GE 106:

PURPOS
IVE
COMMU
NICATI
ON

JENNYLYN R. PAJULAS, LPT

Course Facilitator
Contact #: 09669032970
Email Address: jennylynpajulas28@gmail.com

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) 
Member:      Philippine Association of State Universities and Colleges (PASUC)
   Agricultural Colleges Association of the Philippines (ACAP)   
GE 106 – Purposive Communication

Module Title:  UNIT I: ACADEMIC RESEARCH FOR PHILIPPINE SOCIETY (1)

Course Title: GE- 106: PURPOSIVE COMMUNICATION
Course Description:
Purposive Communication is about writing, speaking, and representing to different
audiences and for various purposes. It is a 3- unit course that aims to develop student’s
communicative competence and enhances their cultural and intercultural awareness through
multimodal tasks that provide them opportunities for communicating effectively and
appropriately to a multicultural audience in a local or global context. It 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.

Overview

This chapter will introduce several concepts about communication beginning from
the Ancient Greeks until the twenty-first century. It will illuminate several perspectives about
communication; the most important one being that is a necessary and important skill that should
be honed to become better citizens and to help in building one’s society.
It will explore the use of English in the world, as well as its usage in the
Philippines. It will also discuss the perils of language, and how we can find the seeds of racism,
sexism, and classism in the language that we use---and what one can do to ensure that one’s
language is as academic and inclusive as possible.

Summary of Learning Outcomes

To achieve this unit a learner must:
By the end of this chapter, you should be able to:
1. have a thorough understanding of communication models and processes;
2. understanding the importance of ethics in communication and academic writing; and
3. discover how the English language spread throughout the world, and appreciate the
differences between Standard English, World Englishes, and Philippine English. 

Contents:
I – ACADEMIC RESEARCH FOR PHILIPPINE SOCIETY
Chapter 1. Communication in the Twenty-First Century
Lesson 1. Communication Models
Lesson 2. Communication Ethics
Lesson 3. Communication and Globalization*

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Discussion Proper:

Chapter 1
Communication in the Twenty-First Century

Lesson 1: Communication Models

In this lesson, students will be exposed to the different ways of looking at

communication. It should give the students a good understanding of why communication should
be studied at the tertiary level, and the potential of such a course in helping them transform
themselves and their society. It includes communication models that students can use in the
future, and may explain why communication tasks in the past have either failed or succeeded. It
is a good introduction to the different processes, principles, and dimensions of communication
that students should be aware of, when they start communicating in the academe and the
professional world.

Lesson Objectives:

By the end of this lesson, you should be able to:

1. understand the importance of communication in society;
2. know the principles and processes of communication embodied in the communication
models provided; and
3. relate the communication models to their experiences and apply them to their own
communication processes.

Before-Reading Questions:
1. Why is communication important to you?
2. Why is communication important to society?
3. Why do you think communication skills are considered to be essential in being good
citizens?

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Introduction

“The art of communication is the language of leadership.” (James Humes)

It is a mistake to believe that communication is a simple process. Although people

communicate with one another every day, the real question is whether the ideas one has
expressed are truly understood by another. Communication breakdowns happen in every part of
the globe, and these have led to a plethora of problems. Effective communication can breach
peace, spark revolutions, and affect change in government. However, to communicate properly,
one cannot simply strive to express oneself and leave understanding to fate; one must also learn
how to organize one’s thoughts, control one’s emotions, use one’s words to articulate concepts
and arguments, and express oneself in the best way possible.

The art of one’s communication reflects the art of one’s thinking. According to James
Berlin (1982), one of the major proponents of The New Rhetoric, “In teaching writing, we are
not simply offering training in a useful technical skill that is meant as a simple complement to
the more important studies of other areas. We are teaching a way of experiencing the world, a
way of ordering and making sense of it” (776).

This is also true when it comes to all the language skills essential in communication,
whether this is in writing, reading, listening, or speaking. They are tools that help us analyze,
critique, and negotiate with the world. To construct ideas and bring people to believe in one’s
vision, it is important to be able to communicate in an effective, articulate manner. On a personal
level, honing one’s communication skills can also bring about success to one’s personal and
professional life.

To lead nations or corporations, communication skills are essential. To work

smoothly as a team, communication is indispensable. And to create a vision that people will
believe in, one needs to learn how to communicate purposefully in today’s society.

After-Reading Questions:
1. What problems can happen when there are communication breakdowns?
2. What does Berlin mean when he says “(In teaching writing), we are teaching a way of
experiencing the world, a way of ordering and making sense of it”?
3. Is this only true for writing? Explain.

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Communication Models

One way of thinking about communication processes is by looking at the different

communication models available. According to Denis Mcquail and Sven Windahl (2013), in
their book Communication Models for the Study of Mass Communications, “a model seeks to
show the main elements of any structure or process and the relationship between these
elements... it helps in explaining by providing in a simplified way information which would
otherwise be complicated or ambiguous.” (2)

Linear Models
More than 60 years ago, Claude E. Shannon, a Bell Telephone scientist, and Warren Weaver, a
Sloan Cancer Research Foundation consultant, set out to understand radio and telephone
technology by looking at how information passed through various channels. They viewed
information transmission as a linear process, and their research resulted in the creation of the
action, or Linear Model of Communication.

The linear approach frames communication as a one-way process that transmits a message to a
destination. Think about when you were a child. You may have played "the telephone game,"
which included punching a tiny hole in the bottoms of two plastic cups, and inserting kite string
or thread through each hole. Using the cups to "talk into" and to "listen with" illustrates the one-
way communication we're discussing with the Linear Model. You talk and someone hears you;
that is the essence of the Linear Model. Many writers have succinctly presented the model with
five questions:

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 Who?
 Says what?
 In what channel?
 To whom?
 With what effect?
Although this model has been criticized for ignoring other important aspects of communication,
such as feedback, and has been updated with more sophisticated models, it is still a highly
relevant model for some forms of communication. It is particularly important in the area of
advertising. Since the model tends to emphasize the source of the message and the message
itself, you can see how it is quite relevant to companies looking to gain your business.

Aristotle’s Communication Model

Aristotle, a great philosopher initiative the earliest mass communication model called
“Aristotle’s Model of Communication”. He proposed model before 300 B.C who found the
importance of audience role in communication chain in his communication model. This model is
more focused on public speaking than interpersonal communication.

Aristotle Model of Communication is formed with 5 basic elements

(i) Speaker, (ii) Speech, (iii) Occasion, (iv) Audience and (v) Effect.

Aristotle advises speakers to build speech for different audience on different time (occasion) and
for different effects.

Speaker plays an important role in Public speaking. The speaker must prepare his speech and
analysis audience needs before he enters into the stage. His words should influence in audience
mind and persuade their thoughts towards him.

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Example:

Alexander gave brave speech to his soldiers in the war field to defeat Persian Empire.

Speaker – Alexander

Speech – about his invasion

Occasion – War field

Audience – Soldiers

Effect – To defeat Persia

Laswell's Communication Model

This model is also called a ‘linear model of communication’, ‘uni-directional process’ or
‘action model, because it describes a one-way process within communication. It is seen as one of
the most influential communication models. The model consists of five components, that are
used as an analysis tool for evaluating the entire communication process. The previous ‘W’
questions are the basis for these components. The answers to these questions provide insight into
the communication between people.

Communication can be understood as more than Lasswell’s linear communication model.

The model can work really well when providing communication advice for organisations, by
answering all five questions. This way, a communications advisor or marketer more easily gets
an idea in advance about which concrete campaign should be carried out. Such a campaign plan
states which message is sent via which channels and to which specific target audience in order to
reach the desired effect and keep the lines of communication open between the organisation and
its target groups.
The Lasswell Communication Model describes verbal communication and consists of five
elements. Who says What, in Which channel, to Whom, with What effect?

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The Lasswell Communication Model consists of the basic questions below, aimed at a
component and the gaining of an analysis:
Who?
Component: This is the communicator, also called the sender, who formulates and spreads a
message. The sender can also be an intermediary.

What?
Component: This is the content of the message or the message that the sender spreads.

Which channel?
Component: The channel describes the medium or media that is/are used to convey and spread
the message. The medium can consist of several communication tools, mass media and social
media.

To whom?
Component: This describes the receiver(s), such as a target group or an individual. With mass
communication, there’s an audience.

Which effect?
Component: The effect is the result the message leads to. The so-called triangle of success
‘knowledge, attitude, behaviour’ is often used to describe the desired effect.

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The Shannon-Weaver Communication Model

In 1948, Shannon was an American mathematician, Electronic engineer and Weaver was an
American scientist both of them join together to write an article in “Bell System Technical
Journal” called “A Mathematical Theory of Communication” and also called as “Shannon-
Weaver model of communication”.

This model is specially designed to develop the effective communication between sender and
receiver. Also they find factors which affecting the communication process called “Noise”. At
first the model was developed to improve the Technical communication. Later it’s widely
applied in the field of Communication.

The model deals with various concepts like Information source, transmitter, Noise, channel,
message, receiver, channel, information destination, encode and decode.

Strangely enough, Shannon and Weaver were mathematicians, who developed their work during
the Second World War in the Bell Telephone Laboratories. They aimed to discover which
channels are most effective for communicating.

So, although they were doing the research for engineering endeavors, they claimed that their
theory is applicable to human communication as well and they were right.

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So, first, let’s consider the components of the Shannon-Weaver model of communication. These
are:
 Sender : The originator of message or the information source selects desire message

 Encoder : The transmitter which converts the message into signals

Note: The sender’s messages converted into signals like waves or Binary data which is
compactable to transmit the messages through cables or satellites. For example: In telephone the
voice is converted into wave signals and it transmits through cables

 Decoder : The reception place of the signal which converts signals into message. A
reverse process of encode
Note : The receiver converts those binary data or waves into message which is comfortable and
understandable for receiver. Otherwise receiver can’t receive the exact message and it will affect
the effective communication between sender and receiver

 Receiver : The destination of the message from sender

Note : Based on the decoded message the receiver gives their feed back to sender. If the message
distracted by noise it will affect the communication flow between sender and receiver

 Noise: The messages are transferred from encoder to decoder through channel. During
this process the messages may distracted or affected by physical noise like horn sounds,
thunder and crowd noise or encoded signals may distract in the channel during the
transmission process which affect the communication flow or the receiver may not
receive the correct message
Note : The model is clearly deals with external noises only which affect the messages or signals
from external sources. For example: If there is any problems occur in network which directly
affect the mobile phone communication or distract the messages

Berlo's S-M-C-R Communication Model

In 1960, David Berlo postulated Berlo’s Sender-Message-Channel-Receiver (SMCR) model of
communication from Shannon Weaver’s Model of Communication (1949). He described factors
affecting the individual components in the communication making the communication more
efficient.
The model also focuses on encoding and decoding which happens before sender sends the
message and before receiver receives the message respectively.

Berlo’s Model has mainly, four components to describe the communication process. They are
sender, message, channel and receiver. Each of the component is affected by many factors.

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Components of Berlo’s Model of Communication

S –Sender / Source
Sender is the source of the message or the person who originates the message. The person or
source sends the message to the receiver. The following are the factor related to sender and is
also the same in the case of receiver.

 Communication Skills
Communication skills of a person is a factor that affects the communication process. If the
sender has good communication skills, the message will be communicated better than if the
sender’s communication skills are not good. Similarly, if the receiver can not grasp the message,
then the communication will not be effective. Communication skills include the skills to speak,
present, read, write, listening, etc.
 Attitude

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The attitude of the sender and the receiver creates the effect of the message. The person’s
attitude towards self, the receiver and the environment changes the meaning and effect of the
message.
 Knowledge
Familiarity with the subject of the message makes the communicated message have its effect
more. Knowledge on the subject matter makes the communicator send the message effectively.
 Social Systems
Values, beliefs, laws, rules, religion and many other social factors affect the sender’s way of
communicating the message. It creates difference in the generation of message. Place and
situation also fall under social systems.
 Culture
Cultural differences make messages different. A person from one culture might find something
offensive which is very much accepted in another culture.

M-Message
A message is the substance that is being sent by the sender to the receiver. It might be in the
form of voice, audio, text, video or other media. The key factors affecting the message are
 Content
Content is the thing that is in the message. The whole message from beginning to end is the
content.
 Elements
Elements are the non verbal things that tag along with the content like gestures, signs, language,
etc.
 Treatment
Treatment is the way in which the message is conveyed to the receiver. Treatment also effects
the feedback of the receiver.
 Structure
The structure of the message or the way it has been structured or arranged, affects the
effectiveness of the message.
 Code
Code is the form in which the message is sent. It might be in the form of language, text, video,
etc.
C-Channel
Channel is the medium used to send the message. In mass communication and other forms of
communication, technical machines might be used as a channel like telephone, internet, etc. But
in general communication, the five senses of a human being is the channel for the
communication flow and it affects the effectiveness of the channel.

 Hearing – We receive the message through hearing.

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 Seeing – We perceive through seeing. We also get non-verbal messages by seeing.

 Touching – Many of the non-verbal communication happens from touching like holding
hands.
 Smelling – We collect information from smelling.
 Tasting – Taste also provides the information to be sent as a message.
R- Receiver
Receiver is the person who gets the message sent in the process. This model believes that the
thinking pattern and all other factors mentioned above must be in sync to that of the sender for
the communication to be effective. The message might not have the same effect as intended if
the receiver and sender are not similar. The receiver must also have a very good listening skill.
Other factors are similar to that of the sender.

 Communication skills
 Attitudes
 Knowledge
 Social Systems
 Culture

Interactive Communication Model

The Interaction Model of 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, this model incorporates feedback,
which makes communication a more interactive, two-way process.
Feedback includes messages sent in response to other messages. For example, a patient may ask
you a question in response to health information you provide them. The inclusion of a feedback
loop allows 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. You alternate between the roles of sender and
receiver very quickly and often without conscious thought.

The Interaction Model of communication is more interaction-focused. In this model,

communication isn’t judged as effective or ineffective based on whether or not a single message
was successfully transmitted and received. In fact, this model acknowledges that because so
many messages may be sent at one time, many of them may not even be received. Some
messages are also unintentionally sent. Thus, the model acknowledges that communication is
nuanced and complex.

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Components of Interactive Model

Interactive Model of Communication requires different following components for the
communication process to work:

Encoder-Source-Decoder
The person who originates a message is the source. The encoder and decoder are the same
person/source. The second source is also encoder as well as decoder. The source acts as an
encoder while sending the message and as decoder while receiving the message.
The second source decodes the message, then originates another message, encodes it and sends it
to the first source. The source is known to be encoder and decoder during the act of encoding and
decoding.

Message
Message is the information sent during the interaction.

Feedback
The decoder forms a second message after receiving the first which is known as feedback.

Field of Experience
Field of experience is the experience and knowledge that the source possess which affects the
message formation and interpretation. For example, the source’s culture, social behavior, etc.

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The Osgood-Schramm Communication Model

In 1954 Charles E. Osgood presented the theory of meaning. Wilbur Schramm changed this
theory of meaning into a model and after this model became the Circular Model of
communication.
Charles E. Osgood was an American Psychologist who developed the technique of measuring the
‘connotative meaning’ of the concept, known as semantic Differential. Osgood was born in
Somerville, Massachusetts and did his PhD from Yale University.

Wilbur Schramm was a scholar and also known as the authoritarian of Mass Communication. He
was a great influencer of mass communication and was the one who established the departments
of mass communication studies across the universities of the United States.He was the first
person who called himself a communication Scholar. Schramm did a pilot project called Mass
Communication Program for his PhD in Lowa University.

The Osgood and Schramm model is about two way of communication between Sender and
Receiver. Osgood popularized the statement that communication is circular rather linear, which
requires sender and receiver for sharing their information. The following are the components of
the Osgood-Schramm Communication Model:

 Sender (encoder)
This is the person who sends (encodes) his/her message.

 Receiver (decoder)
This is the person who receives (decodes) the message from the sender.

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 Interpreter
person trying to understand, perceive or analysis the message.

 Message
this is the message being shared between both the parties.

 Semantic barrier
field of experience, beliefs, background, and beliefs that influence sender and receiver to
interprets their message. When semantic noise takes place decoding becomes difficult and people
get diverged from the actual message.

The Westley and Maclean Communication Model

In 1957 Westley and MacLean’s model of communication is proposed by Bruce Westley (1915-
1990) and Malcolm S. MacLean Jr (1913-2001). Being one of the creators of journalism studies,
Westley served as a teacher at the University of Wisconsin, Madison, between 1946 and 1968.
Malcolm was director of University of Journalism School (1967-74) and co founder of the
University College at University of Minnesota.

This model can be seen two contexts, interpersonal and mass communication. And the point of
difference between interpersonal and mass communication is the feedback. In interpersonal, the
feedback is direct and fast. In the mass, the feedback is indirect and slow.

Westley and Maclean realized that communication does not begin when one person starts to talk,
but rather when a person responds selectively to his/her physical surroundings. This model
considers a strong relation between responds from surroundings and the process of
communication. Communication begins only when a person receives message from
surroundings. Each receiver responds to the message they received based on their object of
orientation.

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1. Environment (X)
Communication starts with the environment around the speaker. Some stimulus in the
environment will motivate the person to create a message and send it out.
Environmental factors that impact a message could include:
 How the wider media talks about a topic.
 The culture or society in which you live.
 Where you are when you send the message (private space, public space, etc.).
This is one of the key defining features of the Westley & Maclean model. Most other models
have the communication process starting with the sender. However, this model believes that the
communication process starting with the environment.
Acknowledgement of the presence of the environment in communication helps us to focus on the
social and cultural contexts that influence the ways we communicate and the messages we
receive.
2. Sensory Experiences (XI)
The speaker experiences something in their environment in some way or another, which
motivates them to send their message.
The speaker may receive the initial stimulus by:
 Watching television.
 Hearing something from a friend.
 Learning about something at work.

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The way we experience the environmental stimulus may impact how we send our message (see:
“object of orientation of the source” below). If our experience is a positive one, we might create
a positive message about our idea. If our sensory experience is negative, it is likely that our
message will be critical of the idea.
3. Source (A)
The source is the person who sends the message.
A message sender may by a person talking one-to-one with their friend (interpersonal
communication). They may also be a newscaster sending a message to millions of people (mass
communication). The Westley-Maclean model accounts for both mass and interpersonal
communication.
Examples of sources include:
 Social media influencers, Instagrammers, Bloggers, etc.
 Teachers sending a message to their students.
 Newscasters on television or the radio.
 A single person talking to their friend.
Someone who decides to send a text message (A) after experiencing something (XI) in their
environment (X).

4. Object Of Orientation Of The Source (X2)

The object of orientation of the source is the subjective beliefs or experiences of the person
sending the message.

All of us approach and interpret information with our own cultural or social perspectives. These
will impact how we send a message.
Objects of orientation include:
 A feminist (A), who is concerned with how women are represented in the environment
(XI) which impacts how she sends her message.
 A right-wing newspaper host (A), whose orientation is to critique government
interference in our lives (XI).

5. Receiver
The receiver is the person who gets the message.
Examples of the receiver include:
 A person watching TV receives a message from their television.
 A person listening to another person in a one-to-one conversation.
 Someone eavesdropping on another conversation while on a train.

6. Object Of Orientation Of The Receiver (X3)

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The object of orientation of the receiver is the subjective beliefs or experiences of the person
receiving the message. The receiver will decode a message using their own personal
perspectives.
Examples of objects of orientation of the receiver include:
 A critical thinker, who is skeptical of the messages they see on TV.
 A student, who is ‘oriented’ toward believing their teacher because they see the teacher
as an authority on the topic.

7. Feedback
The Westley-Maclean model sees feedback loops as important for influencing how messages are
sent.
This makes this model a circular model (like the Helical Model, Shannon-Weaver and Osgood-
Schramm models) rather than a linear model (such as the Lasswell model)

Feedback loops involve having the receiver and gatekeeper (see below) sending messages back
to the message sender. This may stimulate the message sender to create a new message that has
been refined based on the feedback sent.

8. Gatekeepers
Gatekeepers are more common in mass communication than interpersonal communication.
They are the editors of messages before they are passed on to the receiver.
Examples of gatekeepers include:
 A newspaper editor who makes sure the grammar and spelling are accurate.
 A television executive who insists stories have a particular political bias.
Some more modern forms of mass communication or ‘new media’ such as blogs and vlogs do
not have gatekeepers. The advantage of new media is that it allows information to pass through
to the receiver without being filtered.

9. Opinion Leaders
Westley and Maclean believe one key person in the mass communication process is an opinion
leader. This person may have an oversized influence as an environmental factor (X) upon the
message sender (A).
Examples of opinion leaders include:
 Politicians who are heads of large political parties.
 Celebrities who have large followings of fans.
 Social media influencers.

Explanation of How the Model works

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The Westley and Maclean model of communication believes a communication event

begins when an environmental factor stimulates a person to create a message. They may hear or
see something that they feel they need to talk about.
Once the environmental factor kicks-off the communication process, the message is formed by
the sender. The sender creates a message that is influenced by how they interpret the message
(their sensory experience) as well as their own subjective opinions on the matter (their object of
orientation).

Once the message is sent, it may pass through a gatekeeper such as an editor before it is
approved for sending through to the receiver. The gatekeeper may send the message back to the
sender with feedback to ask them to change the message. Gatekeepers are more common within
traditional mass communication (such as newspaper editors) than new media such as blogs,
which anyone can write!
The receiver will get the message, but must decode it. Their decoding will involve applying their
own subjective interpretation of the message (aka the receiver’s object of orientation). The
receiver may send feedback to the sender, which could spark another round of communication.

Learning Task: Communication Models Applied

Choose
Break intoONE activity
five small amongEach
groups. the following:
group should do the following:
1. Explain the communication model assigned to them.
1.2. Use their
Explain own examples to
the communication explain
model the model.
assigned to them.
3. Illustrate the model through a skit, which shows both successful communication and
2. Usefailed
their communication
own examples to explain the model.

3. Illustrate the model through a skit, which shows both successful communication and failed

Lesson 2: Communication Ethics

In the previous lesson, you read a short introduction to communication. In this lesson,
you will find out that there are different guidelines in communicating in an ethical manner.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. know how to communicate in an ethical manner; and
2. apply these ethical principles to their communication process.

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Before-Reading Questions

1. What is ethics?
2. Why do you think there should be ethics in communication?
3. What problems can arise when people are not ethical in their communication
practices?

It is important to understand that whatever we communicate should be guided by

certain ethical principles. The US National Communication Association (NCA. 1999) discusses
this in their Credo for Ethical Communication, stating that, “Ethical communication is
fundamental to responsible thinking, decision-making, and the development of relationships and
communities within and across contexts, cultures, channels, and media. Moreover, ethical
communication enhances human worth and dignity by fostering truthfulness, fairness,
responsibility, personal integrity, and respect for self and others. We believe that unethical
communication threatens the quality of all communication and consequently the well-being of
individuals and the society in which we live.
While-Reading Question:

1. Why does unethical communication threaten the quality of all communication, and
consequently the well-being of individuals and the society in which we live?

In their Credo, there are four ethical principles of communication that are especially
relevant for students today.

Firstly, they "advocate truthfulness, accuracy, honesty, and reason as essential to the
integrity of communication" (NCA, 1999). Nowadays, social media and speeches in public have
been so filled with black propaganda and whitewashing that there is a call to reiterate the need
for truth and honesty. It is important to be accurate when we communicate, and to have facts and
figures to prove our assertions. It is important to be reasonable, rather than to be too emotional or
threatening when we communicate.

Secondly, the NCA also endorses "freedom of expression, diversity of perspective, and
tolerance of dissent to achieve the informed and responsible decision-making fundamental to a
civil society" (NCA, 1999). In certain political climates, people may feel threatened to the point
that they no longer feel that it is safe to express what they feel or think. This is not a good
environment to live in. We fully agree with the NCA that to have a vibrant democracy, we must
be able to hear different perspectives and have a high tolerance for views that are different from

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ours. It is important to foster an environment where people feel safe enough to express what they
think and feel, and for these expressions to be met with reasonable dialogue and debate, rather
than outright censure or violence.

Thirdly, the NCA (1999) states that they "condemn communication that degrades
individuals and humanity through distortion, intimidation, coercion, and violence, and through
the expression of intolerance and hatred" (1999). This condemnation is important because it
safeguards society from racism, sexism, and violence against oppressed peoples. History has
shown us that a tolerance for hate speech, as well as speeches that incite violence and the act of
killing, have often instituted such violence in society, whether this is in the context of slavery,
colonialism, or misogyny.

Lastly, the NCA (1999) states that communicators should "accept responsibility for the
short and long-term consequences of our own communication and expect the same of others."
All too often, there have been people who do not feel accountable for their actions. Therefore, if
one risks to communicate maliciously, spread false news, or incite hatred or violence, he or she
should be ready to face the consequences of such actions. States are beginning to realize this,
especially in the porous medium of social media.

Everytime we communicate, we should consider the consequences of our actions. If people

were more responsible in their use of communication, there would be less conflict in this world.
Even though the four principles above are short and concise, they are important, because they
help us discern the difference between ethical and unethical communicators.

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GE 106 – Purposive Communication

After-Reading Questions:

1. Why is it important to be ethical in communicating today?

2. Is honesty still a virtue valued today? Why or why not?
3. Can you give historical examples that show how intolerance of dissent has been a
problem for certain sectors of society?
4. Can you give historical examples that show why hate speech is a problem?
5. When you think of politicians today, would you say that they have been communicating
in an ethical manner?
6. Who comes to mind on the subject of violating the ethics of communication?
7. Why do people communicate in an unethical manner?
8. What consequences can you think of because of this?

Lesson 3: Communication and Globalization

This lesson focuses on the implications of globalization on communication. You will read
essays and expositions that will provide you with an awareness of the role and status of English
as a global language, the notion of World Englishes, and the need for standard forms in academic
and professional writing, and the importance of culturally sensitive and bias-free language when
communicating with people from different cultures and discourse communities.

Lesson Objectives:

By the end of this lesson, you should be able to:

1. understand the implications of globalization on communication;
2. explain the notion of World Englishes in the context of English being a global language;
and
3. use Standard English and bias-free language in writing.

Globalization

Globalization has affected us in numerous ways. Airfare has become cheaper and one
can travel internationally more than one could in the past. Many Filipinos have decided to work
or live abroad, with some of them migrating to other countries. The free trade of goods and
services all over the world has brought multinational companies and foreign investors to our

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GE 106 – Purposive Communication

shores. Because of all of these factors, it is imperative to be aware of the differences between our
culture and the rest of the world's cultures.
Because of the advent of the Internet, the world seems to be shrinking continually. One
can communicate internationally in a matter of seconds, whether one is sending an email.
chatting in social media, or sending a text message. One can read about different cultures, and
have access to films, academic papers, and the like from countries around the world, and vice
versa. Given this increasingly shrinking world, one should know the difference between the kind
of English that we write and speak, and the kind of Englishes that exist outside of the
Philippines.

World Englishes

David Crystal (2003) begins the first chapter of the book English as a Global Language
with the assertion that English is, in fact, the global language. After giving various examples to
support this statement, he questions the assertion by asking, "What does it mean to say that a
language is global?" (Crystal, 2003). In asking this, he considers the implications of English
having this status, especially for its many users who speak different mother tongues.

In The Story of English, Robert McCrum et al. (1986) discuss the "success story" of the
rise of English. They also provide a variety of examples that demonstrate the global presence of
English. The questions that follow help the reader explore the implications of the language's
wide reach.

Before-Reading Activities

1. Review what you know about The Story of English. How did it come to be a global
lingua franca or an international language?
2. Watch "The History of English in Ten Minutes" posted by The Open University on
YouTube: https://www.youtube.com/watch?v=H3r9bOkYW9s (accessed April 3, 2017).
After watching it, come up with your own list of the factors that led English to take on its
global status.
3. Do some quick Internet research to find out how English came to have an official status
in the Philippines.
4. How do you feel about the role and status of English in the Philippines?

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GE 106 – Purposive Communication

Readings in World Englishes

Read "Speak English The Story of a Onice obscure Language and How It Become the
last Word in Global Communication," excerpted from the Chicago Tribune from The Start of
English (McCrum et al 1986), You may access the full excerpt via the following link:
http://articies.chicagotribune.com/1986-09-07/features/8603070293_1_official-language-mother-
tongue-speak). Read only up to the first paragraph of page 2 of the article. The first and final
paragraphs of your assigned reading are given below for your reference,

(First paragraph)
The rise of English is a remarkable success story When Julius Caesar landed in Britain
nearly 2,000 years ago, English did not exist. Five hundred years later English,
incomprehensible to modern ears, was probably spoken by about as lew people as
currently speak Cherokee-and with about as little influence. Nearly a thousand years
later, at the end of the 16th Century, when William Shakespeare was in his prime.
English was the native speech of between 5 and 7 million Englishmen, and it was, in the
words of a contemporary, "of small reatch, it stretcheth no further than this iland of
ours, nale not there over all."

(Final paragraph)
The emergence of English as a global phenomenon---as either a first, second or foreign
language---has recently inspired the idea (undermining the above claims) that we
should talk not of English but of many Englishes, especially in Third World countries
where use of English is no longer part of the colonial legacy but the result of decisions
made since their independence. Throughout the history of English there has been a
contest between the forces of standardization and the forces of localization, at both the
written and the spoken levels. The appearance of the first substantial English
dictionaries in the 18th Century was a move towards written standardization. It was
Victorian England that realized the idea of "the Queen's English," a spoken standard to
which the "lesser breeds" could aspire. The industrial revolution meant roads, canals
and, above all, trains: People traveled more, both geographically and socially. The
pressures of class ambition speeded the emergence of a standard form of English
speech.

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GE 106 – Purposive Communication

After Reading Questions:

1. Based on McCrum's essay and some additional research on your part, why is the rise of
English such a remarkable “success story''? What led to English taking on the role of a
global language?
2. Can you add to the evidence given by McCrum in paragraphs 3 to 7 that English is the
most widespread language in the world?
3. David Crystal (2003) says that "a language achieves a genuinely global status when it
develops a special role that is recognized in every country.” What is the special role of
English in the Philippines?
4. Why does McCrum say that “we should not talk of English but of many Englishes”?

Question number 4 is an important one. It is now a more widely accepted fact that there
are many World Englishes, sometimes referred to as varieties of English used in the world. All
are equal in the sense that each is best suited to the communication needs of its speakers.
However not all are equal in prestige. Some varieties are more prestigious than others because of
social attitudes about the speakers of these varieties. For example, in the social variety of English
called African American English (AAE) “used by many (but not all) African Americans in
different regions of the USA." certain features such as 'g-dropping' in words like readin
(reading), walkin (walking), and singin' (singing) are stigmatized'' (Yule, 2010). This process of
stigmatization follows a regular pattern whereby the social practices, especially speech, of
dominated groups such as African Americans, “are treated as 'abnormal' by those dominant
groups who are in charge of defining ‘normal’” (Yule, 2010). Some scholars, like Ruanni Tupas
and Rabdy (2015), use the term "unequal Englishes" to focus discussions of “the unequal ways
and situations in which Englishes are arranged, configured, and contested." It is important for
writers from a postcolonial context such as the Philippines, which has a conflicted historical
relationship with English to be aware of the political forces---not just economic ones---guiding
their use of the language.
The two most well-known varieties of English are those of the colonial superpowers: British
English and American English. But there are many multilingual countries around the world in
which varieties of English have developed. This may be because English was initially
"transported" to that country by English-speaking settlers---as in the United States, Canada,
Australia, and New Zealand. It could also be that English may have been brought to that country
as a language of conquest by English-speaking colonizers---as in South Africa, Hong Kong,
Malaysia, Singapore, and the Philippines. In the latter countries, English has a particular role as
official language, medium of instruction, or even language of law and government. English is
also studied as a foreign language in some non English speaking countries, such as Holland and
Yugoslavia, as mentioned earlier by McCrum, and in Korea and Japan. In these countries, there

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GE 106 – Purposive Communication

is less exposure to English, and it is often learned for career progression because it is the
language of international business.

As mentioned earlier, all of these World Englishes are equal in functionality, but not all
are equal in prestige. The idea, however, in writing, is to adhere to the Standard English of one's
country because each variety, including those of the United States and United Kingdom, has its
own peculiar or individual features. These features include differences in spelling, punctuation,
favored words and expressions, and sometimes, grammatical constructions. The table that
follows gives an example of some of these differences for American English and British English.

Aspect American English (US) British English (UK)

Punctuation She said, “I’ll be at work by 8 She said, “I’ll be at work by 8
a.m.” a.m.”
Date March 2, 2017 2 March 2017
Spelling center, color, organize, program centre, colour, organise,
programme
Words elevator, pants, diaper lift, trousers, nappy
Expression/Local Idiom ruffled feathers knickers in a twist
(agitated) (agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation Vase /vãs/ - sounds like Vase /va:z/ - sounds like
(irrelevant in writing) VEYZ VAHZ

Thus, two English speakers---one from the US and the other from the UK---may become
confused when encountering the other's unfamiliar accent and word choices in a conversation
and when seeing different spelling and punctuation conventions in writing.

Activity: Varieties of English

1. Can you think of more examples of the differences between American and British
English? Create your own table of aspects and examples.
2. For further awareness of World Englishes, watch David Crystal talk about the topic in a
video posted by the British Council Serbia on YouTube, Search for "David Crystal -
World Englishes" or access the video via this link: https://www.youtube.com/watch?
v=2_q9b9YqGRY (accessed June 21. 2017).

Philippine English, as well, has its unique and idiosyncratic usages. For example,
"comfort room" is a Philippine term for "washroom," "toilet." or "lavatory." When Filipinos say,
"There's traffic." they mean "There's heavy traffic. Moreover, the word "salvage" in the
Philippine context can mean either "to save" or "to brutally murder, usually for political reasons"

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GE 106 – Purposive Communication

Matthew Sutherland, who writes about Philippine English from an Englishman's perspective
talks about the expression "for a while," which he says baffles foreigners because the expression
does not exist outside of the Philippines. The UK's equivalent, he says, is "just a second'' or "just
a moment" (quoted in Aguilar, 2004). Similarly, Sutherland notes that “for a while" is frequently
used in the Philippines on the telephone, whereas in the UK, the more typical expression would
be "hold on" or "hang on" (quoted in Agullar, 2004). Importantly, he mentions that these British
idiomatic equivalents would be just as baffling to those unfamiliar with these usages. Filipinos
might, in response to being told to "hang on," may very well ask, "Hang on to what?"

Sutherland also notes that “every English-speaking nation has its own set of English
phrases and idioms: English is equally idiosyncratic in, say, India, Jamaica, Zimbabwe, or
Singapore.” In other words, there is no wrong way of speaking English as long as those who
speak it understand each other. In fact, Sutherland says, "The many versions of English spoken
around the globe merely serve to make English an even richer tongue." However, the fact that all
varieties of English have individual or peculiar Usages is why it is important---in the context of
academic and professional writing---to follow a standard. This standard advocates the use of a
persistent spelling and punctuation system. It also avoids colloquial and Informal usages,
eschewing these in favor of more widely understood uses or explaining such usages for the
reader if it becomes necessary to use them in writing.

The label for this variety is Standard English or---depending on the region---Standard
American English, Standard British English, or Standard Philippine English. This is defined as
consisting of "the conventional Vocabulary and usage of educated speakers and writers of
English" (Roberts & Turgeon, 1998). To use this kind of English means to follow a spelling or
punctuation system that is consistent with the prescribed standard. For example, Standard
Philippine English follows Standard American usages for spelling, punctuation, and the
formatting of dates. In terms of grammar and diction, Standard English "does not include slang,
vulgarisms, regionalisms, and other constrictions that are considered... unorthodox by those
seeking a language acceptable to a general audience" (Roberts & Turgeon, 1998). In general,
then writers should avoid local idioms, expressions, and constructions like those examples
mentioned, and essentially, to use words that will be clearly understood by English speakers
from any region of the world.

In summary, in everyday speech and informal contexts, one is free to use his or her own
variety of English. However, in more formal writing contexts, one should be able to identify
which features of this variety may not be understood by other speakers of English and to use
alternatives that will be understood by a wider audience.

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GE 106 – Purposive Communication

Activity: Philippine English, World Englishes, and Standard English

1. Watch these two videos by Mikey Bustos on YouTube. You may type in the titles below or
access the sites via the links provide.
2. "Filipino Accent Tutorial” by Mikey Bustos at https://www.youtube.com/watch?
v=3BBIS1ir41A (accessed April 3, 2017)
3. Mikey Bustos Pinoy Lessons "Pinoy English" at https://www.youtube.com/watch?
v=UgIFT8zT8V8 (accessed April 3, 2017)
4. List examples of the following characteristics of Philippine English:
a. two pronunciation features
b. one grammatical feature
c. two unique expressions from Philippine English and their more commonly
understood equivalents
5. Look up the meanings of the following examples in the table from Philippine English,
Canadian English, Australian English, South African English, and Singapore English. Then,
provide alternatives that will be understood by other English speakers from different regions
of the world.

Usages Unique to a Variety of English More Widely Understood Alternative

Philippine English - “I bought some dirty ice
cream for you.”
Canadian English - “I’m going to write a test
today in English.”
Australian English - “That book has good oil.”

South African English - “She is coming just

now.”
Singapore English - “He always likes to
action in front of the ladies.”

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GE 106 – Purposive Communication

Culturally Sensitive and Bias-Free Language

Just as important as awareness of the existence of World Englishes is that of 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. Academic and professional
writings are characterized by bias-free language. Students, scholars, professionals, and anyone
wishing to maintain harmonious communicative relations should be careful in using words and
phrases that do not discriminate against particular groups, whether in terms of race, ethnicity,
gender, social class, age, and disability. The essential point is to communicate in a way that is
respectful of diversity.

Here are some general principles to follow when referring to different groups or
categories.

1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a different race. In

general, It is best to avoid identifying people by race or ethnic group. Race is an emotionally
charged topic, so it is best to tread carefully with the language used and to refer to race, as
Patrícia Arinto (2009) asserts in English for the Professions, “only if it is relevant to what you
have to say." Words that reinforce stereotypes and that imply all people of a particular race or
ethnic group are the same should be avoided. For example, although the assessment is positive in
the sentence "Naturally, the Asian students won the math contest," the word "naturally"
reinforces the stereotype or generalization that Asians have superior aptitude in math.

Next, one must be attuned to the current terminology by which racial and ethnic
groups refer to themselves. This may be done by reading national newspapers and watching
television news, which typically are good indicators of current and preferred usage. According to
Kitty Locker and Donna Kienzler (2013), one should "refer to a group by the term it prefers,"
which means some research is required to find out about acceptable and preferred terms. For
example, for a long time, "Native American" has been considered the politically correct term for
the indigenous peoples of the Americas, over the label "Red Indian." But today, most Native
American people prefer to be referred to by their specific nation or tribe. In the Philippine
context, there have been shifts in the preferences for terms that Filipinos of Chinese ancestry use
to describe their identity: from Tsino, to Chinoy, to Filipino Chinese.
It is also important to be sensitive to religion when referring to various ethnic groups.
Assumptions should not be made that stereotype a race, nationality, or ethnic group with a
specific religion. For example, not all Arabi are Muslims not all Indians are Buddhists, and not
all Filipinos are Roman Catholics.

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GE 106 – Purposive Communication

2. Gender and Sexual Orientation

Sexism raters to the prejudice and discrimination based on sex or gender. To be

Inclusive of all people in general references, one should favor gender neutral words and phrases
over gender-biased words. For example, rather than "man-made," one can say "manufactured,"
“synthetic," or "artificial." Instead of "layman's terms,” one can use “ordinary terms." Neutral
words should also be chosen over words with “man” and “woman" in job titles or descriptions.
For example, it is more appropriate to use “chairperson” in place of "chairman,” “flight
attendant” in place of "stewardess," and "labor" in place of "manpower." One should also avoid
sexist terms like "woman lawyer" and “male nurse'' and simply use "lawyer" and “nurse”.

Pronouns may also be gender-biased, for example, when the masculine "he" pronoun
is used as a generic one for both genders. Gender-biased pronouns can be avoided by (a)
dropping pronouns that signify gender and restating the sentence, (b) changing to plural
construction, and (c) replacing masculine or feminine pronouns with "one" or "you." Examples
of alternative gender-neutral constructions are provided here.

Gender-biased example: Each student should submit his term paper by Monday.
Restatement Each student should submit a term paper by Monday.
Plural construction Students should submit their term papers by Monday.
Use of “you” You should hand in your term paper by Monday.

Other gender-related terms may have to do with gender orientation or sexual

orientation. It is important to be sensitive to new attitudes about homosexual, transsexual, and
transgender people. For example, most gay people prefer the term "gay" to the more clinical
"homosexual" as a label. "Lesbian" is currently the term preferred by gay women. Transgender
people prefer to be referred to as being the gender they identify as, not their birth gender. Again,
as a matter of principle, one should refer to societal groups in the way that members of these
groups prefer to be referred to. Note also that terminology in this area is developing, and that not
everyone agrees.

3. Social Class

Class discrimination or classism is a form of prejudice against a person or people

because of their social class. An example of language with a bias against class is the American
term “white trash," which is not only a facial stur but a classist one that refers to white people,
usually from the rural Southern United States, coming from a lower social class inside the white
population. The term is negative not just because of the words that comprise it but because of its
connotation of danger; white trash people are seen as criminal, unpredictable, and without
respect for authority. In the United States and other cultures, there may also be a kind of classism

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GE 106 – Purposive Communication

against those who are economically privileged. The rich are sometimes referred to by the
derogatory terms "preppie" and "yuppie," both of which connote not just wealth but arrogance.

There are examples from Philippine culture as well, in the informal terms "conyo"
and "jologs," both derogatory terms referring to class. The first, used to describe young people
from the upper class who speak an idiosyncratic mix of English and Tagalog, connotes vanity
and consciousness about social status. The second, now perhaps replaced by the term "jejemon,"
as used in reference to an idiosyncratic spelling or writing style, is used to describe persons who
look poor and out of style.

There are no academic articles about the terms "conyo," "jolog," and "jejemon," but
the following sites offer some ideas about their negative connotations.

● On "conyo"- http://www.cosmo.ph/lifestyle/motivation/13signs-you-re-a-conyo-of-
manila
(accessed June 21, 2017)

● On "jologs” - http://en.wikipilipinas.org/index.php/
Jologs(accessed June 21, 2017)

● On "jejemon"- http://www.philstar.com/news-feature/577357/students-urged-shun-
jejemon (accessed June 21. 2017)

Classism may also appear even in more formal terminology. Sociologist/Activist

Betsy Leondar-Wright, argues in a video interview that classist terms “attribute favorable traits
to the wealthy and powerful" and thosein poverty or near poverty are similarly cast in a negative
light" (Clossism Exposed, 2014). A more sensitive vocabulary uses terms that more precisely
portray the actual circumstances of people within the class structure. For example, instead of “the
owning class,” one can use “the upper class” or “the privileged class,” and instead of “the
underclass,” one can say “the less privileged" or describe a condition of "chronic poverty.” in the
Philippines, “informal settlers" is now the more politically correct term for “squatters."

For more information on classist language, watch this YouTube video entitled
"What's wrong with saying 'classy’?” featuring Betsy Leondar Wright:
https://www.youtube.com/watch?v=sudznVtmPxU (accessed June 21. 2017).

4. Age

Ageism is a form of discrimination against other people because of their age, or

assuming that older people are less physically, intellectually, or emotionally able than other age

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GE 106 – Purposive Communication

groups. The capabilities of younger people should also not be underestimated on the basis of
their age. Again, it is important to refer to a person's age only when that information is pertinent
to what is being discussed. When referring to a generic group, one should also ask their subjects
what wordings they prefer: Do they wish to be called "older persons" or "senior citizens"? Do
they prefer the label "youths," "teenagers," or "young people"?

Lastly, according to The American Psychological Association, writers should be

specific when referring to males and females in terms of their age: females 18 years or older are
women, not girls, "Girls" refers to those in high school or younger (under 18). The same is true
for "boys" and "man."

5. Disabilities

Discrimination in this area often arises because of lack of understanding and

awareness. Therefore, first, It is important to distinguish some terms that are mistakenly
understood to be synonymous. Various guides on bias-free communication and often-confused
terminology are available online. One example is "A Guide to Bias-Free Communications”
published by the University of Wisconsin-Madison. It defines the terms "impairment,"
"disability," and "handicap" as, respectively, (1) "a physiological condition," (2) "the
consequence of an impairment" which "may or may not be handicapping," and (3) "the social
implication of a disability; a condition or barrier imposed by society, the environment or oneself.
Thus, according to these definitions, a "limp" is an impairment in which a leg or foot is damaged
or stiff. A disability that may result from arthritis is difficulty in walking, or walking unevenly
and haltingly. People who imp may be handicapped by having to climb stairs in buildings with
no elevators. Other guides from other cultural contexts may provide different definitions and
examples; it is essential when writing to do research on these definitions.

Finally, when referring to people with disabilities, the focus should be on the person,
not the condition (Arinto, 2009). In Patricia Arinta's English for the Professions (2009), she
advises writers to avoid hurtful expressions such as "retards" or even the seemingly neutral
description "the mentally retarded" and to use instead "people with mental retardation."
Similarly, instead of the "blind" and "cancer patients," one should instead use “people with
vision impairments" and "people being treated for cancer." respectively. These examples
demonstrate the importance of identity-first language or the importance of putting the person or
people first. Note the difference in the following sentences:

Disability first: The blind student used a special keyboard during the exam.
Person first: The student, who is visually impaired, used a special keyboard during the exam.

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GE 106 – Purposive Communication

Next, Arinto (2009) suggests considering the negative implications of usages such as
"confined to a wheelchair" and "AIDS victim." For the former, one should instead write or say
"uses a wheelchair" because wheelchairs enable people to escape confinement, while for the
latter, one should use "person with AIDS" as someone who can acquire a disease without being
victimized by it. Arinto (2009) also notes that the word "abnormal" may be replaced with
"atypical" because "people who have disabilities are atypical but not necessarily abnormal"
(Arinto, 2009). These latter examples demonstrate the importance of not representing people
with disabilities as unfortunate. limited. and helpless victims.

Synthesis

These general guiding principles are helpful, but not always apt. For example, there
are heated debates now among parents of children with autism about whether to use "person with
autism" or "autistic person." Yet again, it must be emphasized that research is necessary to
become aware of trends and debates in this and other areas. One may also simply ask the
concerned people what their preferred terms are.

For further reading. you may search for university guidelines about bias-free
communication, or you can visit the following site:
https://academicaffairs.ucsd.edu/_files/aps/adeo/Article_Guide_to_Blas-
Free_Communications.pdf

To learn about debates regarding the description of autistic persons or persons with
autism, visit the following site: http://autisticadvocacy.org/about-asan/identity-first-language/

The final takeaway is that to be an effective writer, one must not stereotype, demean,
or exclude any member of his or her audience. Such stereotypes and biases are barriers to
communication.

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GE 106 – Purposive Communication

GE 106 - PURPOSIVE COMMUNICATION ASSESSMENT

Directions: Read and identify the following statement. Write your answer on the space
provided.

1. __________________It expresses norms or codes of behavior, community beliefs or they

instill values by offering nuggets of wisdom in short, rhyming verse.
2. __________________ A lyric written by ladino poets or those versed in both Spanish and
Tagalog were included in early catechism and were used to teach Filipinos the Spanish
language.
3. __________________It is set in dodecasyllabic quatrains and as are the colorful tales of
chivalry from European sources made for singing and chanting.
4. __________________ The lingua franca of the West Visayas in Central Philippines.
5. __________________ They sent to please the diwata or supernatural beings or spirits in
exchange for good health and luck in the home and the fields during planting and harvest
seasons.
6. __________________ The witty quatrain recited by the loser of the bordon.
7. __________________ The most popular game during the belasyon or vigil for the dead.
8. __________________ The devotional song-prayer held throughout the month of May
characterized by singing hymns to the Virgin Mary and offering flowers.
9. __________________ A ballad that sings the life of a folk hero or a significant incident
in the community.
10. __________________ A ballad that sings the life of a folk hero or a significant incident
in the community.

35