Lesson One: Communication Processes, Principles and Ethics

Specific Learning Outcomes:

At the end of the lesson the students are expected to:
a. identify the elements of communication processes; and
b. explain the principles and ethics of communication.

INPUT

COMMUNICATION PROCESS
Communication can be defined as the process of transmitting information and common understanding from
one person to another (Keyton, 2011). The word communication is derived from the Latin word, communis, which
means common. A person who transmits any message comes from a specific context and has a specific purpose. This
person communicates this message to a particular audience. As it is directed to a particular audience, a concrete action
or outcome is expected as a result. If the context and purpose are intentional or planned in advance for a specific
audience, then much careful thought and effort must go to how the message is delivered in order to achieve the desired
outcome. Today’s realities require a consistent mindfulness for the ethical use of language when preparing for such a
deliberate form of communication like a speech or a journalistic piece. Practicing ethics in communication is
anticipating and weighing the effects of one’s message on an audience. It is also using information that come from
credible, verifiable, and relevant sources. It is communicating with no intent to harm another; It is being careful,
attentive, and inclusive through the word choice and tone. It is looking at differences as a way to understand each other
and what matters to us. It never silences, and it welcomes disagreement as opportunities for knowing others in a more
respectful and thoughtful manner.

ETHICS IN COMMUNICATION

Ethics in communication as a concept refers to the state of ethical considerations in communication practices.
The terms ‘ethics’ and ‘communication’ have their diverse meanings and definitions. The dictionary meaning of
communication is – ‘the exchange of thoughts, messages or information, as by speech, signals, writing or behavior’
while some defines communication as ‘process of increased commonality or sharing between participants’. Similarly
ethics is a system of principles that guides action while some relates ethics with distinguishing between virtuous and
non-virtuous characteristics of people.

A person who practices ethical communication advocates truthfulness, accuracy, and honesty; as these foster
and maintain the integrity of ethical communication. Being dishonest will only lead to more lies which can really do
damage. Lies are hard to keep straight unlike the truth does not change. It is important to support diversity of
perspective and freedom of expression in all forms: whether self-expression, lifestyle and ideas. Just because someone
is different does not mean they should be gossiped about. An idea or lifestyle may not work for one person but that
does not make it wrong.

Ethical Codes are moral guidelines that are used to help assist people in making decisions, to tell the
difference between right and wrong and to utilize this understanding to make ethical choices. There are three levels of
ethical codes: code of ethics( social issues), code of conduct (influence to behavior of employees), and codes of
practice (professional responsibility).

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Pre-Tasks:
Read and Write!

A. Instruction: Read the four different dialogues and fill in the table that follows with the
 information needed.

1 Hey Helen, did you know that

Gina got married to Andrew?

2Yes Jane! I saw the

photo on
Facebook earlier.

Oh Mark, where

3 Tommy, I’ve

I heard the news Anna that you got

promoted, right?
did you get that

4
news? May I order two pieces of fried
chicken and one
large iced tea.
Yes ma’am. Got it.
Would you like to
add something?

Dialogue Sender

Message Receiver 1

2
3
heard that there will be no exam this coming
Wednesday. Prof. Ivanka is leaving for
California this
weekend.

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B. After filling in the dialogue boxes, write a short general description of the elements of communication.

Sender
Message Receiver

During Tasks:
Draw it!
• Read the different models of communication process.
• After reading, choose one model which would best fit the process of communication in your workplace. • Then
draw the model according to your own understanding.

Models of Communication Processes

A. Linear Model of Communication

 The first theoretical model of communication was proposed in 1949 by Shannon and Weaver for
Bell Laboratories.[1] This three-part model was intended to capture the radio and television transmission
process. However it was later adapted to human communication and is now known as the linear model of
communication. The first part of the model is the sender, and this is the person who is speaking. The second
part of the model is the channel, which is the apparatus for carrying the message (i.e., the phone or TV). The
third part of the model is the receiver, and this is the person who picks up the message. In this model,
communication is seen as a one-way process of transmitting a message from one person to another person.
This model can be found in Figure 1.1. If you think about situations when you communicate with another
person face-to-face or when you give a speech, you probably realize that this model is inadequate—
communication is much more complicated than firing off a message to others.
(https://courses.lumenlearning.com/publicspeakingprinciples/chapter/models-of-communication/)
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B. Transactional Model of Communication

Models of communication have evolved significantly since Shannon and Weaver first proposed their
well- known conceptual model over sixty years ago. One of the most useful models for understanding public
speaking is Barnlund’s transactional model of communication.[2] In the transactional model, communication is
seen as an ongoing, circular process. We are constantly affecting and are affected by those we communicate
with. The transactional model has a number of interdependent processes and components, including the
encoding and decoding processes, the communicator, the message, the channel and noise. Although not directly
addressed in Barnlund’s (2008) original transactional model, participants’ worldviews and the context also play
an important role in the communication process. See Figure 1.2 for an illustration.
(https://courses.lumenlearning.com/publicspeakingprinciples/chapter/models-of-communication/)
 Model of Communication

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Post-Tasks:

Write about it!

• Base on the model you have drawn, list down some ethical guidelines of communication in the workplace. •
After listing, explain how the model of communication process you have drawn in the During-Task would need
the guidelines you have listed below.
in the Workplace
1. Honesty
Ethical
Guidelines of
Communication
2. 5 | Page
4.

3.
5. Explanation

Lesson Two: Communication and Globalization

Specific Learning Outcomes:
At the end of the lesson the students are expected to:
a. critique a written document in terms of its language used; and
b. use culturally sensitive and bias free language.

INPUT

CULTURAL SESITIVE AND BIAS FREE LANGUAGE

Just as important as awareness of World Englishes is that practicing cultural sensitivity.

To write in a culturally sensitive way means to be aware that cultural differences and similarities between people exist
and that these should not be assigned a positive or negative value via words and descriptions selected in writing.

You just need to be sensitive in the culture of the other people.

Cultural intelligence means knowing yourself, knowing others, and leading together.

BIAS- FREE LANGUAGE

Means using terms that treat people with respect.

Sometimes it means leaving out certain kinds of words together, such as not describing someone’s physical
characteristics when doing something that serves no purpose.

Academic and professional writing are characterized by bias-free language

Pre -Tasks:
Instructions: Read the news article below and identify the language used. Fill in the matrix with the right information
from the reviewed material. And then, write the kind of material in the first column, the language used to refer to race
and ethnicity in the second column, and so on. Leave the column empty if there is no information about it from the
material you are reviewing.

PGC, RITM CONFIRM G614 VARIANT PRESENCE IN THE COUNTRY

Press Release | 18 August 2020

The Philippine Genome Center (PGC) and the Research Institute for Tropical Medicine (RITM) have confirmed that
the G614 variant of SARS-CoV-2, the causative agent of COVID-19, has been detected in the Philippines after it was
seen in a small sample of positive cases in Quezon City.

The D614G mutation which resulted in the G614 variant of the virus has been reported in many other countries.
Reports showed that the G614 variant has almost completely replaced the original D614 virus in most of Europe and
the Americas. There is evidence that the mutation makes it easier for the virus to enter its target cell, and may be
associated with higher viral loads in infected persons. This likely translates into a higher level of infectivity.

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However, PGC emphasized that although this information confirms the presence of G614 in the Philippines, all the
samples tested were taken from Quezon City and may not represent the mutational landscape for the whole country.

PGC also highlighted that despite studies suggesting that the said mutation can increase viral rate of transmission, there
is still no definitive evidence showing that carriers of the G614 variant are actually more transmissible than those with
D614. Mutation does not appear to substantially affect clinical outcomes as well. As of writing, the RITM also noted
that there is no conclusive study that would define the impact of the virus mutation, disease severity and the effect to
vaccines under development.
Nevertheless, continuous monitoring of the said mutation and other frequently observed mutations must be done in
order to better understand the evolutionary trajectory of SARS-CoV-2 to inform containment, diagnostic, and
therapeutic strategies.

While it is critical to mitigate transmission within the country to prevent further spread of the virus, there is also a need
to strengthen surveillance and control measures at our country’s ports of entry. Previous epidemics and pandemics have
shown that mutations in pathogen genomes may generate new viral variants that cause more severe disease or to spread
more easily from person to person. By limiting the introduction of new variants into the country, we may not only help
reduce the spread of infections, but also prevent new potentially, more virulent and/or infectious variants from coming
into the country.

The RITM, in collaboration with the University of Glasgow, is also currently conducting further research study of the
SARS-CoV-2 viral genome sequencing. Genome sequencing can provide the data necessary to determine patterns of
virus circulation in the country such as information regarding where it came from (lineage or source of infection) and
estimates when these were introduced or imported in the country. It can complement contact tracing and identify cases
 that belong to the same transmission clusters and trace sources of infection. It may also provide essential information
for the development of diagnostic tests, therapeutics, and vaccines.

Although this is new information, the DOH emphasizes that regardless of what variant is causing community
transmission, the preventive measures to protect the public against contracting COVID-19 are the same. Through strict
adherence and proper observance of the BIDA Solusyon strategies, we will be able to stop the disease from further
spread.
Social Class Age Disabilities

Race and Ethnicity Gender and Sexual Orientation

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During Tasks:
Use it!
Instruction: Study the lists of bias-free language below. Create and write your dialogue on the given bubbled
graphics.

Gender-biases words Gender-neutral words and phrases

mankind man-to-man defense man the
one-to-one defense staff the operation human resources
operation manpower labor layman’s
terms man hours ordinary terms
manmade staff hours, hours
people, humanity, human beings manufactured, synthetic, artificial
Age biased Age neutral Madison this spring. She is the youngest student ever to
The researchers, ages 56 and 60, won a grant study from NIH. enroll at the university.
Patricia Schmidt, 12, will study at UW

Race and Ethnicity biased Race and Ethnicity neutral

Andrew Young, the black mayor of
Atlanta, cast his vote.
Women and minorities are encouraged to apply.
Andrew Young, the
Mayor of Atlanta cast his vote.
Women and members of minority groups
The visually impaired student, used a special keyboard.
The student, who is visually impaired, used a
keyboard.

Disabilities biased Preferred

are encouraged to apply.
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Post Task
Be creative!
Instructions: What are your impressions on learning that you gain in the times of COVID-19? Write a saying on this
learning by observing bias-free and culturally sensitive language. Use the space below.

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Lesson Three: Varieties and Registers of Spoken and Written Language

Specific Learning Outcomes:
At the end of the lesson the students are expected to:
a. discuss the importance of the varieties of English in both spoken and written context; b. use appropriate registers
depending on the spoken and written context.

Pre-Tasks
On Your Mark!

• Search the following words in the puzzle below.

• Try encircling all the words in less than a minute.
ETHNICITY WORLD ENGLISHES GENRE GENDER SENSITIVE NEUTRALITY LANGUAGE REGISTER
RACE SENSITIVE STYLE OUTER CIRCLE SOCIAL CLASS STEREOTYPE EXPANDING CIRCLE INNER
CIRCLE
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Game on!

Directions: Identify the words being described in each item. Most words are also used in the Word Search puzzle.

__________1. A language that avoids bias towards particular sex or social gender.

__________2. A division of a society based on social and economic status.

__________3. Refers to the fact or state of belonging to a social group that has a
common national of cultural tradition.

__________4. A term for emerging localized or indigenized varieties of English.

__________5. Refers to the spread of the English Language across the world during the first diaspora.

__________6. A system consists of the development, acquisition, maintenance and use of complex systems of
communication.

__________7. Refers to an over-generalized belief about a particular category of people.

__________8. Refers to encompasses countries where English plays no historical or governmental role, but where it is
nevertheless widely used as a medium of international communication.

__________9. Refers to the formality of language which one speaks.

__________10. Refers to the choice of words used by a specific group of people when they speak.

__________11. This refers to any form or type of communication in any mode (written, spoken, digital, artistic, etc.)
with socially-agreed upon convention developed over time.

The Three Concentric Circles of the English Language

Through-out the history of English, experts have proposed many models to try classify its speakers. However, before
starting to explain any model, we need to be aware of the fact that this is a three group model. That is, one that classify
speakers as:

ENL: English as a native language, these are native speakers born in an English-speaking country, having
then this language as their mother tongue.
ESL: English as a second language, these are the non-native speakers who have learnt English almost at the
same time as their mother tongue.

EFL: English as a foreign language, these are the non-native speakers who learnt English in a country where
English is not usually spoken.
 For many sociolinguists the most important and accurate model is the one proposed by Braj Kachru in 1988. “His
three circle model of World Englishes”, states that ther e are three circles inside which, the different speakers are
classified. The different circles are:

The Inner Circle (ENL) is made up the traditional bases of English and its speakers are the ones in-charge of providing
the norms. These places are where the norms are created and from which they spread to the other circles.

The Outer Circle (ESL) represents the places where they speak official non-native varieties of English because of their
colonial history.

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The Expanding Circle is made up by the EFL speakers where English is not usually spoken. In this circle, the speakers
have to follow the rules established by the Inner Circle and developed by the Outer one.

Registers of Spoken and Written Language

Register refers to the style and degrees of formality that we use depending on our communication contexts. For
instance, the kind of English we read in medical abstracts is different from the language that we read in legal
documents. Also, the kind of language we use in casual conversations with friends is different from the
language we use when we deliver a formal speech in front of an academic community. In general, language
register is categorized as such:

The formal register is more appropriate for professional writing and letters to a boss or a stranger.

The informal register (also called casual or intimate) is conversational and appropriate when writing to
friends and people you know very well.

The neutral register is non-emotional and sticks to facts. It is most appropriate for technical writing. h
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During Tasks:
Instructions: Compare the three example texts below and analyze them in temrs of the language register, or style and
level of language. Write your views on the space provided after the last text.

Text 1

KNOWN TO ME to be the same persons who executed the foregoing Scholarship Agreement consisting of ___
pages including this page and acknowledged to me that the same is their Own free act and deed.
 WITNESS MY HAND AND SEAL on this ______ day of __________2020.

Doc. No.______
Page No.______
Book No.______ Notary Public
Series of 2018

Text 2:
PORK ADOBO RECIPE
Prep time Cook Time Total Time 10 min 60 mins. 1hour 10 mins. This is a recipe for Pork
Adobo

Ingredients

• 2 lbs pork belly

• 2tbsp garlic, minced or crushed
• 5 pieces dried bay leaves
• 4tbsp vinegar
• 1/2cup soy sauce
• 1tbsp whole peppercorn
• 1-2 cups of water
• Salt to taste

Nutrition Information
Serving size: 4 Protein: 20g
Recipe by Panlasang Pinoy
Cuisine: Filipino Adobo

Instructions:
1. Combine the pork belly, soy sauce, and garlic then marinade for at least an hour.
2. Heat the pot and put in the marinated pork belly then cook for a few minutes.
3. add water, whole pepper corn, and dried bay leaves then bring to a boil. Simmer for 40 minutes to 1 hour. 4.
Put in the vinegar and simmer for 12 to 15 minutes. Add salt to taste. Serve hot. Share and enjoy

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Text 3:

Findings
KIDNEYS
The right kidneys measures 10.6x 3.8cm with cortical thickness of 1.1 cm. Both kidneys show normal central echo
complexes and corticomedullary junctions. No hydronephrosis or calculi seen.

IMPRESSION: NORMAL RENAL STUDY

URINARY BLADDER:
The urinary bladder shows no abnormal intravesical echoes. The wall is not thickened. Pre-void volume measures
477 cc

This radilogic interpretation is only a part of overall assessement of the patient’s condition. It must be correlated with
the clinical, laboratory and other ancillary parameters for a comprehensive analysis. Therefore, radiology r eports are
best explained by the attenting physician to the patient.
Analysis
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Post-Tasks:
Speak it out!
• With the use of appropriate registers of language, select one photo and create a short dialogue. A)

(Image Source: https://static01.nyt.com/images/2018/05/12/arts/12gender-script1/merlin_137933214_93757abd-27a7-4300-866c-c30363be8ab1-

superJumbo.jpg?quality=90&auto=webp)
___________________________________________________________________________

___________________________________________________________________________

B.)

(Image source: https://thumbor.forbes.com/thumbor/1280x868/https%3A%2F%2Fspecials

images.forbesimg.com%2Fimageserve%2F717085855%2F960x0.jpg%3Ffit%3Dscal)

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

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C.)

(Image
source: http://w-hospital.in/wp-content/uploads/2017/08/Gender-Sensitization-4-1024x683.jpg)

___________________________________________________________________________
 ________

___________________________________________________________________
D.)

(Image source: https://www.thoughtco.com/thmb/bKkliDG4_RvEv1G1FMXmolQyI_c=/1900x0/filters:no_upscale():max_bytes(150000):strip_icc()/heforshe campaign

launch-455812390-5c4bb15bc9e77c00016f33f9.jpg)
___________________________________________________________________________

___________________________________________________________________________

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Lesson Four: Global Communication in Multicultural Settings

Specific Learning Outcomes:

At the end of the lesson, the students are expected to:
a. identify the differences and similarities of communication in multicultural settings; b.
explain the importance of the cultural diversity awareness

Pre- Tasks:
Read and Write!
• Read the text below about Communicating across Cultures. Before reading, look up the meanings of the
following words and phrases inside the box that are used in the selection.

.
INTERCULTURAL COMMUNICATION
COMMUNICATION ACROSS CULTURES
By Carol Kinsey Goman (2011)

(1) Communicating across cultures is challenging. Each culture has set rules that its members take for granted. Few of
us are aware of our own cultural biases because cultural imprinting is begun at a very early age. And while some of a
culture's knowledge, rules, beliefs, values, phobias, and anxieties are taught explicitly, most of the information is
absorbed subconsciously.

(2) The challenge for multinational communication has never been greater. Worldwide business organizations have
discovered that intercultural communication is a subject of importance—not just because of increased globalization,

but also, because their domestic workforce is growing more and more diverse, ethnically and culturally.

High-Context vs. Low-Context

3. We are all individuals, and no two-people belonging to the same culture are guaranteed to respond in exactly the
same way. However, generalizations are valid to the extent that they provide clues on what you will most likely
encounter when dealing with members of a particular culture.

(4) All international communication is influenced by cultural differences. Even the choice of communication medium
can have cultural overtones. The determining factor may not be the degree of industrialization, but rather whether the
country falls into a high-context or low-context culture.

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5. High-context cultures (Mediterranean, Slav, Central European, Latin American, African, Arab, Asian, American
Indian) leave much of the message unspecified, to be understood through the context, non-verbal cues, and between
the-lines interpretations of what is actually said. By contrast, low-context cultures (most Germanic and English-
speaking countries) expect messages to be explicit and specific.

Sequential vs. Synchronic

(6) Some cultures think of time sequentially, as a linear commodity to "spend," "save," or "waste." Other cultures view
time synchronically, as a constant flow to be experienced in the moment, and as a force that cannot be contained or
controlled.

(7) In sequential cultures (like North American, English, German, Swedish, and Dutch), businesspeople give full
attention to one agenda item after another

(8) In synchronic cultures (including South America, southern Europe and Asia) the flow of time is viewed as a sort of
circle, with the past, present, and future all interrelated. This viewpoint influences how organizations in those cultures
approach deadlines, strategic thinking, investments, developing talent from within, and the concept of "long-term"
planning.
(9) Orientation to the past, present, and future is another aspect of time in which cultures differ. Americans believe that
the individual can influence the future by personal effort, but since there are too many variables in the distant future, we
favor a short-term view. Synchronistic cultures’ context is to understand the present and prepare for the future. Any
important relationship is a durable bond that goes back and forward in time, and it is often viewed grossly disloyal not
to favor friends and relatives in business dealings.
(10) In international business practices, reason and emotion both play a role. Which of these dominates depends upon
whether we are affective (readily showing emotions) or emotionally neutral in our approach. Members of neutral
cultures do not telegraph their feelings, but keep them carefully controlled and subdued. In cultures with high affect,
people show their feelings plainly by laughing, smiling, grimacing, scowling, and sometimes crying, shouting, or
walking out of the room.

(11) This doesn't mean that people in neutral cultures are cold or unfeeling, but in the course of normal business
activities, neutral cultures are more careful to monitor the amount of emotion they display. Emotional reactions were
found to be least acceptable in Japan, Indonesia, the U.K., Norway, and the Netherlands and most accepted in Italy,
France, the U.S., and Singapore.

(12) It's easy for people from neutral cultures to sympathize with the Dutch manager and his frustration over trying to
reason with "that excitable Italian." After all, an idea either works or it doesn't work, and the way to test the validity of
an idea is through trial and observation. That just makes sense—doesn't it? Well, not necessarily to the Italian who felt
the issue was deeply personal and who viewed any "rational argument" as totally irrelevant!

(13) Reason and emotion are part of all human communication. When expressing ourselves, we look to others for
confirmation of our ideas and feelings. If our approach is highly emotional, we are seeking a direct emotional response:
“I feel the same way.” If our approach is highly neutral, we want an indirect response: I agree with your thoughts on
this.”

(14) When it comes to communication, what's proper and correct in one culture may be ineffective or even offensive
in another. In reality, no culture is right or wrong, better or worse—just different. In today's global business
community, there is no single best approach to communicating with one another. The key to cross cultural success is to
develop an understanding of, and a deep respect for, the differences.

In any culture, there are certain sets of behavior that are expected and acceptable; there are also those that are
considered disrespectful, demeaning, and therefore deemed unacceptable based on cultural norms and practices. These
behaviors may have to do with how we communicate to family members, relatives, friends, acquaintances, and
strangers. For example, the physical gesture of mano po is a traditional Filipino demonstration of respect for older
people. This gesture requires that a younger member of the family reaches for an elder’s hand so that it may be put on
one’s bowed forehead as a sign of humility and acknowledgment of one’s age and position in the family. Indeed,
communicating an attitude of deference toward acquaintances within the community or friends of the family is unique
cultural characteristics.
Customarily, young Filipinos address older female members of the community as ate (older sister) or tita (aunt).

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During-Tasks
• To check your comprehension from the text Communication Across the Cultures, there are given questions below.
Answer them briefly.
1. How do we deal with Intercultural Communication?

2. How does each of the items in the following contrasting pairs differ from the other? A. High-Context vs. Low
Context

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B. Sequential vs. Synchronic A. Affective

vs. Neutral C. Affective Neutral

 Vs.

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3. What does the author recommend that we do to be successful in cross-cultural communication? Write your
answer inside the oval.

Post-Task
Instructions: Compare and contrast the different forms of communication between two countries of your choice. Be
guided by the example below. Write your answer on the Venn Diagram.

Example:

Greeting

Filipino Japanese

Good morning/afternoon/evening People greet each other by bowing. A bow ranges from a
small nod of the
head to a deep bend of the waist
21 | Page
VENN DIAGRAM

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Lesson Five: Communication for Various Purposes

Specific Learning Outcomes:

At the end of the lesson, the students are expected to:
a. Identify parts of a speech; and
b. Plan for a written informative speech

Input
Informative speaking offers you an opportunity to practice your researching, writing, organizing, and
speaking skills. You will learn how to discover and present information clearly. If you take the time to
thoroughly research and understand your topic, to create a clearly organized speech, and to practice an
enthusiastic, dynamic style of delivery, you can be an effective "teacher" during your informative speech.
Finally, you will get a chance to practice a type of speaking you will undoubtedly use later in your
professional career.

The purpose of the informative speech is to provide interesting, useful, and unique information to your
audience. By dedicating yourself to the goals of providing information and appealing to your audience, you
can take a positive step toward succeeding in your efforts as an informative speaker.

Typically, informative speeches have three parts: Introduction, Body and Conclusion.

Pre-Tasks:
Be Observant!

Read the sample speech below and identify its main parts. Underline and label the introduction, main point,
supporting points and conclusion.

The pandemic has revealed that we need to modernise our data collection, be able to produce evidence
 much faster and, very importantly, employ the new evidence to boost timely and proactive responses.

It has also demonstrated that the continuity of care for drug-related services could not always be
guaranteed, which, in turn, has had negative consequences for health and social professionals and for
clients from those services.

While the restrictions are gradually being lifted, it is very likely that some of the new practices will persist, as
they may be more convenient for consumers and suppliers. An increase in the use of digital, communication and
cyber-based technologies by drug trafficking organisations can be expected. As one to-one encrypted
communication services or social media apps are increasingly being used, monitoring and interdiction will
become much more challenging. A key question here is whether more people will become used to a new form of
purchasing their drugs and whether they will continue with it post COVID 19 lockdown.

Although it is too early to assess what will remain of the changes brought by the COVID-19 pandemic on drug
markets and drug use in the European Union, we can expect that the pandemic had, and will continue to have,
an impact on the main drivers of drug markets, which will require closer monitoring in the years to come.

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The economic recession that we have in front of us is likely to be harmful in terms of mental and physical
health and could result in a significant increase of substance use in the general population. It can be expected
that it will amplify the negative consequences of the pandemic for people who are using drugs and for
 vulnerable groups in general.

Our European agencies are working closely together to strengthen our respective operational and strategic
analysis capacity, and to build on our experience of quickly addressing new emerging needs during the
COVID-19 pandemic to further adapt our respective business models. More than ever, our objective is to
anticipate emerging threats even better and to inform policy, decision-making and operational responses.
There is now a critical need to identify areas where rapid adaptations to operational responses and future
policies are required.

Learning the lessons from COVID-19 to strengthen the EU’s preparedness in the perspective of a possible new
outbreak of the epidemic, the Directors of the EMCDDA, ECDC and Europol invite the EU institutions and the
Member States:

• to strengthen rapid data collection, information exchange and intelligence, and analysis to inform
immediate cross-border public health and security policy and operational responses; • to integrate
drug-related services into the essential health services at national level, and to provide adequate
equipment and tools for frontline workers;
• to build on the positive results of changes and innovations that have been brought by the
practitioners of drugs services in close cooperation with their clients;
• to maintain the funding and functioning of drug-related services in the post COVID-19 period; • to
support the development of new tools and methods that are needed to address the new operational and
strategic challenges caused by changes in the drug market from production and trafficking to distribution
and use;
• to strengthen cooperation and coordination between institutions and official authorities, both at
European and at national level.

The way in which the different services and authorities have been working together in the European Union
in the times of this pandemic has shown that the ‘balanced approach’ of the EU drugs policy has contributed
to care and to protect, rather than to punish.

During Tasks:
Prepping Time
It’s your turn!
Plan your own speech by first making a plan. Follow the instructions below:

Introduction (The speaker sells the idea to the audience so they’ll want to listen. The first few minutes of a speech
are very important.) 10%

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A. Get Audience’s Attention
• Share a brief story or example that directly relates to the speech.
• Mention a startling statement, statistic or fact.
• Start with a question, quotation, or familiar saying that has to do with the
topic of the speech.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

B. State The Topic

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

C. Relate To Audience
• People pay attention to things that concern them.
• You might refer to a common experience, fear, or situation with which
everyone is familiar.
• Challenge the audience with a question, invitation or quiz.
___________________________________________________________________________

___________________________________________________________________________

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D. Preview Main Points
• Simply list the points in the order they will be presented.

___________________________________________________________________________

___________________________________________________________________________

Body of Presentation (The body includes the main points of your message.) 80%
• Select three main points you want to emphasize.
• A point can be expressed in many different ways.
• Repeat an important point before moving on to discuss another point.
• Use transitions to connect parts of the presentation. Transitions are words or
phrases that allow you to move smoothly from one point to another.
• Use stories, personal experiences or humour to add interest and reinforce each point. • Picture
words help individuals visualize what you say and keep the listener
interested.

Main Point:

___________________________________________________________________________

___________________________________________________________________________

Main Point:

___________________________________________________________________________
___________________________________________________________________________

Main Point:
___________________________________________________________________________

___________________________________________________________________________

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Conclusion (The speaker wraps up by summarizing the main points the audience needs to keep in mind. Just as first
impressions are important, the same is true of final ones!) 10%
A. Signal the close of the speech by using a simple transition sentence that lets the audience know the speech
is nearly finished.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

B. Reinforce the main points by reminding the audience about the most important things they have just
heard.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

C. End strongly
• Use a brief story, example, or quotation.
• Or, encourage the audience to do something to follow up on what they have just heard. •
Sometimes it is helpful to mention where additional information can be obtained.
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________

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Post-Tasks:
This is it!

Instructions: Assess your plan using the checklist below

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Lesson Six: Communication for Work Purposes

Specific Learning Outcomes:
At the end of the lesson the students are expected to:
a. identify the appropriate use of different channels of written communication;
b. write various types of communication for work purposes.

Pre-Tasks:
Matrix Completion: KWL Matrix
• Complete the KWL chart below by writing what you know about the various types of communication
for work purposes in the second column and what you want to know about it in the third column.
The Learned column will be filled out after the input.

c. emails
Types of
 Communication for Work
Purposes

a. Professional work d. Linkedin

correspondence b. Eportfolio Know Want to know Learned
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During Tasks:
Write and review!

• Write one of the four types of work communication that you will likely use when you apply for a job.
• Check the
- Organization
- Content
- Appearance
- Language Use
• Be guided also by the letter formats below:

❖ The Types of Communication for work purposes

Communication type Kinds of letters What is it and/or what are its advantage(s)?

A. Professional Work Correspondence
1.Cover Letter It is the first introduction to an employer; it
describes why an employee is interested in the company and
in the particular
position.
2.Reference letter You may need to submit a reference page or
enter this information into an online application when asked to
provide
references for a job or professional school.
A reference letter, also called a recommendation letter, is
usually
written to testify to a person's skills, character, experience,
4.Networking emails (like referrals, introductions,
etc)
These emails can be used to reach out to professionals in your
and/or achievements. When a candidate applies for a job, he or
she will submit reference letters to support his or her
application
3.Thank you letter This is an opportunity to stand out from
another candidate that may neglect this generous act of
courtesy. A thank you letter is
appropriate for everyone that has taken the time to meet
with you, not just the interviewers
informational interview or inquire about a
desired field to make a connection from a mutual contact,
request an
learning opportunity. It is recommended not to attach resume;
the purpose is not to inquire about job prospects

Eportfolio An e-portfolio or electronic portfolio, is a visual representation of your skills and achievements presented
through a collection
of your work experiences

Email An email job application letter is a cover letter: This means that the intent of the email is to let the recipient know
why you are
writing, which job you are applying for, what your qualifications
are for the job, and how you will follow up or how the recipient
can get in touch with you.

Linkedin LinkedIn is a social networking site designed for the business community. The goal of the site is to allow
registered members
to establish and networks of people they know and trust
professionally. It is used as one of a search method when finding
job. One will be able to research which companies are hiring,
who works there, what the culture is like and other factors that
influence where you want to work.

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Sources:
http://www.uiw.edu/career/documents/professionalcorrespondence.pdf
 https://www.thebalancecareers.com/sample-email-job-application-letter-2061608
https://www.wincorpsolutions.com/2018/01/12/take-advantage-of-linkedin-when-looking-for-a-job/

❖ Formatting the Letters

a. Formatting the cover letter

Cover Letter

a.) Briefly introduce yourself with a strong positive statement. Name the person who referred you
and why you are writing.

b) Indicate that you are exploring employment opportunities in your area of interest. State you are
interested in obtaining advice, information and suggestions. Be specific with your reasons for
wanting to meet with the employer. (You can enclose your resume or take one to the meeting.)

c.). State that you will call on a certain day to arrange a meeting at the employer’s convenience.

d) Thank the employer for considering you, and mention you are looking forward to your
meeting.

b. Formatting Reference letter

Reference Letter (when you are writing the recommendation)

Provide the following information:

a. Contact Information
When you are writing a hard copy letter to be mailed, uploaded or sent as an attachment, include your contact
information and the recipients at the top of the letter. If you are sending an email reference, include your contact
information in your signature.

b. Subject
If you're sending an email reference, list the name of the person you're writing a reference for in the subject line:

c. Salutation
Include a salutation (Dear Dr. Krashen, Dear Mr. Ellis, etc)

Paragraph 1
The first paragraph of the reference letter explains your connection to the person you are recommending,
including how you know them, how long you have known them, and why you are qualified to write a
reference letter to recommend some for employment or graduate school.

Paragraph 2
The second paragraph of the reference letter contains specific information on the person you are writing
about, including why they are qualified, what they can contribute, and why you are providing a reference

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letter. Be sure to use specific examples to speak to their qualifications. If necessary, use more than one
paragraph to provide details.

Summary
This section of the reference letter (typically right before the conclusion) contains a brief summary of why are you
are recommending the person. State that you "highly recommend" the person or you "recommend without
reservation" or something similar.

Conclusion
The concluding paragraph of the reference letter contains an offer to provide more information. Include a phone
number within the paragraph. Also include your phone number and email address in the return address section of
your letter or in your signature (if it is an email, include your contact information underneath your name in the
 signature).

C. Formatting Thank-you letter

Letter of Thanks for an Interview

a) Express gratitude for the interviewer’s time, information related, and any other aspects surrounding your
interview (tour, lunch, etc.). If more than one interviewer was seen, ask that your thanks be related to the others.

b) Relate your desire to pursue the next step in the hiring process and to receive an employment offer. Recap
your strongest qualifications for the position.

c) If the situation warrants, answer questions left unanswered during the interview. Ask questions not asked
during the interview. Mention you’re enclosing items the employer requested.

d) Express a strong positive affirmation of your interest in the position, and state you will call the employer if
no word has been received by a specific date (allow a reasonable time).

d. Formatting Networking Email

Networking Email (Referral Letter)

a.) Immediately and clearly express your intention in writing to the recipient, whether asking for career advice,
introducing an industry colleague, asking for a referral, or expressing your thanks for assistance he or she has
provided you.

b.) The initial paragraph needs to come directly to the point (explaining who you are if you have never
personally met the recipient) and your reason for reaching out to them. If you can establish a point of
connection like a shared contact, this will help to engage the reader’s interest. Your statement should be simple
and straightforward, as in the following example:

c.) In your second paragraph, provide some persuasive context to explain exactly why you are asking for the
favor of their time and attention.

d.) Your closing paragraph should thank the recipient for their consideration of your request and let them
know how they can reach you.

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Sources:
https://www.msjc.edu/CareerCenter/Documents/Employment%20Correspondence.pdf
https://www.thebalancecareers.com/reference-letter-format-2062929
https://roojet.com/networking-emails-guide/

Post-Tasks:
Completing the KWL Chart
• Go back to the KWL chart and complete the third column of the matrix. Write what you have learned from the
topic on the third column.
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Lesson Seven: Communication for Academic Purposes
Specific Learning Outcomes:
At the end of the lesson the students are expected to:
a. compare and contrast different essays; and
b. write one essay.

INPUT

An essay is a short academic composition. The word “essay” is derived from a French word “essai” or
“essayer,” which mean “trail.” In composition, however, an essay is a piece of non-fiction writing that talks or
discusses a specific topic. Presently, essay is part of every degree program.

Pre-Tasks:
Read and Think

• Read the two essays below and identify their similarities and differences using the table that follows.

Essay 1
Happiness (Descriptive)

Humankind can’t continue their lives without desires. If one wants to be happy, surely, he has to discover his best
desires that provide him a happy life. Some of these desires that help to continue our lives can be acceptance in our
relationships, a good family life and strong social relations. Trying to satisfy these desires has a great meaning to
achieve happiness for me.

To start with, however embarrassed I am about this desire of mine, I have an obsession to expect people to accept
my thoughts and manners in every situation. Yes, this is not a good characteristic and sometimes makes me an
antipathic person but trying to be accepted by someone can give you happiness, too. Besides, if you can manage to
make someone love you knowing and accepting all about you, I think that is the absolute happiness.

Furthermore, it seems to me that family is the basic source of happiness. Certainly, I can’t always be a good guy and
sometimes I make them upset but I can’t stand seeing them upset. Therefore, I try to do whatever necessary to make
them happy. Consequently, when I see happy family faces, I feel deeply happy.

Thirdly, to have friends is one of the most meaningful aspects of life. I believe that one should have three very warm
friends at least. For example, I can’t bear loneliness and if I couldn’t share all my heart with these warm friends, I
believe that I could never be happy. As a consequence, if you feel like me, it will be worth improving your close
relationships in order to be happy.

To recap, humankind has a short life but he is given a lot of desires to be happy. Moreover, if one wants to
discover the meaning of his short life, he should look for it in desires. Whether he finds it or not, he will taste
happiness just by looking for it.

Essay 2
Parents (Compare & Contrast)

“Parents”. I consider mine as my flat mates these days because we do not spend much time together. We are four
people living in a house together but we even eat our dinners separately because everybody comes home at different
times and we are busy all the time. What I remember from the old days is my two grown up flat mates are two
different characters so I have no idea why they still live together.

They are pretty much the same in physical appearance. They both have fair complexions which is typical of
Caucasians. They should be thin if we consider this “type” but they are not. Actually they were but I can’t
remember those days.

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They have different personalities. My father is moody and pretty much aggressive just like me. He has obsessions,
like everything should be perfect. On the other hand, my mother never cares about what she is doing and she has what
we will call the patience of a saint. Whenever my father gets angry and starts shouting, my mother goes “Ergun, why
are you shouting?” with a very calm voice.

What they really can’t get along about is their tastes in life. My mother loves spending money. She can spend her
whole day going around the stores shopping while my father is sitting at home reading newspapers and books or
watching documentaries on TV.

Although my parents are very different from each other, they came to an agreement and that is not being a parent
 for me anymore. They never worry about me when I am late and they never interfere in my choices. I think from
now on they will work on my brother, my poor little brother.

SIMILARITY DIFFERENCE
Essay 1 35 | Page
Introduction: During Task Draft it!
Essay 1

Body: Introduction: Body:

Conclusion: Conclusion:

Essay 2

Introduction: Introduction: Body:

Body:
Conclusion:

Conclusion:

• Evaluate the content of the essay following the principles of academic writing.
• Use the guide provided.

Title

Does the title capture the essence of the essay?

Introduction
 Does it have striking words to grab the attention of the reader?
Is there enough background information provided?
Is the thesis statement clear? Does it make an argument or present a central idea?
Body Paragraph

Does each paragraph have a clear topic sentence?

Do topic sentences relate back to the thesis?
Are all ideas relevant and connected to the main idea of each paragraph?
Have you allocated sufficient evidence to minor and major supporting points?
Are sentences consistent in length and easy to read?(not too long, short, or wordy)
Conclusion

Does it summarize the thesis and key points?

Does it discuss the overall significance or meaning of topic?
Is it convincing and powerful?
Does it make the reader think more deeply about the topic?
Does the conclusion agree with thesis?
Content & Audience
Does the essay answer the question(s) of the assignment?
Does it address a central issue or problem?
Do any ideas need further development?
Does it consider the readers’ background knowledge or attitude toward the topic?
Is the point of view appropriate for your purpose? (1st, 2ndperson etc.)
Have you checked for redundancy and eliminated unnecessary words or details?
Are your sources correctly cited in the text and do you have the right bibliographic entries (Works Cited,
References, Bibliography) according to the citation style assigned by your instructor? Coherence & Unity
Do ideas follow a logical progression?
Is there a central idea that guides your writing?
Do examples illustrate, clarify, explain or support your main idea?
Does the essay maintain a consistent tone, writing style, and point of view?
Have you used appropriate transition words to connect one idea to the next?

36 | Page
Three Paragraph Essay Outline

First Paragraph: Introduction (5-8 sentences)

Hook or Grabber:

Introduce the book, author, and general background of the essay topic:

Thesis Statement:
Body Paragraph
Topic Sentence:

Concrete Detail:
Commentary (2 sentences):

Concrete Detail:

Commentary (2 sentences):

Concluding Sentence:

Conclusion (5-8 sentences)

Restate Thesis:

Complete the idea or anecdote you started in the hook:

Reinforce points made in the body of the paper:

37 | Page
DIFFERENT TYPES OF ESSAYS

DESCRIPTIVE ESSAY
A descriptive essay, as the name implies, is a form of essay that describes something. In this genre, students
are assigned the task of describing objects, things, places, experiences, persons, and situations. The students use sensory
information to enable readers to use their five senses of touch, taste, smell, hearing, and sight to understand the topic of
the essay.

Qualities of a Descriptive Essay

▪ Clear and Concise
▪ Use of Images
▪ Use of Five Senses

Function of Descriptive Essay

A descriptive essay presents a person, place, or thing, in a way that readers feel as if it is in front of their eyes,
or that they are tasting it, or that they can hear it, or that they can smell it. Writers use sensory information to describe
object. The object of the writer is to present a picture of something as honestly as he can.
Example:
"Billy Ray's Pawn Shop and Lawn Mower Repair looked like a burial ground for country auction rejects. The
blazing, red, diesel fuel tanks beamed in front of the station, looking like cheap lipstick against the pallid, wrinkled
texture of the parking lot sand. The yard, not much larger than the end zone at General G. Patton High School on the
north end of town, was framed with a rusted metallic hedge of lawn mowers, banana seat bicycles, and corroded oil
drums. It wasn't a calico frame of rusted parts, but rather an orchestra of unwanted machinery that Billy Ray had
arranged into sections. The yellow-tanked mowers rested silently at the right of the diesel fuel. Once red, now faded
orange, mowers stood at attention to the left. The oil barrels, jaded and pierced with holes, bellared like chimes when
the wind was right. The bikes rested sporadically throughout the lot. In the middle of it all was the office, a faded, steel
roof supported by cheap two-by-fours and zebra paneling. Billy Ray was at home, usually, five blocks east of town on
Kennel Road."

sample excerpt from a student at St. Cloud State spruces up something as everyday as a local pawn
shop.

CAUSE AND EFFECT ESSAY

Human beings often try to find root causes of things, happenings and phenomena. This research leads to the
discovery of effects, too. It is because human beings always desire to understand reasons for things, and why they
happen. A composition written to find out reasons and results is called a cause and effect essay. It makes discovery of
the causes of something and resultantly finds out effects.

Signal Words for Cause and Effect Essays

Cause and effect uses special words for causes, effects, and predictions, such as led to, because, cause, reason,
explanation, so etc. However, for effects, the words most commonly used are therefore, as a result, consequently, thus,
then, and thanks to. For predictions, the most commonly used words are if, when, after, as soon as, may, might, or
possible.

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Function of Cause and Effect Essay
A cause and effect essay explains the real situation to readers. Readers understand what lies behind a
happening, and how it effects, or how it will impact, human beings. Mostly, such essays are used for scientific topics.
It is because these essays explore the nature of things, and their likely effects on us, or the things around us.

Example:

“My first victim was a woman—white, well dressed, probably in her early twenties. I came upon her late one
evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished
section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance
between us. Not so. She cast back a worried glance. To her, the youngish black man—
a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military
jacket—seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in
earnest. Within seconds she disappeared into a cross street.”

Black Men and Public Space (by Brent Staples)

EXPOSITORY ESSAY
Expose means to uncover or lay something bare, or to discover something in a way that others know what it
is. Expository is derived from exposition, which is a noun of ‘expose.’ An expository essay is a genre of writing which
tends to explain, illustrate, clarify, or explicate something in a way that it becomes clear for readers. Therefore, it could
be an investigation, evaluation, or even argumentation about an idea for clarification.
Functions of an Expository Essay

The function of an expository essay is to clarify and expose things, ideas, persons, and places through
description, process, comparison/contrast, or through problem solution. The objective of this type of essay is to make
readers aware of things given in the essay. It proves full and detailed information in a way that readers become
knowledgeable about the topic.

Argumentative Essay

An argumentative essay is a type of essay that presents arguments about both sides of an issue. It could be that
both sides are presented equally balanced, or it could be that one side is presented more forcefully than the other. It all
depends on the writer, and what side he supports the most. The general structure of an argumentative essay follows this
format:

Introduction: Attention Grabber / hook, Background Information, Thesis Statement

Body: Three body paragraphs (three major arguments)
Counterargument: An argument to refute earlier arguments and give weight to the actual position
Conclusion: Rephrasing the thesis statement, major points, call to attention, or concluding remarks.

Models for Argumentative Essays

There are two major models besides this structure given above, which is called a classical model. Two other
models are the Toulmin and Rogerian models.

Toulmin model is comprised of an introduction with a claim or thesis, followed by presentation of data to support the
claim. Warrants are then listed for the reasons to support the claim with backing and rebuttals. However, the Rogerian
model asks to weigh two options, lists strengths and weaknesses of both options, and gives a recommendation after an
analysis.

Function of Argumentative Essay

An argumentative essay presents both sides of an issue. However, it presents one side more positively or
meticulously than the other one, so that readers could be swayed to the one the author intends. The major function of
this type of essays is to present a case before the readers in a convincing manner, showing them the complete picture.

39 | Page
Example:

“When we consider the ubiquity of cellphones, iPods, personal computers and the Internet, it’s easy to see how science
(and the technology to which it leads) is woven into the fabric of our day-to-day activities. When we benefit from CT
scanners, M.R.I. devices, pacemakers and arterial stents, we can immediately appreciate how science affects the quality
of our lives. When we assess the state of the world, and identify looming challenges like climate change, global
pandemics, security threats and diminishing resources, we don’t hesitate in turning to science to gauge the problems
and find solutions.

And when we look at the wealth of opportunities hovering on the horizon—stem cells, genomic sequencing,
personalized medicine, longevity research, nanoscience, brain-machine interface, quantum computers, space
technology—we realize how crucial it is to cultivate a general public that can engage with scientific issues; there’s
simply no other way that as a society we will be prepared to make informed decisions on a range of issues that will
shape the future.”

Put a Little Science in Your Life (by Brian Greene)

Post Task:
Be a Writer
• Draft an essay of your choice and follow the prompt given.
• Make sure to follow the three-paragraph essay format.
• Begin with a rough draft then the final draft

A. ARGUMENTATIVE ESSAY:
Making a Formal Argument – “The Most Important Word”
Directions: Answer the question below using a formal argument. In a formal argument, you must: 1)
State your position.
2) Provide point(s) that support your position.
3) Support each point with specific reasons/examples.

Question: What is the most important word in the English language?

Example Answer: The most important word in the English language is “friend”. This word is important because it is
used to describe the connection between two people when they share respect or affection. Respect and affection must
be shared between people in order for us to survive and live in harmony. Also, respect and affection is a great feeling
to have, so it must be important to share.

B. CAUSE AND EFFECT ESSAY:

 • The following example is an outline for cause-effect essay about the effects of the computer on life. Thesis
statement: The two main areas in which computers have brought about a profound change in our lives are in the
economic field and in the field of communications.

1st body: economic effects

1. computers in business
2. computers and national economies

2nd body: effects on communication

1. e-mail
2. globalization

C. DESCRIPTIVE ESSAY

Instruction: Write a descriptive essay on “what is facebook” following the elements of an essay.

40 | Page