and psychological context into account.
Physical context includes the environmental factors in a communication encounter. The
size, layout, temperature, and lighting of a space influence our communication. Whether it’s
the size of the room, the temperature, or other environmental factors, it’s important to
consider the role that physical context plays in our communication.
Psychological context includes the mental and emotional factors in a
communication encounter. Stress, anxiety, and emotions are just some examples of
psychological influences that can affect our communication.
The transaction model of communication describes communication as a
process in which communicators generate social realities within social, relational, and
cultural contexts. In this model, we don’t just communicate to exchange messages; we
communicate to create relationships, form intercultural alliances, shape our self-
concepts, and engage with others in dialogue to create communities . In short, we
don’t communicate about our realities; communication helps to construct our realities. The
transaction model differs from the transmission and interaction models in significant ways,
including the conceptualization of communication, the role of sender and receiver, and the
role of context (Barnlund, 1970).
The roles of sender and receiver in the transaction model of communication differ
significantly from the
other models. Instead of
labeling participants as
senders and receivers,
the people in a
communication
encounter are referred
to as communicators.
Unlike the interaction
model, which suggests
that participants alternate positions as sender and receiver, the transaction model suggests
that we are simultaneously senders and receivers. For example, on a first date, as you send
verbal messages about your interests and background, your date reacts nonverbally. You
don’t wait until you are done sending your verbal message to start receiving and decoding
the nonverbal messages of your date. Instead, you are simultaneously sending your verbal
message and receiving your date’s nonverbal messages. This is an important addition to the
model because it allows us to understand how we are able to adapt our communication—for
example, a verbal message—in the middle of sending it based on the communication we are
simultaneously receiving from our communication partner.
The transaction model also includes a more complex understanding of context. The
interaction model portrays context as physical and psychological influences that enhance or
impede communication.
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Social context refers to the stated rules or unstated norms that guide communication.
As we are socialized into our various communities, we learn rules and implicitly pick up on
norms for communicating. Some common rules that influence social contexts include don’t
lie to people, don’t interrupt people, don’t pass people in line, greet people when they greet
you, thank people when they pay you a compliment, and so on.
Norms are social conventions that we pick up on through observation, practice, and
trial and error. We may not even know we are breaking a social norm until we notice people
looking at us strangely or someone corrects or teases us. Even though breaking social norms
doesn’t result in the formal punishment that might be a consequence of breaking a social
rule, the social awkwardness we feel when we violate social norms is usually enough to teach
us that these norms are powerful even though they aren’t made explicit like rules. Norms
even have the power to override social rules in some situations. Since norms and rules vary
among people and cultures, relational and cultural contexts are also included in the
transaction model in order to help us understand the multiple contexts that influence our
communication.
Relational context includes the previous interpersonal history and type of relationship
we have with a person. We communicate differently with someone we just met versus
someone we’ve known for a long time. Initial interactions with people tend to be more
highly scripted and governed by established norms and rules, but when we have an
established relational context, we may be able to bend or break social norms and rules more
easily. For example, you would likely follow social norms of politeness and attentiveness and
might spend the whole day cleaning the house for the first time you invite your new
neighbors to visit. Once the neighbors are in your house, you may also make them the center
of your attention during their visit. If you end up becoming friends with your neighbors and
establishing a relational context, you might not think as much about having everything
cleaned and prepared or even giving them your whole attention during later visits.
Cultural context includes various aspects of identities such as race, gender,
nationality, ethnicity, sexual orientation, class, and ability. Some people, especially those with
identities that have been historically marginalized, are regularly aware of how their cultural
identities influence their communication and influence how others communicate with them.
Conversely, people with identities that are dominant or in the majority may rarely, if ever,
think about the role their cultural identities play in their communication. When cultural
context comes to the forefront of a communication encounter, it can be difficult to manage.
Since intercultural communication creates uncertainty, it can deter people from
communicating across cultures or lead people to view intercultural communication as
negative. But if you avoid communicating across cultural identities, you will likely not get
more comfortable or competent as a communicator. In fact, intercultural communication has
the potential to enrich various aspects of our lives. In order to communicate well within
various cultural contexts, it is important to keep an open mind and avoid making
assumptions about others’ cultural identities. While you may be able to identify some
aspects of the cultural context within a communication encounter, there may also be cultural
influences that you can’t see. A competent communicator shouldn’t assume to know all the
cultural contexts a person brings to an encounter, since not all cultural identities are visible.
As with the other contexts, it requires skill to adapt to shifting contexts, and the best way to
develop these skills is through practice and reflection.
HAVE A STRETCH
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1. Getting integrated: How might knowing the various components of the

communication process help you in your academic life, your professional life,
and your civic life?
2. What communication situations does the transmission model best represent?
The interaction model? The transaction model?
3. Use the transaction model of communication to analyze a recent
communication encounter you had. Sketch out the communication encounter
and make sure to label each part of the model (communicators; message;
channel; feedback; and physical, psychological, social, relational, and cultural
contexts).
KNOW THIS
LESSON 3 PRINCIPLES OF COMMUNICATION
Time Frame: 1 hour on Day 3, Week 2 and 1 hour on Day 1, Week 3
This time, you will be learning about the different principles that should be observed
in each of the elements of communication as well as the characteristics of the elements.
The sender as the one who encodes the message should be familiar with the
language that the receiver understands. This simply tells us that in order to be understood,
the sender must be knowledgeable of the language that the receiver is using. For example, if
the sender is having a graduation speech among elementary school pupils, he or she must
understand that not all of the pupils can understand English. Therefore, it would be better if
he or she will use the vernacular language so that the pupils will be able to understand the
message that he or she is trying to tell them. Of course, related to this skill of knowing the
language that the receiver understands are the different sub-skills that are accompanied
namely the application of linguistic features such as correct grammar, phonetics (for spoken
messages), choice of words or jargons for an appropriate audience, sentence construction,
and discourse competence. Correct grammar ensures that the idea and message is
constructed in a particular language; phonetics is about the pronunciation of the words in
that language which will show clarity; choice of words or jargons which will enable the other
participant to understand the message on his own lexicon; sentence construction will make
the message clearer such that the intended meaning from the sender is the same with that
of the receiver; and the discourse competence which will ensure for the continuous and
uninterrupted communication where the sender knows how to fix communication problems
and use appropriate strategy. Lastly, credibility of the sender is also an important
characteristic to consider. No one will trust and listen to someone who talks falsehood and is
not reliable.
The delivery is a skill related to the sender that should be exhibited properly. In
spoken communication, the delivery must use good voice projection, appropriate eye
contact, proper articulation of words and emphasis on important words. Good voice
projection is where the sender can express the message properly such that feelings and
emotions will be conveyed appropriately as the message is through voice that is natural and
appropriate to use in the expression of an idea or emotion. Appropriate eye contact ensures
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that the receiver pays attention to the sender while latter is speaking. Proper articulation of
words makes the message clear for the receiver to listen to while emphasis on important
words makes both the sender and the receiver to remember what is the conversation all
about based on the words that can be heard loudly and which are emphasized by the
sender. Also, delivery needs appropriate intonation in order to avoid misunderstanding or
conflict between interlocutors. High pitch or an overly emphatic tone may be offensive to the
listener. Hence, the speaker or sender should be mindful of the delivery.
The receiver as the one who decodes or interprets the message should be a good
listener and possess the good comprehension skills. Good listening requires focus on the
speaker and should try to eliminate all possible distractions. Good comprehension requires
the receiver a developed cognitive structure such that he or she has a wide vocabulary which
could be achieved through continuous studies and acquisition of information and knowledge
through exposure to a wide variety of materials and strategies such as reading, watching
foreign language movies, etc. The receiver should also avoid prejudice so that the reception
of the message will not be affected. Thus, it is advised to listen/read objectively and set aside
biases to avoid erroneous interpretations. For example, if the receiver has a
misunderstanding with sender, it is possible that the former will not trust anything that the
latter says.
For the message to be accurately understood and positively received, there are Cs in
communication that a speaker should observe.
COURTESY. Courtesy which also means politeness is needed as a characteristic of a
message. In maintaining courtesy in communication, the speaker should use polite words
and tone in order to gain the respect from the receiver; observe tact and diplomacy in order
to gain positive reply; use the “we” attitude so that the receiver will feel belongingness in the
communication; use positive instead of negative words; be considerate of the feelings of the
receiver; select gender-free terms in order to show inclusiveness of ideas; and respond
promptly to important messages so that the receiver will not loss the momentum in the
process.
CLARITY. In order to ensure that the message is clear, the speaker must use correct
word so that the intended meaning is properly expressed and transmitted using the
appropriate words; observe correct grammar; learn the correct pronunciation of words, know
the correct sentence construction and delivery. Messages that are unclearly constructed do
not achieve their desired intention in communication.
CONCISENESS. This characteristics is about “saying what it needs to be said in as few
words as possible”. To long messages makes the receiver overwhelmed with the overload of
information. To avoid this, the message should avoid flowery language such as the use of
figurative and descriptive words and idioms which are not necessary since the
communication is not for literary purposes actually. The goal is to communicate and not to
impress the receiver.
CONCRETENESS. This is about being specific. Messages that are ambiguous makes
the receiver to misunderstand it. To demonstrate concreteness in message, the sender must
provide examples to make the message comprehensible.
COMPLETENESS. Incomplete messages also results into an ambiguous one. In order
to ensure that the message is complete and nothing important is left out, the sender should
be aware that the message contains the answers to five Ws (what, when, where, who, why)
and the H (how), which are the information expected by the receiver to know from the
interaction.
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For the feedback is expected to have an effect on the receiver—positive or negative
—based on the kind of message relayed, how it is communicated and how it is interpreted, it
is important to know the feedback of the audience to make necessary clarifications and
revisions in the message which will make sure that the message we want to relay is the one
understood by the receiver.
Channels of communication needs to be given as much importance as the other
elements. The choice of channel may consider the following: availability, practicality and
impact on the receiver. For example, it is practical and convenient to use smartphones,
tablets and computers (laptops) when communicating with our loved ones abroad. For those
areas without internet, the use of telephone and cellular phones is still very useful. In getting
information and knowledge about varied subjects and terms, printed texts can be used. In
terms of entertainment, TV and radio are still popular.
HAVE A STRETCH
Activity I. Underline the correct verb that complements the subject in each of the following
sentences. Encircle the subject that the verb agrees to.
1. A planetarium (is, are) located on the second floor.

2. Projectors (casts, cast) realistic images of stars on the ceiling.
3. A tidal wave, despite of its name, (is, are) not caused by the tides.
4. Walls of earth and stone along the shore (is, are) often too weak to protect the
coastal villages.
5. Neither of the movies (were, was) especially funny.
6. Someone among the store owners (donates, donate) the big trophy each year.
7. One of the new Spanish teachers (supervises, supervise) the language lab.
8. Few of us really (understand, understands) the four cycles of sleep.
9. Many of our dreams at night (is, are) about that day’s events.
10. Not surprisingly, people (call, calls) them flying saucers.
11. Most reported sightings (has, have) turned out to be fakes, but others remain
unexplained.
12. Mrs. Chang and her daughter (rents, rent) an apartment.
13. Tornadoes and hurricanes (is, are) dangerous storms.
14. Index cards or a small tablet (is, are) handy for taking notes.
15. Neither pens nor pencils (is, are) needed to mark the ballots.
16. There (is, are) at least two solutions to this complicated Chinese puzzle.
17. (Here’s, Here are) the social studies notes I took.
18. Here (comes, come) the six members of the decorations committee for the
dance.
19. The Friends (is, are) a book about a girl from the West Indies and a girl from
Harlem.
20. Mumps (is, are) a highly infectious disease.
21. Two cups of broth (seems, seem) right for the recipe.
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22. Three hours of practice (is, are) not unusual for the band.
23. Fifteen feet (was, were) the length of the winning long jump.
24. The tomatoes (don’t, doesn’t) look ripe.
25. Twenty-five cents (is, are) not enough to buy the Sunday newspaper.
Activity II. Read the following words observing the correct pronunciation in either British or
American English.
abalone cupboard ingenuity regime

acai debris itinerary rendezvous
accessory debut jewellery reservoir
albeit definitely library salmon
almond dilate lingerie salon
asterisk divorce lip-sync silicon
athlete epitome maniac sour
attaché espresso mauve stomach
boutique et cetera mischievous subtle
cache faux pas niche supposedly
business federal nuclear suite
cavalry film often tuition
candidate flour paradigm turquoise
chaos gauge probably Wednesday
chimera genre pronunciation yolk
coup heinous pseudonym
coupon hierarchy quinoa
cupboard hyperbole quote
Activity III. Group the following terminologies or jargons based on the discipline it is used.
Agriculture Technology Hospitality Office
zip secretarial pixel

worm scroll bar physical distribution
workstation ruminants phishing
walk in room night pH
VGA ROM payroll
variety refurbishment pasteurization
URL recruitment page
trojan horse record keeping organization
transportation record offspring
supervising pullet occ (or occupancy)
spam protocol nitrogen cycle
sow professional development monitor
sous chef pre-con manure
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malware file broadcasting
Macintosh field capacity breed
logistics F&B bounce
link employer blog
leaching emoticon billing, personal
layer drainage benchmarking
kilobyte dpi backbone
kbps domestic tourism B2B
justified domain B&B
inventory desktop avian
icon cursor attachment
hypertext corkage artificial insemination
hydroponics confinement appointment
humus compress allocation
house count cloud agronomy
horizon clerical administrator
heifer check in address
hard disk captcha adapter
GIF business guest/traveller acre
firewall budgets accessibility
financial planning browser
Activity IV. Record a recital of the verse below. Use appropriate voice projection, timely eye
contact, good emphasis of words and proper articulation of words.
The cat sat on the mat

And that was that
It may seem rather flat
But it really was like that
There really was a cat
And there really was a mat
And the cat sat on the mat
Activity V. What is your reaction to the observation that people nowadays cannot fully
understand what one says because of full attention to the use of certain technology? Explain
the reasons and the situation as you have observed or realized based on your personal
experience.
Activity VI. In a group of 5, write a conversation that observes the principles in 5 Cs of the
message. Do this for each of the C in message. Copy the work you have created as a group
in your activity sheet.
Activity VII. In a group of 10, scan your news feed on Facebook or Instagram. Look for 5
posts that use emoticons and analyze the reactions to see if there are misinterpretations of
the message that your friend would like to convey, share or express. Make a commentary on
each of the post.
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Activity VIII. List at least 5 technologies/media or devices and state the availability,
practicality and impact to the user. Use the table below.
Technology/Media/Device Availability Practicality Impact
1.
2.
KNOW THIS
LESSON 4 PURPOSIVE COMMUNCATION
Let us now understand the concept of purposive communication in contrast to other

types of communication.
Purposive communication is an intentional communication that happens within the
bounds of specific contexts. This means that a context is taken into consideration in order to
make the communication process a successful one or in order to engage productively.
More specifically, both participants must know that there are different types of
communication happening within the context of a family, inside the classroom, between a
teacher and a student, in a wedding ceremony and taking into consideration ones attitude.
For instance, you are expected to show respect and courtesy when talking to your parents
when discussing matters about you and your studies and not the rude one where you are
raising the pitch of your voice as if competing with your classmate in sharing ideas. As such,
the latter is taken lightly and usual when you are conversing with your friends and peers.
Thus, a context includes a setting or environment (this type of context is the same as
referring to a place however there is no specific address which includes a family, school,
workplace, religious communities—church, etc.), social relations (this type is considering the
relationship of one to the other participant such as friends, husband and wife, son and
daughter, mother and father, parent and child, colleague/boss-subordinate in the office),
scenes (this type includes the time, place and occasion such as job interview, business
meeting, symposium, social gatherings—parties, wedding, etc.), and culture (this type is
considering the different aspect of culture such as traditions, history, beliefs, norms, values,
etc.).
Contexts are important considerations in communication acts since it affects the
sending and receiving of messages, semantics or meaning of words (there are different
meanings delivered and interpreted in various contexts), choice of channels (context requires
specific and appropriate channel), words (words in different context communicate different
meanings) and methods of delivery.
Therefore, it is vital that both interlocutors/participants should know the context in
which they are communicating in order for them to achieve their objectives successfully.
HAVE A STRETCH
1. How can you relate the terms context and purpose in understanding the meaning of
purposive communication? Explain.
---------------------------------------------------------------------------------------------------------------------------
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2. Fill in the table with the information being asked.
1. Describe how you are going to do
the hello greetings in Thai.
2. Write a reply to an email from
your teacher that hurries you to
submit your output in purposive
communication immediately.
3. State the attire that is fit for a
wedding if you are invited as a
principal sponsor.
4. Describe how you are going to
walk together with the king of
Saudi Arabia if you are a monarch
who visited him for a diplomatic
talk.
5. State how you are going to
answer (in your mother tongue)
your mother and father when you
are being called.
KNOW THIS
LESSON 5 ETHICS IN COMMUNICATION
Now that you are able to understand the concept of purposive communication as
well as the different elements and principles, it is time for you to complete the ingredients of
successful communication—understanding the ethics.
Communication ethics deals with the process of negotiating and reflecting on our
actions and communication regarding what we believe to be right and wrong. Aristotle said,
“In the arena of human life the honors and rewards fall to those who show their good
qualities in action” (Pearson et al., 2006). Aristotle focuses on actions, which is an important
part of communication ethics. In communication ethics, we are more concerned with the
decisions people make about what is right and wrong than the systems, philosophies, or
religions that inform those decisions. Much of ethics is gray area. Although we talk about
making decisions in terms of what is right and what is wrong, the choice is rarely that simple.
Aristotle goes on to say that we should act “to the right extent, at the right time, with the
right motive, and in the right way.”
The term ethics comes from the Greek word “ethos”, which means custom, habit,
character and outlook. It must be understood that peoples from different cultures hold
different philosophies but they are one in expectation to be treated with fairness, dignity,
respect or with courtesy in communication encounters.
Even though we have relative moral principle, ethics can be taken universally such as
by observing the following:
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(1) Adhering to the golden rule or platinum rule. The golden states that treat others
in same way you want to be treated. On the other hand the platinum rule stresses that one
should treat others the way they wish to be treated (Bennett, 1980). This ethics allows us to
understand that in order to achieve what we are expecting from others, we must show the
same to them.
(2) Considering the feelings of the receiver. Be aware that humans are not only
intellectual beings but emotional as well. Thus, when communicating we must be careful with
the words, tone, and gestures that we use in speaking or writing, which could create negative
impression.
(3) Acknowledging the source of idea or information. Sources of idea or information
should be acknowledged appropriately at all times. It is unethical and unlawful to convey
other people’s intellectual property without recognizing the author’s names and
organization. Be aware of the term plagiarism.
(4) Speaking the truth. This is considered as a universal rule. Participants must
maintain reliability in the information shared. False ideas and information should not be
spread and propagated. Example of common falsehood is the presence of abundant
alternative facts on the internet such as those information found in the website Wikipedia.
Obviously, this should be stopped by all means.
When dealing with communication ethics, it’s difficult to state that something is 100
percent ethical or unethical.
Many of the choices we make when it comes to ethics are situational, contextual, and
personal. In response, various professional fields have developed codes of ethics to help
guide members through areas that might otherwise be gray or uncertain.
HAVE A STRETCH
1. What are the examples (3) of unethical communication you have witnessed?
2. Using your respective code of ethics found in the following links below, choose statements
that are related or parallel to the ethics in communication that we have discussed. If you
cannot find related or parallel statements, try to connect the statement with those ethical
considerations in our lesson.
AGRICULTURE: http://www.fao.org/3/x9601e/x9601e03.htm
INFORMATION TECHNOLOGY: https://repository.dinus.ac.id/docs/ajar/ethics_in_information
_technology2c_5th_ed._0_.pdf
OFFICE ADMINISTRATION: http://www.csc.gov.ph/phocadownload/GovtIssuances/Rules_
RA6713.pdf
HOSPITALITY MANAGEMENT: https://www.unwto.org/global-code-of-ethics-for-tourism#v-
pills-Art-2
FULL PACK
 Communication is a process where the sender encodes the message in the
form of symbols or codes (both verbal and nonverbal) and pass through a
channel or medium until it reaches the receiver who decodes the message
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
taking into account the language and meaning of codes/symbols and
create a feedback for clarifications and revisions.
 Elements of communication include the sender, message, channel, receiver,
feedback and noise or barrier.
 Communication models are not complex enough to truly capture all that
takes place in a communication encounter, but they can help us examine
the various steps in the process in order to better understand our
communication and the communication of others.
 The transmission model of communication describes communication as a
one-way, linear process in which a sender encodes a message and transmits
it through a channel to a receiver who decodes it. The transmission of the
message many be disrupted by environmental or semantic noise. This
model is usually too simple to capture FtF interactions but can be usefully
applied to computer-mediated communication.
 The interaction model of communication describes communication as a
two-way process in which participants alternate positions as sender and
receiver and generate meaning by sending and receiving feedback within
physical and psychological contexts. This model captures the interactive
aspects of communication but still doesn’t account for how communication
constructs our realities and is influenced by social and cultural contexts.
 The transaction model of communication describes communication as a
process in which communicators generate social realities within social,
relational, and cultural contexts. This model includes participants who are
simultaneously senders and receivers and accounts for how communication
constructs our realities, relationships, and communities.
 There are specific principles that should be observed in each of the element
in order to have a successful interaction in the communication process.
 Purposive communication is an intentional communication that happens in
the bounds of specific contexts. Context of communication may be a
setting or environment, social relations, scenes or culture.
 Ethics is a set of moral principles or values. Communication ethics includes
adhering to the golden or platinum rule, considering the feelings of the
receiver, acknowledging the source of idea or information and speaking the
truth.
THINK ABOUT THIS

Time Frame: 1 hour on Day 3, Week 3
Direction: Read the following statements, analyze and answer from your personal
point of view.
1. Describe the process of communication. Give the meaning of purposive
communication and explain how does it differs from the other types of
communication. (Ilaragway ya proseso ka komunikasyon. Taw-i ka kaugalingon mo
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
nga kahulugan ya purposive communication kag ipaathag kon ano ya kinalain na sa
iban nga klase ka komunikasyon.)
2. Explain if it is possible for a communication to happen even if one of the
elements is absent. (Ipaathag kon possible nga matabo sa gihapon ya
komunikasyon bisan pa kulang it isa ka elemento.)
3. Explain the importance of having understood the various communication
principles. (Ipaathag ya importansya para kanimo ka naman-an mo nga mga
communication principles.)
4. Explain why do people oftentimes do not observe the ethics of
communication and what will be its general implication if it will continue to
happen. (Ipaathag kon insa ya mga tawo permi lang waay nagasunod ka mga ethics
sa komunikasyon kag ano ya mangin epekto na kon sige-sige daya nga matabo.)
ENRICH YOURSELF
Visit the website using the link https://www.healthknowledge.org.uk/public-
health-textbook/organisation-management/5a-understanding-itd/effective-
communication and answer the activities that follow.
Activity 1
Identify the elements of communication is referred by Lasswell in his 5Ws.
1. To Whom: ___________________________
2. In Which Channel: ___________________________
3. Who: ___________________________
4. To What Effect: ___________________________
5. Says What: ___________________________
Activity 2
True or False: Tell whether the statements below affirm or negate the principles of
communication by Lasswell (1948). Write TRUE if the statement is true in the source
and FALSE if not. Place your answers before the numbers.
_________________ 1. The most appropriate person depending on the subject should
control the communication process.
_________________ 2. Discussions should take place at the different times to avoid
confusion, spread of rumours or misunderstandings.
_________________ 3. Being open is the key to making everyone feel involved.
_________________ 4. It is not advisable to create a shared meaning and understanding
when in complex situation.
_________________ 5. Communicating in appropriate spaces could gabbled and garbled
messages and can contribute to the 'grape vine'.
Activity 3
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Using McGuire’s (1983) SCMR uni-dimensional model of communication principles
(3)—use of language, behavior and other symbols, create a video log (vlog)
composed of 5 of you in a class. In your vlog, explain the importance of these three
(3) principles. Provide examples and impacts or effects of these principles for better
discussion. The vlog should use the English as medium language. Vlog must not
exceed five (5) minutes and should not be less than three (3) minutes.
Activity 4
Cite two examples of situation that you have encountered or experienced wherein
the four (4) ethics in communication were violated.
1. Adhering to the golden or platinum rule
a. _________________________________________________________________
b. _________________________________________________________________
2. Considering the feelings of the receiver
a. __________________________________________________________________
b. __________________________________________________________________
3. Acknowledging the source of idea or information
a. __________________________________________________________________
b. __________________________________________________________________
4. Speaking the truth
a. __________________________________________________________________
b. __________________________________________________________________
YOUR COACHES
1. https://www.healthknowledge.org.uk/public-health-textbook/organisation-
management/5a-understanding-itd/effective-communication
2. https://en.wikipedia.org/wiki/Monroe's_motivated_sequence
3. https://previews.123rf.com/images/boris15/boris151602/
boris15160200159/54116111-communication-word-cloud-concept-vector-
illustration.jpg
4. http://www.fao.org/3/x9601e/x9601e03.htm
5. https://repository.dinus.ac.id/docs/ajar/
ethics_in_information_technology2c_5th_ed._0_.pdf
6. http://www.csc.gov.ph/phocadownload/GovtIssuances/Rules_RA6713.pdf
7. https://www.unwto.org/global-code-of-ethics-for-tourism#v-pills-Art-2
8. Lasswell, H. (1948). "The Structure and Function of Communication in Society."
In Lyman Bryson (ed.), The Communication of Ideas. Harper and Row
9. McGuire, W. (1981). "Theoretical Foundations of Campaigns." In Ronald Rice
and William Paisley (eds.), Public Communication Campaigns, Sage.
10. Monroe, A.H. (1935). Motivation Sequence
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11. Pearson, J. C., Child, J.T., Mattern, J.L. & Kahl, D.H. Jr. (2006). What Are Students
Being Taught about Ethics in Public Speaking Textbooks? Communication
Quarterly 54, 4, p. 508.
12. Weston, S. (2014). Hotel Jargon Buster. Hotel Speak. Retrieved from
http://www.samweston.co.uk
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ILOILO STATE COLLEGE OF FISHERIES-SAN ENRIQUE CAMPUS 1

ILOILO STATE COLLEGE OF FISHERIES SYSTEM

Purposive Communication is a three-unit course that develops students’ communicative

Final Grade = Midterm Grade + Tentative Final Grade

CHAPTER 1 Introduction to Communication

At the end of this chapter, you must have:

The transmission model of

1. Getting integrated: How might knowing the various components of the

1. A planetarium (is, are) located on the second floor.

abalone cupboard ingenuity regime

Agriculture Technology Hospitality Office

zip secretarial pixel

The cat sat on the mat

Let us now understand the concept of purposive communication in contrast to other

THINK ABOUT THIS

Identify the elements of communication is referred by Lasswell in his 5Ws.

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