GENERIC GPCOM LEARNING PACKET (2nd Sem AY 2021-2022)

COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity June 07, 2021
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REF GENERIC-GPCOM-2021
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
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COURSE GUIDE
I. Course Title: Purposive Communication
II. Course Overview
A. Introduction
This course is intended to develop your communicative competence and to
enhance your cultural and intercultural awareness through multimodal tasks that will
provide you with the opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. Also, this course will equip you with
the tools for critical evaluation of a variety of texts. It 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 you will gain from this course may help
you in your other academic endeavors, your chosen disciplines, and your future career
as you compose and produce relevant oral and written audio-visual and/or web-based
output for various purposes.
B. Course Learning Outcomes

As a graduate of your program, you are expected to be adept in communication
given the nature of your work. To help you prepare in your field, you are expected to
demonstrate the following competencies in this course:
1. exhibit knowledge on the nature, elements and functions of verbal and non-
verbal communication in various and multicultural contexts;
2. evaluate multimodal texts critically to enhance receptive (listening, viewing, and
reading) skills;
3. convey ideas through oral, audio-visual, and web-based presentations for
different target audiences in local and global settings using appropriate registers;
4. present academic papers using appropriate tone, style, conventions, and
reference styles; and
5. adopt cultural and intercultural awareness and sensitivity in communicating ideas.
C. Module and Unit Topics

This Purposive Communication Distance Education Learning Material addresses
one of the General Education Core Courses in the New General Education Curriculum
mandated by CMO 20, s. 2013. The authors used the Purposive Communication (PC)
syllabus released by the Commission on Higher Education as a guide in crafting this
material.
This material consists of five modules: each module articulates learning outcomes
lifted from the CHED PC syllabus and each module consists of units with specific learning
outcomes that gear towards the attainment of the learning outcomes of each chapter.
Each unit is composed of 5 parts, namely, Engage, Explore, Explain, Elaborate,
and Evaluate. The Engage part aims to help you see the importance of the lesson on
your academic endeavors, field of specialization, and/ or future career. Explore presents
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the main lesson through the materials that will be read, reviewed, or explored. Explain
contains the activities that will allow you to share what you have learned during the
Explore phase, that will allow the teacher to explain further the information from the
materials in your context as students, and that will provide additional recordings or
readings that have further explanation to the materials presented in the Explore stage.
These additional materials can be article reviews, videos, commentaries, or other aids
that aim to boost understanding of the lesson. Elaborate engages you to apply the
fundamental concepts learned in each lesson. This will provide you the opportunity to
enhance your knowledge and skills before the evaluation. Evaluate may include graded
self-assessment, peer-assessment, writing assignments, and exams.
Module 1 consists of five units focusing on understanding 21st Century

Communication. It details communication concepts and principles; communication and
globalization; local and global communication in multicultural settings; varieties and
registers of spoken and written language; and evaluating messages and/or images of
different types of texts reflecting different cultures.
Module 2 delves on two lessons on the use of communication aids, specifically

preparing multimedia presentation and Pecha Kucha Presentation.
Module 3 centers on communication skills needed in public speaking.
Module 4 highlights communication in your work field. It specifically details formal

and informal reports, resume and application letter.
Module 5 concentrates on academic outputs and addresses concerns in avoiding

plagiarism and research.
III. Course Study Guide

The key to successfully finish this online course lies in your hands. This learning
material was prepared for you to learn diligently, intelligently, and independently. As a
future graduate of your program, doing these will greatly help and prepare you in your
career. Aside from meeting the content and performance standards of this course in
accomplishing the given activities, you will be able to learn other invaluable learning skills
which you will be very proud of as a responsible learner. The following guides and house
rules will help you further to be on track and to say at the end of the module, "I did well!"
1. You are strongly reminded of these guidelines from the SLU Student Handbook.
Chapter IV: Code of Discipline
Sec. 8. Defaming any student, teacher, personnel, or university authority or his
agents; giving oral, or sending, disseminating or posting any written or
electronically transmitted message or graphics, or demonstrating offensive
gesture, which causes a person or his reputation or good name to be threatened,
harassed, maligned, besmirched, disgraced, degraded, insulted, ridiculed, or
defamed.
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1st violation: Warning/Reprimand to Suspension

2nd violation: Suspension to Dismissal/Non admission
3rd violation: Suspension to Expulsion
Sec. 24. Cheating during examinations and quizzes, or plagiarism in connection

with academic work, or abetting the commission of the same.
1st violation: Warning with invalidation of grade

2nd violation: Censure to Suspension with invalidation of grade
3rd violation: Suspension to Dismissal/Non-readmission with invalidation of
grade
N.B. Addition by Language and Communication Department (August 2020)

● Included in the forms of cheating are the following:
a. Patch writing: a form of plagiarism; refers to the act of making small
changes and substitutions to copied source material (Merriam-Webster,
2020)
b. Sharing your work/task designated as individual work to other students
c. Copying your classmate‘s or schoolmate‘s individual work
Commission of any of these will mean zero credit.
● Your teachers have the prerogative of having your written tasks under
plagscan or other plagiarism checker tools.
Sec. 25. Abusive behavior or discourtesy towards university officials, faculty

members, personnel, guards, and duly elected or appointed KASAMA/SSC
officers.
1st violation: Warning to Suspension

2nd violation: Censure/Reprimand to Suspension
3rd violation: Suspension to Dismissal/Non-readmission
2. Schedule and manage your time to read and understand every part of the
module. Read it over and over until you understand the point. Please note that
due to the problems on erratic internet connections and to be able to cooperate
with the government in observing the ECQ protocols, this online course will be
delivered asynchronously.
3. Study how you can manage to do the activities of this course in consideration of
your other modules from other courses. Be very conscious of the study schedule.
Post it in a conspicuous place so that you can always see. Do not ask your course
facilitator about questions that are already answered in the guide.
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4. Log in to the course site at least thrice a week (if you can log in daily, do so) and
as scheduled to keep abreast of important announcements, discussions, and
other class activities. Check the STREAM page every time you log in for possible
announcements.
5. Do not procrastinate. Remember, it is not others who will be short-changed if you

will not do your work on time.
6. Before you start doing your tasks, read and understand the assessment tools
provided. Do not settle with the low standards, target the highest standards in
doing your assigned tasks. I know you can.
7. You are free to browse and read the different materials even prior to doing the
tasks in each unit of the module. However, you need to ensure that you will not
miss any part of the module and you will not miss to accomplish every activity in
every unit as scheduled.
8. All course discussions will be conducted using Google Meet and Google
Hangouts. If you will be using the mobile app of Google Meet and Google
Hangouts, stay logged in so you can engage in the discussion anytime and
anywhere. If you are using the desktop app, regularly log in to stay in the
discussion.
9. All the discussions are academic discussions, which mean that the relevant
academic conventions apply.
a. Your post should be composed of complete and grammatically correct
sentences. Do not use abbreviations and acronyms unless these are
introduced in the readings, and do not write in text-speak. Avoid writing in
all caps.
b. post appropriate and well-thought rejoinders. Avoid merely approving or

disapproving with your classmates and course facilitators. You need to
support your inputs in the discussions from reliable information and
resources. Do not post uninformed opinions.
c. Read and analyze the contributions made by your classmates in the

discussion forums. Respond appropriately and courteously. Always use
proper language.
d. Be polite and respectful in arguing a point and in defending your opinions.

Do not be rude and do not make remarks that may be construed as a
personal attack. Refer to ideas/statements, not the person. Remember that
the objective of academic discussion is to develop your critical and
analytical thinking skills apart from contributing to the wealth of knowledge.
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e. Do not post lengthy contributions. Stick to the point. Be clear what your
main point is and express it as concisely as possible. Do not let the
discussion stray.
f. Quote your sources in the online discussion by mentioning the last name of
the author and the year. No need to use a particular style.
g. Protect your privacy. Ponder before you post. If you wish to share
something private, do it by email or private chat.
10. Do not plagiarize and do not patch write. Patchwriting is still a form of plagiarism. It
refers to the act of making small changes and substitutions to copied source
material (Merriam-Webster, 2020).
11. Follow the schedule of course activities. Always remind yourself of deadlines. Read
in advance. Try to anticipate possible conflicts between your personal schedule
and the course schedule, and make the appropriate adjustments. Try your best to
inform through any means your course facilitator for any unavoidable delays or
"absences" or "silences" of more than a week's duration or other concerns.
12. Note that our Google Classroom is a virtual learning environment, not a social
networking site. Use a recent and appropriate ID photo on your profile page for
proper identification.
13. Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done by
you. As Louisan, we always need to demonstrate our core values of competence,
creativity, social involvement and Christian spirit.
III. Study Schedule
Week Topic Learning Activities

Outcomes
Week 1 Preparation for the Create classroom ●
start of the course Uploading of necessary materials for the
●
course
● Invite the students in the Google Classroom
● Course orientation and imparting of class rules
MODULE 1 COMMUNICATION: An Introduction
UNIT 1 Communication Concepts and Principles
Week 2 1. Apply the Engage: True or False activity
communication Explore: Reviewing A) The Components of the
concepts and Communication Process, B) The Nine Principles of
principles Effective Communication, and C) The Ethical
Considerations in Communication
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Explain: Viewing video on communication in the

work field
Elaborate: Answering reflection questions
Evaluate: Slogan-making (FORMATIVE)
UNIT 2 Communication and Globalization

Week 2 2. Explain how Engage: Introspecting Communication and
cultural and global Globalization
issues affect Explore: Deciphering communication features in
communication the global milieu
Explain: Reading on cultural relativism
Elaborate: Reflecting on how globalization affects
one‘s understanding of a culture
Evaluate: Analyzing the content of the video
―Wiring a Web for Global Good‖
(https://www.youtube.com/watch?v=y7rrJAC84FA
UNIT 3 Local and Global Communication in Multicultural Settings

Week 2 3. Apply culturally Engage: Self-assessment on effectively
appropriate terms, communicating across culture
expressions, and Explore: Exploring Culture and Registers
images Explain: Exploring Cultural Anecdotes
Elaborate: Researching on cultural modes
4. Apply concepts in Evaluate:
cultural and TASK 1: 2-minute video presentation/ audio
intercultural presentation (SUMMATIVE)
awareness and
sensitivity in Creating a 2-minute informative video focusing on
communicating the cultural communication modes of a country
ideas
UNIT 4 Varieties and Registers of Spoken and Written Language
Week 3 5. Apply the varieties Engage: Listing different ways of greeting different
and registers of kinds of people
spoken and written Explore: Article reading on the varieties of spoken
language and written language and register, genre, and
appropriately style
Explain: Reading of the important concepts
Elaborate: Exercises on using culturally appropriate
terms, expressions, and images
Evaluate: Listing registers for an advertisement
(FORMATIVE)
UNIT 5 Evaluating Messages and/or Images of Different Types of Texts Reflecting
Different Cultures
Week 3 6. Apply concepts of Engage: Analyzing the advertisement
Media Literacy thru Explore: Exploring Media through the key concepts
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oral, audio-visual, of Media Literacy

and/ or web-based Explain: Making connections with the Engage
presentations for activity
different target Elaborate: Picture Analysis using the guide
audiences in local questions of Media Literacy (FORMATIVE)
and global settings Evaluate: Task 2: Print Advertisement
using appropriate Creating a print advertisement for your own
registers program (SUMMATIVE)
MIDTERM EXAM
Turn in Tasks 1-2 and the Midterm Examination thru correspondence or
through Google Classroom/email
MODULE 2 Communication Aids and Strategies Using Tools of Technology
UNIT 1 Preparing Multimedia Presentation
Week 4 7. Apply concepts of Engage: Watching video on the World‘s Worst
communication aids Research Presentation
and strategies using Explore: Analysis of the characteristics of and steps
tools of technology in making Multimedia Presentations
Explain: Steps in creating Pecha Kucha slides
Elaborate: Viewing a tutorial video on Pecha
Kucha creation
Evaluate: Pecha Kucha Presentation Simplified
Story Pitch (in preparation for Task 3)
MODULE 3 Communication for Various Purposes

UNIT 1 The Basics of Public Speaking
Week 4 8. Present ideas Engage: Grouping kinds of speeches
using appropriate Explore: Exploring the features of the different types
languages registers, of speech, the different parts of a speech, the
tone, facial ABCs of Public Speaking and the 3 Ps of Effective
expressions and Speech Delivery
gestures Explain: Viewing a sample of speech
Elaborate: Developing the body and writing
appropriate introduction and conclusion
Evaluate: Task 3: Public Speaking (SUMMATIVE)
Delivering the written speech using Pecha Kucha
MODULE 4 Communication for Work Purposes
Unit 1 Formal and Informal Reports in a Work Place
Week 5 9. Apply concepts Engage: Listing of tasks in the profession
of formal and Explore: Exploring Formal and Informal Reports
informal reports Explain: Going over the samples of formal and
informal reports
Elaborate: Watching a video presentation on
formal and informal language
Evaluate: State the differences and similarities
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between formal and informal reports through the

use of a Venn Diagram (FORMATIVE)
UNIT 2 Communication for Employment: The Resume and Application Letter

Week 5 10. Apply the Engage: Self-evaluation
concepts of Resume Explore: Exploring print and scannable resume and
and Application application letter
Explain: Analyzing the samples of resume and
application letter
Elaborate: Answering the firming up activities
Evaluate: Task 4: Writing a resume and an
application letter
MODULE 5 Communication for Academic Purposes

UNIT 1 The Research Paper
Weeks 6 11. Apply guidelines Engage: Watching a video on Academic Writing
and 7 in summarizing and Explore: Exploring the research paper
paraphrasing Explain: The Research Digest
Elaborate: Simplified Research Digest Sample
12. Apply correct in- Evaluate: Task 5 Quiz on the chosen research
text citation and article
referencing
13. Analyze the parts

of a research
FINAL EXAM
Turn in Tasks 3-5 and the Final Examination thru correspondence or
through Google Classroom/email
IV. Evaluation
To pass the course, you must:
1. Read all course readings and answer the pre-assessment quizzes, self- assessment
activities, and reflection questions.
2. Participate in the asynchronous online discussion forums quizzes.
3. Submit all the tasks identified in the study schedule.
4. Do the Midterm and Final Examinations.
Formative Assessment
● You are required to answer the pre-assessment quizzes, self-assessment activities,
and reflection questions but your scores in the quizzes will not be counted towards
your final grade. The reflection questions are designed to help you critically
analyze the course readings for better understanding while the pre-assessment
quizzes and self-assessment activities are designed as a review management tool
to prepare you for the two graded quizzes and the periodical examinations. The
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results will also serve as a guide to the facilitator to identify students who will need
more reinforcement and assistance.
● The pre-assessment quizzes, self-assessment activities, and reflection questions are
posted so you can take them anytime within the scheduled days assigned for
each unit.
Summative Assessment
All the tasks identified in your study schedule, non-negotiable requirements, and
examinations which are embedded in your module are accompanied by guidelines and
grading rubrics or score sheets. Answer them according to the guidelines and rubric/
score sheets. If needed, contact me thru my messenger account, email, or phone
number reflected below this course guide.
Grading System
Your grades will be computed according to the following weight allocations:
Prelim Grade/ Midterm Grade

CS (online discussion, assignment 1-2, quiz) = 60%
Examination = 40%
Total = 100%
Tentative Final Grade

CS (online discussion, assignment 1-2, quiz) = 60%
Examination = 40%
Total = 100%
Final Grade
Midterm Grade = 50%
Tentative Final Grade = 50%
Total = 100%
V. Technological Tools
To be able to accomplish all the tasks in this course, you will need the following software
applications: Word Processing, Presentation, Publication, and Spreadsheet. You also
need to have an 8GB flash drive or a 16GB OTG and a laptop/ desktop or a smartphone/
tablet.
VI. Contact Information of the Facilitator

For questions or clarifications, please contact
CLASS COURSE
PROFESSOR CONTACT INFORMATION
CODE NO
GPCOM
GPCOM
GPCOM
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GPCOM
GPCOM
GPCOM
GPCOM
GPCOM
GPCOM
GPCOM
GPCOM
GPCOM
GPCOM
LANG COM DEPARTMENT CONTACT NOS.:
STELA DEAN'S OFFICE CONTACT NOS.: 0938-757-7842 OR 0953-134-9220
Prepared by:
Languages and Communication Department
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ASSIGNMENT GUIDE
TASK 1
UNIT 3: CULTURAL COMMUNICATION MODES
I. Output
2-minute informative video
II. Rationale
In the near future, you may be employed in a place in our country whose culture is
somewhat different from yours. In this activity, you will get an experience of such cultures,
specifically on distinct communication modes that may help you adapt easily and
communicate effectively with the people in a certain place. This activity will also
increase your intercultural awareness as you get to encounter other cultures.
III. Materials
Video camera or cell phones or any recording device
IV. Specific Guidelines

After doing the task in the Elaborate part of this unit:
1. create a 2-minute informative video of you presenting the cultural communication
modes of your identified place;
2. you may do it through advertisement, news, etc., but preferably through TikTok
video
3. you may record using your smartphone; and
4. use English as your language.
Submission Requirement:
For OBL:
● Save your video in Google Drive and provide the access link.
● Make sure that your files are accessible.
● File name must be: FAMILY NAME_INFORMATIVE_UNIT3
● Please refer to Google classroom for submission date and time.
● Always check Google classroom stream and classwork to keep yourself updated
with the deadline of tasks.
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For CBL:
● If your Internet connection is stable, submit your video in TASK 1 bin in the Google
Classroom for CBL students.
● If your Internet connection is unstable, save your video and persuasive speech in
your flash drive.
● File name must be FAMILY NAME_INFORMATIVE_UNIT3
● Submit your task along with your other requirements
V. Evaluation Tool
You will be given score according to the following criteria:
CONTENT- cultural modes are well-researched and informative (15 pts)
ORGANIZATION – cultural modes are clearly explained, demonstrated and interwoven in

TWO MINUTES ONLY(15 pts)
TECHNICALITIES – informative content being delivered is audible and video shots are
clear (10 pts)
PROMPTNESS – output is submitted on the specified due date. Failure to do so would

mean a deduction of two points for each day of delay. (10 pts)
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ASSIGNMENT GUIDE
TASK 2
UNITS 4 & 5: Varieties and Registers of Spoken and Written Language
Evaluating Messages and/or Images of Different Types of Texts Reflecting Different
Cultures
I. Output
Print Ad
II. Rationale
In today‘s digital world of media, one of the essential communication skills that
you need to possess is to critically use your media literacy in creating print materials and
in evaluating texts. In connection to this, this task is an application of the concepts you
have learned from Units 4 and 5. In this activity, you will create a ONE-PAGE print
advertisement where you will utilize an appropriate variety and register of written
language. Likewise, you will apply concepts of media literacy in your print
advertisement.
III. Materials
Art materials
Canva
Publisher
Power Point

1. You are to make a ONE-PAGE print advertisement promoting the program you are
currently enrolled in (e.g. BS in Education, BA Political Science, BA
Communication).
2. Note the registers and variety of language you are to use.
3. List 15 registers that you need to use in your advertisement.
4. This activity may be done manually or digitally (whichever is applicable and
available)
5. Using the concepts in the previous unit and list of registers (Unit 4, Evaluate), create
a print advertisement for your program.
6. Be guided by the 5 key concepts of Media Literacy and the rubric for grading.
For OBL:
● Save your file as .PDF, .JPEG or .PNG in Google Drive and provide the access link.
● Make sure that your files are accessible.
● File name must be: FAMILY NAME_PRINT AD
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For CBL:
● If your Internet connection is stable, submit your video in the TASK 2 bin in the
Google Classroom for CBL students.
● If your Internet connection is unstable, save your file as .PDF, .JPEG or .PNG in your
flash drive.
● File name must be FAMILY NAME_ PRINT AD
V. Evaluation Tool
You will be given score according to the following:
Rubric for Print Advertisement
Criteria 2 4 6 8 10
There are Register or Register or Some of the Ad is able to

no suitable language language use language use
or precise use is is simplistic varieties or 15 language
Style registers or immature and shows registers used varieties or
(Language varieties and relies on little variety; it are registers that
variety and used. clichés and also fell short not suitable are suitable
register) the ad only of the or precise for and precise
(10) used 10 required the program for the
words and number of being program
below. words. advertised being
advertised.
The ad The message Ad Ad Ad

does not in the ad is demonstrates considerably demonstrates
have a confusing a message to demonstrates an overt and
clear and the audience an overt and implied
message therefore is for them to implied message in
and is not not very enroll in the message in order to
persuasive. persuasive program, but order to persuade the
Message It is trite for the it is only persuade the audience to
and and/or audience to somewhat audience to enroll in the
Persuasion cliché. purchase persuasive. enroll in the program with
(10) the product. Strategies or program. a high degree
No evident techniques Strategies of
strategies or are evident. and effectiveness.
techniques techniques Strategies and
were used. are superior. techniques
are superb.
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Ad is not Ad is plain Ad is Ad is Ad is visually

appealing and limited somewhat considerably appealing
and almost effort was visually appealing and extremely
Creativity no effort put into its appealing and creative. creative.
(10) was put into creation. It and creative.
creating it. has copious
It is trite and dead space.
cliché.
Does not Incorporates Incorporates Incorporates Incorporates

incorporate a distracting ―Design ―Design ―Design
a solid color color Elements‖ Elements‖ Elements‖
scheme scheme or with some with with a high
and layout. Ad is effectiveness. considerable degree of
Use of consistent messy. There may be effectiveness. effectiveness.
Design font into some messy With a solid Color
Elements print ad. or distracting and effective scheme, font,
(10) Layout and elements. color scheme and all visual
Spacing is and layout. elements are
not Fonts aimed clearly aimed
balanced. at the at the target
audience. audience.
1 2 3 4 5
Spelling Does not Few of the Some of the Most of the All of the
and
edit for spelling and spelling and spelling and spelling and
Grammar spelling or grammar grammar grammar grammar rules
(5)
grammar rules are rules are rules are are followed
followed followed followed
Promptness The ad has The ad has The ad has been The ad has been The ad has been
(5) been been submitted 3-4 submitted 1-2 submitted on or
submitted submitted 4-6 days after the days after the before the
seven or days after the due date. due date. submission date
more days due date.
late.
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ASSIGNMENT GUIDE
TASK 3
UNIT 2: The Basics of Public Speaking
I. Output
Persuasive Speech
II. Rationale
One form of communication that you need to engage in as a student and a
future professional is public speaking. This activity aims to enhance your persuasive skill in
communication as you convince an audience to change their mind or take an action
on a relevant issue within your program. Using your prepared Story Pitch, you will also
learn the art and skill of presenting a concise speech through the use of Pecha Kucha
presentation.
III. Materials
video recorder

You are to PRESENT your speech thru Pecha Kucha. Record your presentation
through a smartphone or any available video recorder, then save your video recording
in the flash drive. You will be graded using the rubric found in the evaluation tool. You are
to PRESENT your speech thru Pecha Kucha. Record your presentation through a
smartphone or any available video recorder, then save your video recording in the flash
drive. You will be graded using the rubric found in the evaluation tool. Remember to limit
your speech to 10 slides delivered in 3 minutes and 20 seconds instead of the original 20
slides in 6 minutes and 40 seconds format. Add a eleventh slide for your references and
give it at least 5 seconds screen time.
For OBL:
● Save your video in Google Drive and provide the access link. Make sure that your
file is accessible.
● File name must be: FAMILY NAME_SPEECH_DELIVERY
For CBL:
● If your Internet connection is stable, submit your video in the TASK 3 bin in the
Google Classroom for CBL students.
● If your Internet connection is unstable, save your video and persuasive speech in
your flash drive.
● File name must be FAMILY NAME_SPEECH_DELIVERY
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V. Evaluation Tool
Speech Delivery Rubric
Needs
Very Good (10) Good (8) Fair (6)
Improvement(4)
Vocal Speech is Speech is Speech is Speaker uses no

Delivery delivered in a delivered in a understandabl vocal variety;
conversational conversational e, but speaker speaks in a
manner with manner with uses too many monotone. Lack
appropriate appropriate vocal pauses of enunciation.
volume, vocal volume, vocal (uhs or ums); Mispronunciations.
variety, rate and variety, rate words are used
enunciation. and repeatedly
Speech is free of enunciation. (like, you know)
mispronunciatio Only isolated words are
ns and verbal examples of mispronounce
pauses are not vocal pauses or d; Lack of
noticeable. mispronunciatio enunciation
ns.
Eye contact Speaker Speaker Speaker The speaker lacks

maintains maintains eye maintains only eye contact and
consistent eye contact partial eye reads speech
contact throughout contact; mostly directly from
throughout speech, but reads directly notes.
speech, only frequently reads from notes
occasionally from notes.
glancing at
notes.
Physical Gestures and Gestures and/or Gestures The speaker uses

Delivery movements add movement are and/or gestures and
to the delivery mostly free from movements movement that
of the speech. distraction but distract from distract from the
Arm or hand do not add to speech, but speech. For
movements are the delivery of there are example: leans on
used the speech. moments of a podium, chews
deliberately to distraction-free gum, paces
emphasize delivery. throughout the
points. Nervous speech, plays with
mannerisms are hair or jewelry.
avoided.
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Pecha Kucha The presentation The The The presentation

Technicality is within 3:20 (3 presentation presentation has more than five
minutes and 20 has one or two has three to technicality lapses
seconds). technicality five (either 20-second
Powerpoint has lapse/lapses technicality time lapse,
10 slides with 20 (either 20- lapse/lapses number of slides or
second-time per second time (either 20- does not meet/
slide. (The lapse, number second time goes beyond 3:20.
presentation has of slides or does lapse, number content
no technicality not meet/ goes of slides or presentation – 3-
lapse/lapses. beyond 3:20. does not meet/ second rule –
Also the content goes beyond before and after is
transition of slide presentation – 3:20. content not given
is automatic/ 3-second rule – presentation – deduction)
timed) before and 3-second rule –
after is not given before and
deduction) after is not
given
deduction)
Pecha Kucha The images/text The images/text The The images/text

Visual Appeal chosen are very chosen are images/text chosen are not
and creativity appropriate. It is appropriate. It is chosen are not appropriate. It is
very evident evident that the so appropriate. evident that the
that the student student It is not much student did not
considered very considered very evident that consider the topic
well the topic in well the topic in the student in choosing the
choosing the choosing the considered images/ text.
images/ text. images/ text. very well the
topic in
choosing the
images/ text.
Reasons and Three or more Three or more Two reasons Arguments are
Support excellent reasons are are made but weak or missing.
reasons are stated, but the with weak Less than two
stated with arguments are arguments. reasons are
good support. It somewhat made.
is evident that a weak in places.
lot of thought
and research
Page 20 of 84
was put into this

assignment.
Organization The introduction The introduction The There is no clear

is inviting, states includes the introduction introduction,
the goal or goal or thesis includes the structure, or
thesis, and and provides an main goal or conclusion.
provides an overview of the thesis. Most
overview of the issue. information is
issue. Information is presented in a
Information is presented in a logical order. A
presented in a logical order conclusion is
logical order but does not included, but it
and maintains always maintain does not
the interest of the interest of clearly state a
the audience. the audience. A personal
The conclusion conclusion opinion.
strongly states a states a
personal personal
opinion. opinion.
Score 5 4 3 1
Promptness The presentation The artwork has The artwork has The artwork has
has been been submitted been been submitted six
submitted on 1-2 days after submitted 3-5 or more days late.
time. the due date. days after the
due date.
Page 21 of 84
ASSIGNMENT GUIDE
TASK 4
UNIT 2: COMMUNICATION FOR EMPLOYMENT
I. Outputs
Quiz
II. Rationale
In the world of business and work, your first task you need to do if you are looking for
a job is to introduce yourself to your prospective employer through an application letter
and resume. For you to have an edge over the other applicants, it is necessary for you to
write an effective application letter and resume. In this activity, you will enhance your skill
in crafting an employment letter and resume applying the concepts you have learned in
the unit by responding to a job advertisement.
III. Materials
Pen and Paper
Learning Module

OBL STUDENTS:
● Take the quiz in the Google Classroom.
CBL Students:
● If your Internet connection is stable, take the quiz in the Google Classroom for CBL
students.
● If your Internet connection is unstable, check Task 4 Worksheet in the Modules
folder
● Encode your answers (letters only) using the template/table given, name the file
with your family name and Task number.
● Your filename should be like this: FAMILY NAME_TASK 4
● Save it as PDF
V. Evaluation Tool
Multiple Choice Quiz
Page 22 of 84
ASSIGNMENT GUIDE
TASK 5
UNIT 1: The Research Paper
I. Outputs
Quiz
II. Rationale
Research is one of the crucial requirements in a university student‘s life. One cannot
graduate unless he/she has accomplished his/her thesis paper. Also, research is
necessary in the workplace. Hence, there is a need for you to enhance your research
skills such as analyzing, summarizing, paraphrasing, using in text citations, and
referencing. In this last activity, you will analyze a research article applying your research
skills. The research digest is simplified which implies that you have to point out the
essentials.
III. Materials
Lecture notes
Journal (to be uploaded by the facilitator)

OBL STUDENTS:
● Take the quiz in the Google Classroom.
CBL Students:
students.
folder
● Encode your answers (letters only) using the template/table given, name the file
with your family name and Task number.
● Your filename should be like this: FAMILY NAME_TASK 5
● Save it as PDF
V. Evaluation Tool
Multiple Choice Quiz
Page 23 of 84
GPCOM
COURSE LEARNING OUTCOMES

As a graduate of your program, you are
expected to be adept in communication
given the nature of your work. To help you
prepare in your field, you are expected to
demonstrate the following competencies
in this course:
1. exhibit knowledge on the nature,

elements and functions of verbal and non-
verbal communication in various and
multicultural contexts;
2. evaluate multimodal texts critically to

enhance receptive (listening, viewing, and
reading) skills;
PURPOSIVE 3. convey ideas through oral, audio-visual,

and web-based presentations for different
COMMUNICATION
target audiences in local and global
settings using appropriate registers;
4. present academic papers using

appropriate tone, style, conventions, and
5. adopt cultural and intercultural

awareness and sensitivity in
communicating ideas.
Page 24 of 84
COURSE INTRODUCTION
This course is intended to develop your communicative competence and to

enhance your cultural and intercultural awareness through multimodal tasks that will
provide you with the opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. Also, this course will equip you with
the tools for critical evaluation of a variety of texts. It 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 you will gain from this course may help
you in your other academic endeavors, your chosen disciplines, and your Political
Science career as you compose and produce relevant oral and written audio-visual
and/or web-based output for various purposes.
Page 25 of 84
Dear student,
As a graduate of your program in the future, you are expected to be adept
in communication given the nature of your work. Thus, you are offered this course to help
with your communication skills. It is intended to develop your communicative
competence and to enhance your cultural and intercultural awareness through
multimodal tasks that will provide you with the opportunities for communicating
effectively and appropriately to a multicultural audience in a local or global context.
Also, this course will equip you with the tools for critical evaluation of a variety of texts. It
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
you will gain from this course may help you in your other academic endeavors, your
chosen disciplines, and future career as you compose and produce relevant oral and
written audio-visual and/or web-based output for various purposes.
With the relevant information, activities, and tests found in this learning
packet, we hope that you will be able to develop and demonstrate the following
competencies:
● exhibit knowledge on the nature, elements and functions of verbal and non-
verbal communication in various and multicultural contexts;
● evaluate multimodal texts critically to enhance receptive (listening, viewing, and
reading) skills;
● convey ideas through oral, audio-visual, and web-based presentations for
different target audiences in local and global settings using appropriate registers;
● present academic papers using appropriate tone, style, conventions, and
● adopt cultural and intercultural awareness and sensitivity in communicating ideas.
Keep learning and stay motivated in your pursuit of your academic
endeavors.
Your facilitator,
Languages and Communication Faculty
Page 26 of 84
TABLE OF CONTENTS
MODULE 1 COMMUNICATION: AN INTRODUCTION
UNIT 1 Communication Concepts and Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

UNIT 2 Communication and Globalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
UNIT 3 Local and Global Communication in Multicultural Settings . . . . . . . . . . . . . . . . . . 34
UNIT 4 Varieties and Registers of Spoken of Written and Spoken Language . . . . . . . . . . 41
UNIT 5 Evaluating Messages and/or Images of Different Types of Texts Reflecting 46
Different Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
MODULE 2 COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY

UNIT 1 Preparing Multi Media Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
MODULE 3 PUBLIC SPEAKING

UNIT 1 The Basics of Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
MODULE 4 COMMUNICATION FOR WORK PURPOSES

UNIT 1 Formal and Informal Reports in a Work Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
UNIT 2 Communication for Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
MODULE 5 COMMUNICATION FOR ACADEMIC PURPOSES

UNIT 1 The Research Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Page 27 of 84
MODULE 1: COMMUNICATION: An Introduction
In a residential or face-to-face class, students express their thoughts through

recitation, reaction on a classmate's idea, group discussions, brainstorming etc. to make
learning interactive and effective. In an online or correspondence-based mode, how do
we make learning an interactive one? What forms of communication activities shall you
engage in to have an interactive and effective learning? Concrete answers to these
questions will be presented as we go through this module. To start with, let us recall
concepts and principles of communication.
UNIT 1: Communication Concepts and Principles
At the end of this unit, you should be able to:
1. apply the communication concepts and principles.
ENGAGE YOURSELF!
A. How many of the following statements about communication do you find true? Using
a pencil, check the items that you think are true.
_____1. Progress in national and local level requires effective communication among
people.
_____2. The sharing of knowledge across nations requires communication.
_____3. Knowledge is optimally consumed even without communication.
_____4. The advancement of all fields of specialization like Political Science needs
effective communication.
_____5. No nation has ever progressed without communication.
_____6. Good social relationships are impossible without effective communication.
_____7. Communication is impertinent to development.
_____8. There are many challenges in the attainment of effective communication.
_____9. One message can be delivered by different individuals with varying levels of
success.
_____10. My ability to communicate impacts my academic and professional
advancement.
_____ 11. Communication is a daily human activity.
Answers
These sentences are true.
1,2,4,5,6,8,9,10,11
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B. Answer the following questions in one sentence each.

1. What communication challenges or difficulties do you have?
______________________________________________________________________________________
______________________________________________________________________________________
2. As a future professional in your field, of what use will effective communication skills be
to you?
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
EXPLORE (DIVE IN!): You are now ready to know more. But before that, express what you
already know.
The Components of Communication
Review: Match the numbered items with the options given. Write the word on the blanks
preceding each item.
OPTIONS
Interference Environment Message
Source Context Channel
_____ 1. He/she may be traffic enforcer using hand signals, a telephone caller, a
newscaster, an author, or anyone who crafts and sends messages.
_____2. It is the intended meaning or idea in different forms such as song, speech, letter,
and many more.
_____3. It is the means by which the message is conveyed. The human voice, the
telephone, the microphone are few examples.
_____4. This refers to the individual or audience to whom the message was delivered.
_____5. This refers to the receiver‘s confirmation of the message which is also considered
a message.
_____6. This is known as the atmosphere, the place, and the condition of communication.
_____7. This refers to the shared understanding and expectations of the communicators.
_____8. These are the challenges or barriers of
communication.
Answers
1. source 5. feedback
2. message 6. environment
3. channel 7. context
To conclude, what is communication?
4. receiver 8. interference
Page 29 of 84
Communication is the process of meaning-making through a channel or a

medium in a specific context. It is very vital in any aspect of life. In an online or
correspondence mode, for instance, a teacher cannot understand what the students
feel if they do not articulate themselves verbally through leaving comments or questions
in the google classroom (for on-line learners) or sending text message or private message
(for correspondence-based learners). Unlike in a residential or face-to-face class, a
teacher can see the non-verbal cues of the students. These non-verbal cues will give the
teacher an idea if the discussion is not clear to the students.
Etymologically, communication comes from the Latin word communicare,

meaning to make common. What do we make common? If you are thinking of the color
blue, for example, the shade of blue in your mind should be the same shade of blue in
the mind of the person whom you are talking to. How you make that happen depends
on how you communicate the concept. Communicating the concepts involves
components of communication. These are the:
1. source or sender
2. message
3. channel
4. receiver
5. feedback
6. environment - the condition of the speaker and receiver; physical, emotional etc
7. context - interrelated conditions in which communication spring
8. interference - communication barriers that may affect communication; psychological,
physical, linguistic and cultural (language and cultural environment), or mechanical
barriers (channels like tablet, cellphone)
Among the enumerated barriers, which one can you manage the most and why?
Answer: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Principles of Effective Communication

For optimum communication results, Osborn (2009, cited in Wakat, et al 2018)
posits that the following principles should be applied.
1. Clarity
Clarity has to be observed in crafting and in delivering messages. Fuzzy language,
jargon, clichés, euphemisms, and similar others should be avoided when they interfere
with clarity. Clarity, especially in technical fields, should never be compromised.
Page 30 of 84
2. Concreteness
Be specific. Messages are made more understandable with specific data. The use
of accurate words helps in achieving concreteness. A 50-kilometer drive is more specific
than a long drive. Likewise, a 100-square-meter 2-story house is much more specific than
an average-sized house.
3. Courtesy
Be courteous. Be polite in words and in manner. Courtesy builds goodwill and
sustains good human relationships.
4. Correctness
Strive to achieve grammatically correct sentences. Serious grammar and
pronunciation errors lead to meaning inaccuracies. Edit and proofread messages before
delivering them.
5. Consideration
Consider the receiver‘s level of education, race, and other social orientations
when crafting and delivering a message. A simple word for you may not be that simple
for others. Also, in pointing other peoples‘ mistakes, consider that no one commits
mistake intentionally. Hence, it is always good to approach the person with kindness.
6. Creativity
Make your message interesting and captivating. Say for example, the message
―Follow the traffic rules‖ can be creatively expressed in different ways: ―Drive safely and
get home to your loved ones‖ or it could be made to sound as a warning ―You will get to
our jail when you drive fast.‖ Effective business taglines are good examples of how
creativity in communication achieves the desired impact.
7. Conciseness
Be direct and simple in your message. Make each word count – that is, no word
should be used that does not contribute to the meaning. Conciseness requires
communicators to choose accurate words to express intended meanings so that
messages are kept short. Conciseness, however, does not set a specific number of words
used. It is always relative to the nature of the message.
8. Cultural Sensitivity
Be attentive to people‘s cultural differences. A joke in one culture might be an
insult to another.
Remember one of those instances when you were misunderstood or you
misunderstood someone. Narrate in three sentences how and why miscommunication
happened.
Page 31 of 84
Answer: ________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Communication does not take place without conventions. As ethical communicators we

have to respect audience, consider the result of communication, value truth, use
information correctly and shall not falsify information (Wakat, et. al., 2018).
EXPLAIN (GET THE HANG OF IT!)
Let us now look at communication in the light of your future career in your current
discipline or program.
Have you ever questioned the relevance of communication skills to your future
profession? What exactly will you be doing in your field?
Attached is a video that will help you understand why communication subjects are
made integral part of your curriculum (on-line mode learners) or check your OTG, click on
Module 1 folder then the Module 1, Unit 1 first video (correspondence-based learners).
ELABORATE (ON MY OWN NOW)
Imagine that you are in your work field. Look at your clients and your colleagues, what
specific communication skills do you need? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
EVALUATE: (GET TESTED!)

Prepared to engage in a more effective communication, you are now comfortable to
do the following:
Write an 8-12- word captivating and interesting campaign slogan intended to
promote your discipline or program for incoming college freshmen. This is
ungraded but this will be used in the other task of this module.
Page 32 of 84
Unit 2: Communication and Globalization

1. explain how cultural and global issues affect communication.
ENGAGE YOURSELF!
Now that we have reviewed the basic concepts of communication, let us look at
communication and globalization. Considering today‘s situation where we have medical
emergencies and natural calamities, and considering the effects of the pandemic in the
economy and in education, how does communication affect globalization?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
EXPLORE (DIVE IN!):

―Globalization is a multifaceted phenomenon which encompasses economic, social,
political, technological and cultural dimensions.‖ (Mir et al, 2014, p. 1). Globalization has
opened the door of diversities. One of which is cultural diversity.
Cultural diversity is a reality, may it be in school or in your future workplace. Hence, as

students and as future professionals, we have to know how to address the challenges
brought about by the diversity in culture. Read the attached article downloaded from
https://www.arcjournals.org/pdfs/ijmjmc/v4-i2/5.pdf (for OBL)/ read the article on your OTG,
module 1 folder article 3 file name (for CBL).
In transacting or communicating in a global setting, vital preparations must be

done. One of these preparations is having a general understanding of the differences in
conducting communication from one country to another or from one culture to another.
Communication has since been increasingly global, blurring national boundaries. The
ability to communicate effectively in a global setting can be a challenge.
Read the attached cultural relativism article downloaded from

https://www.khanacademy.org/test-prep/mcat/society-and-culture/culture/a/cultural-
relativism-article (for OBL) or check your copy on your OTG, Module 1 folder, article 1 file
name (for CBL).
To further illustrate cultural relativism, we can take one of the strategies suggested by
Krizan (2014) on how to become an effective communicator; that is, being open to an
Page 33 of 84
accepting of other cultures. In employing openness to other people‘s cultures, we

should:
1. become self-aware - work out our own beliefs, values and personal biases;
2. do our own research;
3. interact with people from a different cultural background;
4. travel;
5. adapt ourselves to new environment;
6. avoid stereotyping; and
7. remember that everyone and every culture are unique.
You can read the whole article attached downloaded from (for OBL) or check your
copy on your OTG Module 1 folder, article 2 file name (for CBL).
Watch the video the attached video (for OBL)/ open the video on your OTG
Module 1 folder unit 2 second video file name (for CBL). Reflect on how globalization
plays a major role in understanding a culture and in preparation for the next unit, try
to answer the following questions:
1. Does the statement ―Philippines is cheap‖ possibly miscommunicate a message?

How?
2. How is cultural relativism observed/ evident in the video

Watch the attached video(for OBL)/ open the video on your OTG Module 1folder unit 2
third video file name.
1. Study the speech in the video and reflect on the following questions:
a. What global issues have emerged because of miscommunication?
b. How can effective communication and language use contribute to the
creation of a truly global society?
The activity above will help you in the next task.
Remember the concepts you learned in this unit because you will be needing them in the
next unit.
Page 34 of 84
UNIT 3: Local and Global Communication in Multicultural Settings
At the end of this unit, you are able to:

1. apply culturally appropriate terms, expressions, and images;
2. apply concepts in cultural and intercultural awareness and sensitivity in
communicating ideas.
ENGAGE YOURSELF!
Living in a globalized world, we encounter people with diverse cultural backgrounds.

Such
interactions occur in social, educational, political, and commercial settings. Intercultural
competence is essential for us to live harmoniously despite our differences in culture.
Let us find out your effectiveness in communicating or dealing with other people who
belong to different cultures through this simple self-assessment. This is a non-graded task.
Write T (True) if the item is true about you and write NT (Not True) if the item is not a
reflection of yourself. This activity was lifted from the Purposive Communication book by
Wakat et al (2018).
1. ______ I am interested in interacting with both people who are like me and different
from me.
2. ______ I am sensitive to the concerns of all minority and majority groups in our
multicultural country.
3. ______ I can sense when persons from other cultures seem not to understand me or
get confused by my actions.
4. ______ I have no fear communicating with persons from both minor and major cultural
groups.
5. ______ People from other cultures may get angry with my cultural affiliates.
6. ______ I deal with conflicts with people from other cultures depending on the situation
and their cultural background.
7. ______ My culture is not inferior to other cultures.
8. ______ I can manage my behavior when dealing with people of different cultures.
9. ______ I show respect to the diverse communication practices of other people.
How many true answers did you write? The more True answers that you give, the more
effective you are in your intercultural competence.
EXPLORE (DIVE IN!):

In everyday life, local or abroad, we get to deal with people from different ethnic,
cultural, racial, or national backgrounds. What happens when different peoples meet?
*peoples = not the plural of people but al term to mean groups of people with different
ethnic or national backgrounds
Page 35 of 84
Culture
-- a way of living
-- all knowledge and values shared by a group
-- a system of behaviour that helps us act in an accepted or familiar way
-- (Hofstede, 1991): the ―software of the mind‖ –- mental programs that make us inclined
to patterns
* Hence, if we say we are of the same culture, we share the same norms, that which are
considered normal. However, what we consider normal in our group, whether ethnic or
national, can be strange to other cultures.
Cultural Diversity
- the existence of a variety of cultural or ethnic groups in a society (Oxford Languages)
- differences in a community such as race, ethnicity, age, ability, language, nationality,
socioeconomic status, gender, religion, or sexual orientation.
Why do people from different cultures sometimes have misunderstandings or conflicts?

They can interpret the same thing differently. Some behaviors that are polite in
one culture can seem rude in another culture. Clothing that is very nice in one cultural
context can be entirely inappropriate in another. People from any two cultures should be
able to make the same observations about someone‘s behavior or clothing, but their
interpretations of them could be very different. This is because they attach different
cultural meanings to what they observe.
Cultural meaning is symbolic. We do not see events and objects just for what they
are; we attach symbolic meaning to it. For example, instead of simply seeing clothing of
a particular color and style, we can interpret it to indicate that a person is a policeman
or a baker. These professionals‘ uniforms have symbolic meaning to all who know how to
interpret them. Gestures and actions take on symbolic meaning when interpreted
through a cultural lens. Greetings, for example, vary widely from culture to culture. How
should you greet a particular person? Do you shake hands? Wave? Give a kiss on the
cheek? Is a hug appropriate? Do you bow? The rules vary widely around the world.
(excerpt from World learning, Intercultural Encounters)
Anecdotes on Cultural Diversity

A. Between a British ( British usually like to engage in small talk even with strangers)
and a Norwegian (Norwegians mostly prefer to keep quiet or by themselves
amongst strangers)
In a cafe in Oslo…
British visitor: ―So you have lived all your life here in Oslo?‖
Norwegian: ―Not yet‖.
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B. Between British (culture: greets co-workers) and a French (culture: analytical/too

critical about things, strong tendency as faultfinder)
In the workplace, the British arrives…
British: ―Good morning, Jean.‖
Pierre (French): ―Iz it?‖ (Is it?)
C. Trevoh (African-Swiss) goes to fetch his 10-year old half-brother, Isaac (full-
blooded African).
Inside the car, while Isaac is putting on his seatbelt:
Isaac: ― Ah kids, Noah.. I can‘t do this. Kids…‖
Noah: ―Why? What‘s the matter?‖
Isaac: ― My friend saw you and I told him you are my brother. Then he
asked me how come you are my brother. You are white. ―
Noah: ―Oh, so what did you tell him?‖
Isaac: ―I have to explain the way kids understand. So I said, ‗People are like
chocolates. Like you can have white chocolate; there is dark chocolate; or
you can have milk chocolate. But it is all Nestle‖.
N.B. *A & B anecdotes are from Pellegrino Riccardi‘s TED Talk

(https://www.youtube.com/watch?v=YMyofREc5Jk ) on Cross-cultural
Communications).
*Anecdote C is from Trevor Noah who is an African-Swiss comedian and anchor
based in the US (https://www.youtube.com/watch?v=gTChXsrGZC4).
Intercultural Competence
Intercultural Knowledge and Competence is "a set of cognitive, affective, and
behavioral skills and characteristics that support effective and appropriate interaction in
a variety of cultural contexts.‖ (Bennett, J. M. (2008).
Interculturally competent people will adjust their behavior according to the context they
find themselves in.
These cultural diversities are neutral elements, neither positive nor negative. It
becomes a source of conflict or misunderstanding largely because of people‘s
unacceptance of what is different or not normal to their sets of systems they have been
exposed to or lived in for years. It takes intercultural competence in which an open mind
is a major factor to understand, adapt, and adjust well in this world with differences.
Knowing has a big contribution in understanding that leads to better adjustment

or adaptation. Let us expound some of these cultural diversities in our society, be it local
or international.
Page 37 of 84
Cultural Dimensions
1. According to the degree to which individuals perceive themselves as members

of a group
A- Individualistic culture: An action is done for the self. Those who belong in
this culture will be willing to sacrifice personal relationships if that is
necessary for personal gain. Because of this, relationships outside of their
nuclear family are less important. Written contracts in these societies are
very important documents for defining relationships between many people.
B- Collectivist culture: An action is done for the community or society.

In a collectivist society, your strongest identity is with the group you belong to.
Your individual identity is less important. This group may be your family, your
work place, or your national identity. If the group‘s needs conflict with your
individual needs, you will be expected to sacrifice (give up) your individual
needs for the group. In collectivist societies, long-term relationships built on trust
are very important.
2. According to Context:
C. low-context culture: uses direct speech or manner
D. high-context culture: uses indirect, subtle speech or manner
3. According to Chronemics, sense of time

E. monochromic culture : strict with time
F. polychromic culture: flexible with time
4. According to Uncertainty avoidance:

G. low-uncertainty avoidance culture: open to spontaneous decisions and
gives
leeway
H. high-uncertainty avoidance culture: very organized so errors are not
acceptable; has many rules
5. According to Power distance

I. low-power distance culture: Everybody is on equal footing.
J. high-power distance culture: There is hierarchy or ranking in power or
status.
6. According to Gender:
K. masculine culture: Men are dominant or superior in the society over their
females.
Page 38 of 84
L. feminine culture: Women and men have different roles but are both valued
equally.
7. According to performance/outcome
M. Short-term orientation culture: believes in immediate, fast outcomes or
performance
N. long-term orientation culture: Outcomes or performance may take time.
* Items 1,4,5,6,7 are findings of Hofstede (1991)
Diversity is a natural occurrence in our society. However, it is not usually understood

nor accepted; thus, it creates unintentional offense, misunderstandings, or conflicts. One
way to understand diversity is through intercultural communication. Intercultural
communication is the sharing of ideas between/ among people from different
backgrounds or cultures (Allwoo, 2004; Croucher, 2015; Jandt, 1998)
Improving Intercultural Communication Competence

The following guidelines may help enhance our ability to communicate effectively across
cultures:
*By Trompenaars & Woolliams, 2004: The 4Rs of Applying Transcultural Competence
1. Recognition: The first step is recognizing what the cultural dilemma may be primary in a
situation.
2. Respect: The second step is respecting that there is a dilemma and that both sides of
the dilemma have cultural legitimacy.
3. Reconciliation: The third is reconciling the dilemma through coming to some sort of
agreement that honors all sides. It is looking at a win-win scenario and not a win-lose one.
4. Realization: Finally, the fourth is bringing into realization the needed change to sustain
a reconciled solution.
*By Gamble & Gamble, 2008).

1. Recognize the validity and differences of communication styles among people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.
* By Pellegrino Riccardi, TED talk speaker suggests:

(https://www.youtube.com/watch?v=YMyofREc5Jk
1. Make the effort to learn about the new culture.

- - At first Mr. Riccardi got annoyed with Pierre, his French co-worker who likes to
complain a lot and too critical about things. But upon learning that French
Page 39 of 84
people like to complain to improve state of things, he sees Pierre in a more

positive light.
-- He also learned that Norwegian language likes brevity.

British Norwegian
● Excuse me, may I just interrupt for for a second? Du?
● Sorry for bumping into you like that…terribly clumsy of me. Oi!
● Sorry, I didn‘t quite catch what you just said. Haa!
2. Focus on the positive or the best traits of the culture different from your own.
*By Foster (1992) recommends the following:
-- Focus on ―the value of a global mind-set over a global miscellany.‖
-- He suggests that the ―more you understand about the history, art, music, literature,
politics, economics, religion, psychology, sociology, anthropology, and mythology of a
people, the more likely you will be to succeed in communicating with them.‖
-- ―It is best to begin by understanding the one culture we can truly master, our own, and
becoming aware of the ways it affects the process of working with others…‖ (Foster,
1992).
-- ―… our first priority needs to be the development of a larger, deeper, and more
empathic approach to doing business with other cultures.‖ He used an analogy ―no one
can know everything about someone else‘s culture, just as you cannot gather every fish
in the sea;‖ rather, it ―is more like a journey‖.
“Human beings draw close to one another by their common nature, but habits and
customs keep them apart.” (Confucius)
Amidst these differences, the blatant fact is that we have more commonalities than
differences. We can start in acquiring intercultural competence by focusing on these
commonalities.
“A good head and good heart are always a formidable combination” (Nelson Mandela)
You have learned how cultural and global issues affect communication and you now
have a good idea of the cultural diversity you may encounter in your workplace, here in the
Philippines and much more abroad.
Your task now is to identify a place (local- any place in the Philippines or international-
any country) where graduates of your program are mostly employed. As a newly hired
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employee, you need to know about the cultural modes of the place. Research 3 cultural
modes to be used in the next task. Remember to copy your references.

TASK 1
Informative speech
Under the ‗ELABORATE‘ part of this Unit, you were asked to identify a place (local or
international) where graduates of your program are mostly employed. Using that output,
take note of the following guidelines.
1. Create a 2-minute informative video focusing on the cultural communication

modes of your identified place.
2. The output can/will be in the form of a TikTok video.
3. It is a must that you, yourself, demonstrate these cultural communication modes of

your chosen place.
4. Use English as your language in your video presentation.
5. Save your recording on the flash drive (CBL)/ upload your output on the Google
classroom (OBL).
Criteria for grading:

CONTENT- cultural modes are well-researched and informative (15 pts)
ORGANIZATION – cultural modes are clearly explained, demonstrated and interwoven in
TWO MINUTES ONLY(15 pts)
TECHNICALITIES – informative content being delivered is audible and video shots are
clear (10 pts)
PROMPTNESS – output is submitted on the specified due date. Failure to do so would
mean a deduction of two points for each day of delay. (10 pts)
TOTAL: 50 points
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UNIT 4: Varieties and Registers of Spoken and Written Language
At the end of the unit, you should be able to:

1. apply appropriately the varieties and registers of spoken and written language.
ENGAGE YOURSELF!
1. Can you write down the specific words or phrases you usually use to greet?
For your friend: _______________________________________________________________________

For your father: _______________________________________________________________________
For your professor (in the hallway): ____________________________________________________
For your School dean (in her office): __________________________________________________
2. How would you react if your parent converses with you in the language you use
with your friends? Would your reaction be similar to that of the son in the comic
strip below? Why or why not?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Source:
http://itre.cis.upenn.edu/~myl/languagelog/archives/2006_08.html
EXPLORE (DIVE IN!):
You perhaps have noticed how people shift from one communication style to
another depending on whom they are communicating with. You yourself must have
used a casual and familiar tone while asking a classmate about an assignment, but
tried to sound more deferent and formal when you had to ask your teacher, instead.
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Or there were instances, perhaps, that you had to compose your thoughts into a
written form and found the exercise more difficult as compared to expressing yourself
orally. In such cases, you were picking from your language repertoire the most
appropriate words or phrases that met the needs of the communication context you
were in. These linguistic choices can be categorized as language variety and register.
The article on the next page will help you learn more about language varieties
and registers.
“It ain’t right, innit? – About language register in English

by Shiar Youssef
What is the difference between saying ―it ain‘ righ‘!‖ (dropping your Ts at the
end of words) and ―that is not right!‖? Or between ―innit?‖ and ―isn‘t it?‖?
There is no difference in meaning. Both mean exactly the same thing. The only
difference is in the level of formality and ‗properness‘.
Linguists call this the language register, sometimes also referred to
as tenor, tone or style.
Put simply, a register is a variety of a language used in a particular social setting,
using certain words, phrases and contractions that are not normally used in other
settings (or if they did, they may sound strange or out of place).
For example, when speaking in a formal setting, an English speaker is more likely
to use features of prescribed grammar, like pronouncing words ending in -ing with a
velar nasal instead of an alveolar nasal (e.g. ―walking‖, not ―walkin‘ ―). Or she or he
may choose more formal words (e.g. father vs. dad, child vs. kid, and so on). She or
he would also usually refrain from using contractions like ―ain‘t‖.
It may sound intuitive but the differences between how one may talk on the
street, with friends, during a job interview or when writing formal letters and emails
are amazing, even though it is the same person speaking.
This is why a register is a language variation defined by use, not user. The same
person may use more than one register depending on the context or social setting.
Indeed, the term ―register‖ was first used by the linguist Thomas Bertram Reid in
1956, and popularised in the 1960s by a group of linguists who wanted to distinguish
between language variations according to the user (―defined by variables like
social background, geography, sex and age‖) and variations according to how
and when the language is being used (―in the sense that each speaker has a
range of varieties and choices between them at different times‖).
Register should therefore be distinguished from other, identity-based types of
language variation, such as regional and age dialects, even though it often
overlaps with them. It should also be distinguished from jargon, which is technical
terminology used for a special activity or by a special group, such as computer
geeks, scientists, lawyers and so on.
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One of the most analysed areas where the use of language is determined by
the situation is the formality scale. The term ―register‖ is often used as shorthand for
formal/informal styles. But many would argue that this is a simplistic definition,
because register is about more than just formality, as we have already said.
In one prominent model, Martin Joos (1961) describes five styles in spoken
English: frozen or static register, formal, consultative or participatory, casual and
intimate.
Foreign speakers may find it difficult – especially if they are beginners – to switch
between registers. This is called ―code-switching‖ in linguistics. That is why they may
sometimes sound like TV presenters or politicians (i.e. very formal), even when
speaking to close friends. Or they may sound too informal, even rude, without
intending to.
The only solution to this is to familiarise yourself with the social and cultural
associations of words and expressions – which is the basis of language registers.
Reading and listening to popular culture, interacting with native speakers and so
on.
And getting the register right will certainly get you higher marks in oral language
tests such TOEFL or IELTS!
Check your comprehension:

In your own words, what is language register? Why is it important to use the appropriate
language registers when communicating?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
The spoken mode is often associated with everyday registers while the written
mode is strongly associated with academic registers. However, this is not always true.
For instance, in everyday communication, face-to-face conversations are usually
supplemented by text messaging. In academic contexts, significant forms of oral
communication are used along with written communication. Significantly, both
everyday and academic communication are characterized by multimodality or the
use of multiple modes of communication including spoken, written modes and
images, music, videos, gestures, etc.
A. Language Register
The level of formality and style of communicating we use in either spoken or written
forms depending on the context we are in is known as language register. It refers to the
vocabulary, tone and structure we choose to construct our messages.
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Formal, informal, and neutral are three of the more common types of language
registers, in both spoken and written discourse.
1. Formal register is usually required in a professional environment such as in the

academe, business and workplace. It follows that in the conduct of academic and
business affairs, formal language is generally preferred. Therefore, most communication
are carried out in a more serious and impersonal tone, vocabulary and structure.
TYPES:
a. Frozen or “static” register
● At this level, language is literally ―frozen‖ in time and form. It does not
change. This type of language is often learned and repeated by rote.
Examples include biblical verse, prayers, the Pledge of Allegiance, and so
forth.
b. Formal register
● This style is impersonal and often follows a prescriptive format. The speaker
uses complete sentences, avoids slang and may use technical or
academic vocabulary. It is likely that the speaker will use fewer
contractions, but opt instead for complete words. (Example: ―have not‖
instead of ―haven‘t‖).
● This is the register used for most academic and scientific publishing.
c. Consultative register
● This is the register used when consulting an expert such as a doctor. The
language used is more precise. The speaker is likely to address the expert
by a title such as ―Doctor‖, ―Mr.‖ or ―Mrs.‖.
● Some sources say this register is the formal register used in conversation.
3. Informal register is most appropriate to use when conversing with people we are
familiar with, such as our friends and family. It occurs naturally that we use casual,
intimate, and conversational tone in our interactions accompanied with familiar
vocabulary and loose sentence structures.
Intimate register
● The language used by lovers. It is also the language used in sexual
harassment. This is the most intimate form of language. It is best avoided in
public and professional situations.
4. Neutral register is non-emotional language which is highly used in technical

writing. It is not necessarily formal or informal. It is factual and straightforward.
Casual register
● This register is conversational in tone. It is the language used among and
between friends. Words are general, rather than technical. This register may
include more slang and colloquialisms.
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B. Varieties of Spoken and Written Language
Read the attached illustration and explanation of the differences between spoken and
written language (for OBL)/ read the file article 4 on your Module 1 folder (for CBL). This
article if downloaded from
https://www.westernsydney.edu.au/__data/assets/pdf_file/0006/1082679/Presentations_-
_written_vs_spoken_language_2.pdf
To appropriately use the registers and address concerns on the varieties, you have to
know the field, tenor, and mode concept introduced by Halliday (1985).
Field is the topic or the subject of the text (inquiry on enrolment) ; tenor is the relationship
of the people involved (e.g. manager and employee); and mode is the construction
(e.g. written/ spoken) of the communication.
What specific registers are expected to be used? List down five (5) phrases or sentences
that may transpire in the transaction.
a. Field: Inquiry about a missed quiz

b. Tenor: Teacher and student
c. Mode: Spoken
Expected registers (phrases or sentences):

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. How different would your language choices be if you were to inquire about your
missed activity through a text message?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 46 of 84

You are to make a print advertisement promoting the program you are currently enrolled
in (e.g. Social Work, Political Science, Psychology). Note the registers and variety of
language you are to use. List 10-15 registers that you need to use in your advertisement.
This task is ungraded. It will be done as a preparation for your task in the next unit.
UNIT 5: Evaluating Messages and/or Images of Different Types of Texts Reflecting Different
Cultures
At the end of the unit, you are expected to:
● apply concepts of Media Literacy thru oral, audio-visual, and/ or web-based
presentations for different target audiences in local and global settings using
appropriate registers.
ENGAGE YOURSELF!
Look at the image below. What do you see? What is the image all about? If you were to
ask questions about the image, what would be your questions? (List down 3-5 questions
on a piece of paper.)
Source: Creative Commons

"1970s Advertising - Poster – Romeo
and Juliet (Denmark)"
by ChowKaiDeng
EXPLORE (DIVE IN!):

To start with, let us first explore media through the Key Concepts of Media Literacy.
Key Concepts of Media Literacy (Center for Media Literacy, 2005)
Five Core Concepts Five Key Questions of Guide Questions
Key Concepts Media Literacy
1. All media 1. Who created this What kind of ―text‖ is it?
messages are message? What are the various elements (building
‗constructed.‘ blocks) that make up the whole?
How similar or different is it to others of the
same genre?
Which technologies are used in its creation?
What choices were made that might have
been made differently?
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How many people did it take to create this

message? What are their various jobs?
2. Media messages 2. What creative What do you notice…(about the way the
are constructed techniques are used message is constructed)?
using a creative to • Colors? Shapes? Size?
language with its attract my attention? • Sounds, Words? Silence?
own rules. • Props, sets, clothing?
• Movement?
• Composition? Lighting?
Where is the camera?
What is the viewpoint?
How is the story told visually? What are
people doing?
Are there any symbols? Visual metaphors?
What‘s the emotional appeal? Persuasive
devices used?
What makes it seem ―real?‖
3. Different people 3. How might different Have you ever experienced anything like
experience the people understand this in your life?
same this message How close is this portrayal to your
media message differently than me? experience?
differently. What did you learn from this media text?
What did you learn about yourself from
experiencing the media text?
What did you learn from other people‘s
response? From their experience of life?
How many other interpretations could there
be? How could we hear about them?
Are other viewpoints just as valid as mine?
How can you explain the different
responses?
4. Media have 4. What values, What kinds of behaviors/consequences are
embedded values lifestyles and points of depicted?
and view are represented What type of person is the reader/
points of view. in, or omitted from this watcher/listener invited to identify with?
message? What questions come to mind as you watch
/read /listen?
What ideas or values are being ―sold‖ in this
message?
What political ideas are communicated in
the message? Economic ideas?
What judgments or statements are made
about how we treat other people?
What is the overall worldview of the
message?
Page 48 of 84
What ideas or perspectives are left out? How

would you find what‘s missing?
5. Most media 5. Why is this message Who is in control of the creation and
messages are being sent? transmission of this message?
organized to gain Why are they sending it? How do you know?
profit and/or power. Who are they sending it to? How do you
know?
What‘s being sold in this message? What‘s
being told?
Who profits from this message? Who pays for
it?
Who is served by or benefits from the
message
– the public?
– private interests?
– individuals?
– institutions?
What economic decisions may have
influenced the construction or transmission
of this message?
For you to understand better the key concepts of Media Literacy, read the attached
detailed discussion notes (for OBL)/ read the article 5 on your module 1 folder. This article
is from http://www.medialit.org/sites/default/files/14B_CCKQPoster+5essays.pdf

A. Refer to the questions that you wrote about the given image (poster).
1. Do your questions relate with the any of the five Key Questions of Media Literacy?
2. Which among your questions will help you analyze better the given image?
3. Having understood the Key Concepts of Media Literacy, are there other questions that
you would like to ask to interpret the message of the image? If any, what is it?

Guided by the 5 key questions/core concepts of Media Literacy, analyze the poster
(Romeo and Juliet) given on the Engage part of this unit. Write a short paragraph of your
analysis (5-7 sentences only).
Page 49 of 84

TASK 2
PRINT ADVERTISEMENT
Using the concepts in the previous unit and list of registers (Unit 4, Evaluate), create a
print advertisement promoting your program. Be guided by the 5 key concepts of Media
Literacy. Turn in your output on the date indicated in your study guide. Your work will be
graded using the rubric provided below.
Rubric for Print Advertisement

Criteria 2 4 6 8 10
There are Register or Register or Some of the Ad is able to

no suitable language language use language use
or precise use is is simplistic varieties or 15 language
Style registers or immature and shows registers used varieties or
(Language varieties and relies on little variety; it are registers that
variety and used. clichés and also fell short not suitable are suitable
register) the ad only of the or precise for and precise
(10) used 10 required the program for the
words and number of being program
below. words. advertised being
advertised.
The ad The Ad Ad Ad
does not message in demonstrates considerably demonstrates
have a the ad is a message to demonstrates an overt and
clear confusing the audience an overt and implied
message and for them to implied message in
and is not therefore is enroll in the message in order to
persuasive. not very program, but order to persuade the
Message It is trite persuasive it is only persuade the audience to
and and/or for the somewhat audience to enroll in the
Persuasion cliché. audience to persuasive. enroll in the program with
(10) purchase Strategies or program. a high
the product. techniques Strategies degree of
No evident are evident. and effectiveness.
strategies or techniques Strategies
techniques are superior. and
were used. techniques
are superb.
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Ad is not Ad is plain Ad is Ad is Ad is visually

appealing and limited somewhat considerably appealing
and almost effort was visually appealing and
no effort put into its appealing and creative. extremely
Creativity
was put creation. It and creative. creative.
(10)
into has copious
creating it. dead
It is trite and space.
cliché.
Does not Incorporates Incorporates Incorporates Incorporates

incorporate a distracting ―Design ―Design ―Design
a solid color Elements‖ Elements‖ Elements‖
color scheme or with some with with a high
scheme layout. Ad is effectiveness. considerable degree of
Use of and messy. There may be effectiveness. effectiveness.
Design consistent some messy With a solid Color
Elements font into or distracting and effective scheme, font,
(10) the print elements. color scheme and all visual
ad. Layout and layout. elements are
and Fonts aimed clearly aimed
Spacing is at the at the target
not audience. audience.
balanced.
1 2 3 4 5
Spelling Does not Few of the Some of the Most of the All of the
and
edit for spelling and spelling and spelling and spelling and
Grammar spelling or grammar grammar grammar grammar
(5)
grammar rules are rules are rules are rules are
followed followed followed followed
Promptness The ad has The ad has The ad has The ad has The ad has
(5) been been been been been
submitted submitted 4- submitted 3-4 submitted 1-2 submitted on
seven or 6 days after days after the days after the or before the
more days the due due date. due date. submission
late. date. date
CONGRATULATIONS FOR ACCOMPLISHING THE FIRST PART OF THE MODULE!

YOU ARE NOW READY TO TAKE YOUR MIDTERM EXAM.
GOOD LUCK!
Page 51 of 84
Module 2
Communication Aids and Strategies Using Tools of Technology
Technology has already become a part of human interaction and of life itself. You
use technology in all levels of communication. You use it to communicate with your
loved ones, friends, and acquaintances. You also use it in school to learn and to convey
your message. In conveying your message to the world, technology is no doubt a great
tool to help enhance your presentation. In this module, you will learn the basics of using
tools of technology in order to communicate.
Unit 1: Preparing Multimedia Presentation

At the end of the Module, you should be able to:
1. apply concepts of communication aids and strategies using tools of
technology
ENGAGE YOURSELF!
1. Watch the video ―The world‘s worst research presentation‖ downloaded from
https://www.youtube.com/watch?v=SGqp4-bZQY For OBL, check attachment;
for CBL check Module 2 folder, module 2 unit 1 file name on your OTG.
What makes the research presentation ―the world‘s worst‖?

______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
According to the conclusion of the video, what are the important factors that you should
consider when preparing for a presentation?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
EXPLORE (DIVE IN!)
In today‘s digital society, communication is mediated using technology. For

communication to be more effective, it is imperative to know how technology works,
what purposes it can serve and how it can be used efficiently and effectively used to
achieve specific goals in the communication process.
Page 52 of 84
Zahra Hosseini (2013) gave a comprehensive discussion on how to design effective

multimedia presentations. Read her article (check attachment – for OBL students/ OTG
folder Module 2 folder article 6 file name – for CBL).

Let us now prepare one multimedia presentation. Pecha Kucha is an example of a
multimedia presentation. It is a 20-slide power point presentation which moves
automatically to each succeeding slide every after 20 seconds. This presentation is very
helpful to keep track of the time.
The following are technical guidelines on how to make a pecha kucha presentation.
These steps are downloaded from https://wabisabilearning.com/blogs/technology-
integration/how-to-make-great-presentations-with-pecha-kucha
Guidelines for Your Power point Templates

The process of setting up a template is quite simple and here are the steps to tell you
how to get started. The rest of the creativity is up to you.
1. Open PowerPoint. In slide view, right-click on the first slide on the left and
select Layout and Blank. This creates a blank canvas.
2. Right-click again on the slide and select Duplicate. This creates another slide just like
it.
3. Since the Duplicate command is already in PowerPoint‘s memory, use the
shortcut Ctrl-Y to repeat the duplicate (or just right-click duplicate again) 18 more
times, for a total of 20 blank slides.
4. Use Ctrl-A to Select all slides in the left, and then go to Animation, advance slide and
set it to 20 seconds.
5. You can also select transition styles and speed here. Just don‘t choose Dissolve—the
simplest is the best. Maybe nothing more than a simple fade.

To concretize the concepts presented in the previous page, watch the attached
tutorial video (for OBL); check module 2 folder, module 1, unit 1 fifth video file name.
Prepare to make a Pecha Kucha. Instead of the 20 slides with 20 seconds per slide format
though, you will create a modified shorter version of 10 slides with 20 seconds per slide
reducing the time from 6 minutes and 40 seconds to 3 minutes and 20 seconds.
Choose a relevant topic related to your discipline that you can present in a persuasive
speech. For example, you can talk about one‘s moral obligations such as taking care of the
environment or taking part in social reform movements (Philosophy), the social media has
become more powerful than traditional media (BA Communication), online learning is
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better than traditional schooling (Education), Reading effectively helps with depression
(Psychology), etc. Then make a story pitch.
Simplified Story Pitch. Before you prepare a Pecha Kucha, prepare a simplified Story Pitch. A
Story Pitch will help you develop and organize the flow of your presentation. Fill out the table
below. This will not be graded but this will guide you in the output that you will be turning in in
the next module.
PROGRAM ADVERTISEMENT SIMPLIFIED STORY PITCH

TIME/ SLIDE NUMBER CONTENT TO BE DELIVERED IMAGES/ TEXT TO BE
PLACED
What will you say in each What figures or pictures will
slide? Give short you place? Give short
descriptions (in phrases or descriptions in words or
short sentences). phrases) Make sure to give
proper citation or credits at
the end of video or slide
00 – 0:20/ Slide1 Introduction
0:21-0:40/ Slide 2
0:41-1:00/ Slide 3
1:01-1:20/ Slide 4
1:21-1:40/ Slide 5
1:41-2:00/ Slide 6
2:01-2:20/ Slide 7
2:21-2:40/ Slide 8
2:41-3:00/ Slide 9
3:01-3:20/ Slide 10
Conclusion
Page 54 of 84
MODULE 3
Unit 1: The Basics of Public Speaking
1. present ideas persuasively using appropriate languages registers, tone,

facial expressions and gestures.
ENGAGE YOURSELF!
At this point, I think you are ready to learn about public speaking. What do these
statements apply to you?
1. I am excited at the thought of speaking in public.

2. I see myself speaking in public often in the future.
3. I think I can be a very good speaker.
4. The thought of public speaking terrifies me.
5. I would avoid speaking in public as much as I can.
6. No amount of practice can make me a better speaker.
Items 1, 2 and 4, 5 determine your public speaking anxiety. If you answered items 1 and 2
with a yes, you probably have a low anxiety. If you answered items 4 and 5 with a yes,
you most probably have a high public speaking anxiety. Items 3 and 6 determine your
attitude toward public speaking. If you answered item 3 with a yes, you have a growth
mind-set. If you answered item 6 with a yes, you have a closed mind-set.
Do you agree or disagree?
1. "Your ability to communicate with others will account for fully 85% of your success in
your business and in your life." - Brian Tracy
2. ―Ninety percent of how well the talk will go is determined before the speaker steps on
the platform.‖ – Somers White
3. ―Only the prepared speaker deserves to be confident.‖ – Dale Carnegie
4. ―Courage is resistance to fear, mastery of fear — not absence of fear.‖ – Mark Twain
(Re-evaluate your answers after reading engagement.)
You have probably delivered a speech before an audience once, twice, or thrice
in high school in the forms of reporting, research presentations, or creative presentations
or you might have read Biblical passages in church. How did the experience make you
feel? If the experience made you wish to speak more in public or made you confident of
Page 55 of 84
yourself, then you belong to the few who do not fear public speaking or who have
overcome it. If the experience made you feel the opposite, you are not alone. Jerry
Seinfield was quoted saying:
―According to most studies, people‘s number one fear is public speaking. Number two is
death. Death is number two. Does that sound right? This means to the average person, if
you go to a funeral, you‘re better off in the casket than delivering the eulogy.‖
Fear of public speaking is, therefore, common to most people, but despite this fact,
many have turned public speaking into their ticket to success. Brian Tracy phrased this
idea in his statement below.
"Your ability to communicate with others will account for fully 85% of your success in your
business and in your life."
What apparently matters is your reaction to fear of public speaking. How should
you handle fear? Mark Twain suggests: ―Courage is resistance to fear, mastery of fear —
not absence of fear.‖
Your awareness of your fear of public speaking is a good starting point. With your
awareness, you acknowledge that you need to take actions to overcome that fear.
You might also need a strong reason to overcome that fear. While it is true that not
all professions require public speaking skills, you must consider the fact that public
speaking is an essential skill in your academic life. Also, in many professions such as those
in business, education, mass media etc., public speaking skills are a requirement. In some
other professions, public speaking skills are an advantage. Most importantly, public
speaking has long been the tool for activism that paved way for social and political
changes.
By this time, you must have decided that public speaking is highly relevant to your
academic, professional, and personal life.
EXPLORE (DIVE IN!):

Analyzing Parts of a Speech
One of the most common concerns that inexperienced public speakers have is
that they simply do not know how to begin a speech or end it. When creating a speech,
it‘s important to remember that speeches have three clear parts: an introduction, a
body, and a conclusion. At the beginning, it may sound easy to start preparing a
speech, but it can be difficult to plan an introduction for anything that does not yet exist.
Sometimes, new and innovative ideas about how to start a speech can come to
speakers as they go through the research and organization process. Similarly, it is
important to find a conclusion well and leave the audience with a sense of satisfaction.
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We will discuss why introductions and conclusions are relevant in this unit, and you
will identify the various ways in which speakers can establish impactful beginnings and
endings. There is no ―right‖ way to start or end a speech, but this unit will provide some
useful guides that will make your introductions and conclusions as a speaker much easier
for you and more effective your audience.
Ted Sorensen, former President John F. Kennedy‘s presidential adviser, lawyer, and
well-known speechwriter said, ―A speech can ignite a fire, change the minds of men,
open their eyes, change their votes, bring hope to their lives, and change the world in all
these ways.‖
A speech is a formal address which is given to an audience. Speeches may be

written for facts, persuasion or entertainment. Humorous, amusing speeches often
include anecdotes (short, amusing stories of real events). Entertaining speeches are
nothing like an informative speech given by a scientist or historian to teach the audience
anything. A speech written to convince an audience may be a dialogue of debate or a
speech given by a president seeking to motivate a nation to vote or take action.
When persuading an audience, it is important to focus on the members of the

audience who are undecided about the issue. There is no need to work to persuade
those who are already in agreement, and those who have already made their minds up.
Although discourses can be written and delivered in many different ways, they usually
share the same basic format.
The introduction includes a hook to catch the attention of the audience, a

glimpse of what will be covered in the speech, why this subject is relevant, and why it
should be listened to by the audience. A hook can be a personal story, a joke or a
shocking statistic to spark interest from the audience.
The body contains the key points of the speaker backed by evidence,
descriptions, examples and/or statistics explained in a straightforward and succinct
manner, and counter-arguments are made. The speaker makes a well-thought-out case
by thinking about the claims of their opponents, and answering them with stronger points
to support their stance.
The conclusion reminds the audience of the key points made and concludes with
a final, powerful thought or clear call for action to inspire the audience to do something
about this problem. It is important to articulate clear goals when concluding a persuasive
speech, whether the speaker wants a signed petition, a product purchased or
boycotted, or some other specific action taken.
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The following are some pointers that will help you formulate your speech’s introduction,
body and conclusion.
I. INTRODUCTION
The introduction of a speech is extremely important as it needs to set the topic and
intention, create the rationale why the audience will listen to you and set the tone for the
rest of the speech.
Here are some points to remember:
● Your introduction should catch the attention and interest of your audience right
away.
● Introduce yourself in the introduction to establish your credibility and the authority
to speak on your particular subject.
● Your introduction should provide a preview of what your audience can expect to
hear for the duration of your speech.
● It‘s probably easier to compose your last introduction as you prepare your speech,
after you‘ve written the rest of your speech.
● It‘s probably easier to compose your last introduction as you prepare your speech,
after you‘ve written the rest of your speech.
The significance of introductions also causes speakers to mainly focus on them, taking
care of every detail. While it is essential to have some ideas and observations about the
intro, specifically the statement of thesis, it is always better to wait until most of the
speech is written before really diving into the crafting of the introduction. This may not
sound intuitive, but remember, the intro is intended to introduce your speech and set up
what is to come. It‘s hard to add something you have not yet created. This is why initially
working on your main points can help to bring about an even stronger introduction.
II. BODY
Once you have captured your audience‘s attention with an attention-getter and
superb introduction, it‘s time to move into your speech‘s real meat-and-potatoes: the
body. The body of your speech is the point at which you go into full detail about each of
your main points. The body is where you tell your story. It will take up nearly three quarters
of your entire speaking time, because this is where you can go into depth about your key
points.
Here are some pointers to remember:

● Organize your thoughts into a coherent, clear flow of ideas.
● Each main point of your speech should support your speech‘s purpose.
● Use various examples to illustrate your key points of speech, from research, facts
and figures to personal anecdotes and references.
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● Don‘t be anxious to let your disposition come through; know your audience and
modify your approach accordingly. The body of your speech should be inventive
and appealing.
● Don‘t stray too far from your outline; you‘ll easily lose interest in your audience of
you start wandering off track into points or stories that don‘t support the intent or
goal of your speech.
● You don‘t want to look too verbose or sound chaotic.
Speakers can use a variety of different organizational patters including

categorical/topical, comparison/contrast, spatial, chronological, biographical, causal,
problem-cause-solution, and psychological. Ultimately, speakers must really think about
which organizational pattern best suits a specific speech topic.
III. CONCLUSION
It is understandable to feel relieved at the end of a speech, but remember that as
a speaker, the last chance you‘ve got to drive your ideas home is your conclusion. When
a speaker chooses to end the speech with an ineffective conclusion—or no conclusion
at all – the speech loses the created energy, and the audience remains confused and
disappointed.
Here are some points to consider:
● Use your conclusion as an opportunity to sum up your key points of your speech.
● Do not duplicate your main points word for word; rather, paraphrase the key
themes and arguments you have just presented.
● Consider ending your speech with an additional anecdote or quotation that
captures the theme of your speech.
● Do not bring into your argument any new points or supporting facts because it
would confuse your audience.
● Use trigger phrases such as ―in conclusion‖ or ―in summary‖ to prepare your
audience for the end of your speech.
● Write your conclusion simultaneously with the introduction (after writing the body)
so that the introduction and conclusion complement each other.
The conclusion of your speech summarizes your purpose and main points while leaving a
lasting impression with your audience.
** TRANSITIONS
● Transitions are used to show interconnections between main points.
● Transition types include time, equality, causality, comparison and contrast, and
summary.
● After you determine the main points of your speech, order them logically and then
determine how you will transition from one point to the next.
Transition Words
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also, again, as well as, besides, coupled with, following this, further,
Addition furthermore, in addition, in the same way, additionally, likewise,
moreover, similarly
accordingly, as a result, consequently, for this reason, for this
Consequence purpose, hence, otherwise, so then, subsequently, therefore, thus,
thereupon, wherefore
as a rule, as usual, for the most part, generally, generally speaking,
Generalizing
ordinarily, usually
chiefly, especially, for instance, in particular, markedly, namely,
Exemplifying
particularly, including, specifically, such as
for example, for instance, for one thing, as an illustration, illustrated
Illustration
with, as an example, in this case
Emphasis above all, chiefly, with attention to, especially, particularly, singularly
comparatively, coupled with, correspondingly, identically, likewise,
Similarity
similar, moreover, together with
aside from, barring, besides, except, excepting, excluding, exclusive
Exception
of, other than, outside of, save
in essence, in other words, namely, that is, that is to say, in short, in
Restatement
brief, to put it differently
contrast, by the same token, conversely, instead, likewise, on one
Contrast and
hand, on the other hand, on the contrary, nevertheless, rather,
Comparison
similarly, yet, but, however, still, nevertheless, in contrast
at first, first of all, to begin with, in the first place, at the same time, for
now, for the time being, the next step, in time, in turn, later on,
Sequence
meanwhile, next, then, soon, the meantime, later, while, earlier,
simultaneously, afterward, in conclusion, with this in mind
first, second, third…
generally, furthermore, finally
in the first place, also, lastly
Common
Sequence in the first place, pursuing this further, finally
Patterns
to be sure, additionally, lastly
in the first place, just in the same way, finally
basically, similarly, as well
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after all, all in all, all things considered, briefly, by and large, in any
case, in any event, in brief, in conclusion, on the whole, in short, in
Summarizing
summary, in the final analysis, in the long run, on balance, to sum up,
to summarize, finally
Diversion by the way, incidentally
here, there, over there, beyond, nearly, opposite, under, above, to
Direction
the left, to the right, in the distance
above, behind, by, near, throughout, across, below, down, off, to
the right, against, beneath, in back of, onto, under, along, beside, in
Location
front of, on top of, among, between, inside, outside, around,
beyond, into, over
Below are some of the guide questions based on http://sixminutes.dlugan.com/speech-

evaluation-1-how-to-study-critique-speech/ that would help you in analyzing or
formulating your own speech.
● What is the speaker‘s goal? Is it to educate, to motivate, to persuade, or

to entertain?
● What is the primary message being delivered?
● Why is this person delivering this speech? Are they the right person?
● Was the objective achieved?
A. The Audience and Context for the Speech

● Where and when is the speech being delivered?
● What are the key demographic features of the audience? Technical?
Students? Elderly? Athletes? Business leaders?
● How large is the audience?
● In addition to the live audience, is there an external target audience? (e.g. on
the Internet or mass media)
B. Speech Content and Structure

1. The Speech Opening
● Was a hook used effectively to draw the audience into the speech? Or did the
speaker open with a dry ―It’s great to be here today.―
● Did the speech open with a story? A joke? A startling statistic? A controversial
statement? A powerful visual?
● Did the speech opening clearly establish the intent of the presentation?
● Was the opening memorable?
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2. The Speech Body

● Was the presentation focused? i.e. Did all arguments, stories, anecdotes relate
back to the primary objective?
● Were examples or statistics provided to support the arguments?
● Were metaphors and symbolism use to improve understanding?
● Was the speech organized logically? Was it easy to follow?
● Did the speaker transition smoothly from one part of the presentation to the
next?
3. The Speech Conclusion

Like the opening, the words, body language, and visuals in the speech conclusion are all
critical to speaking success.
● Was the conclusion concise?
● Was the conclusion memorable?
● If appropriate, was there a call-to-action?
C. Delivery Skills and Techniques

Delivery skills are like a gigantic toolbox — the best speakers know precisely when to use
every tool and for what purpose.
● Was the speaker enthusiastic? How can you tell?
● Was there audience interaction? Was it effective?
● Was humor used?
● Was it safe and appropriate given the audience? Was it relevant to the speech?
● Were appropriate pauses used before and after the punch lines, phrases, or
words?
● Would an additional visual aid help to convey the message?
● Did the speaker‘s posture display confidence and poise?
● Does the speaker have any distracting mannerisms?
● Was the speaker easy to hear?
● Were loud and soft variations used appropriately?
● Did the speaker articulate clearly?
● Were sentences short and easy to understand?
In making the different parts of a speech more interesting for you and four your
audience, there are some ways on how to get attention. These are the following:
POSSIBLE ATTENTION GETTERS

These will help you start brain storming ideas for how to begin your speech. While
not a complete list, these are some of the most common forms of attention getters:
1. Quotation:
Quotations are a great way to start a speech, so let‘s look at an example that
could be used for a speech on deception:
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Oliver Goldsmith, a sixteenth-century writer, poet, and physician, once noted that
“the true use of speech is not so much to express our wants as to conceal them.”
2. Referring to a current news event that relates to your topic

This is often an effective way to capture attention, as it immediately makes the
audience aware of how relevant the topic is in today‘s world. For example, consider this
attention-getter for a persuasive speech on frivolous lawsuits:
On January 10, 2007, Scott Anthony Gomez Jr. and a fellow inmate escaped from a
Pueblo, Colorado, jail. During their escape the duo attempted to rappel from the roof of
the jail using a makeshift ladder of bed sheets. During Gomez’s attempt to scale the
building, he slipped, fell forty feet, and injured his back. After being quickly
apprehended, Gomez filed a lawsuit against the jail for making it too easy for him to
escape.
3. Historical Reference
You may also capture your listeners‘ attention by referring to a historical event
related to your topic. Obviously, this strategy is closely related to the previous one,
except that instead of a recent news event you are reaching further back in history to
find a relevant reference. For example, if you are giving a speech on the Iraq War that
began in 2003, you could refer back to the Vietnam War as way of making a
comparison:
During the 1960s and ’70s, the United States intervened in the civil strife between
North and South Vietnam. The result was a long-running war of attrition in which many
American lives were lost and the country of Vietnam suffered tremendous damage and
destruction. Today, we see a similar war being waged in Iraq. American lives are being
lost, and stability has not yet returned to the region.
4. Anecdote
Another device you can use to start a speech is to tell an anecdote related to the
speech‘s topic. An anecdote is a brief account or story of an interesting or humorous
event. Notice the emphasis here is on the word ―brief.‖ A common mistake speakers
make when telling an anecdote is to make the anecdote too long. Remember, your
entire introduction should only be 10 to 15 percent of your speech, so your attention-
getter must be very short.
One type of anecdote is a real story that emphasizes a speech’s basic message.
For example, here is an anecdote a speaker could use to begin a speech on how
disconnected people are from the real world because of technology:
In July 2009, a high school girl named Alexa Longueira was walking along a main
boulevard near her home on Staten Island, New York, typing in a message on her cell
phone. Not paying attention to the world around her, she took a step and fell right into
an open manhole. Whitney, L. (2009, July 13). Don‘t text while walking? Girl learns the
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hard way. CNET News Wireless. Retrieved from http://news.cnet.com/8301-1035_3-

10285466-94.html
A second type of anecdote is a parable or fable. A parable or fable is an
allegorical anecdote designed to teach general life lessons. The most widely known
parables for most Americans are those given in the Bible and the best-known fables are
Aesop’s Fables (http://www.aesopfables.com). For the same speech on how
disconnected people are with the real world because of technology, the speaker could
have used the Fable of The Boy and the Filberts:
The ancient Greek writer Aesop told a fable about a boy who put his hand into a
pitcher of filberts. The boy grabbed as many of the delicious nuts as he possibly could.
But when he tried to pull them out, his hand wouldn’t fit through the neck of the pitcher
because he was grasping so many filberts. Instead of dropping some of them so that his
hand would fit, he burst into tears and cried about his predicament. The moral of the
story? “Don’t try to do too much at once.”Aesop (1881). Aesop’s fables. New York, NY:
Wm. L. Allison. Retrieved
from http://www.litscape.com/author/Aesop/The_Boy_and_the_Filberts.html
5. Startling Statement
Often, startling statements come in the form of statistics and strange facts. The
goal of a good startling statistic is that it surprises the audience and gets them engaged
in your topic. For example, if you‘re giving a speech about oil conservation, you could
start by saying,
“A Boeing 747 airliner holds 57,285 gallons of fuel.” You could start a speech on the
psychology of dreams by noting, “The average person has over 1,460 dreams a year.”
A strange fact, on the other hand, is a statement that does not involve numbers
but is equally surprising to most audiences.
For example, you could start a speech on the gambling industry by saying, “There
are no clocks in any casinos in Las Vegas.” You could start a speech on the Harlem
Globetrotters by saying, “In 2000, Pope John Paul II became the most famous honorary
member of the Harlem Globetrotters.” All four of these examples came from a great
website for strange facts (http://www.strangefacts.com).
6. Question
Another strategy for getting your audience‘s attention is to ask them a question.
There are two types of questions commonly used as attention-getters: response questions
and rhetorical questions. A response question is a question that the audience is expected
to answer in some manner.
For example, you could ask your audience, “Please raise your hand if you have
ever thought about backpacking in Europe” or “Have you ever voted for the Electoral
College? If so, stand up.” In both of these cases, the speaker wants her or his audience to
respond.
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A rhetorical question, on the other hand, is a question to which no actual reply is

expected.
For example, a speaker talking about the importance of mass testing could start
by asking the audience, ―I have two questions that I‘d like you to think about. How many
students on this campus agree on implementing the mass testing for Covid 19? Of those
who agree, are you willing to do it your own benefit?‖ In this case, the speaker does not
expect the audience to give an estimate of the numbers of students that fit into each
category but rather to think about the questions as the speech goes on.
7. Humor
Humor is another effective method for gaining an audience‘s attention. Humor is
an amazing tool when used properly. We cannot begin to explain all the amazing facets
of humor within this text, but we can say that humor is a great way of focusing an
audience on what you are saying.
Humor can be integrated into the aforementioned attention-getting devices. You
could make use of a humorous anecdote, quotation or actual event. You need to make
sure that your humor is important and related to your subject. Make sure that having
humor in your speech does not give you the right to give offensive remarks that would
affect your audience.
For example, here’s a humorous quotation from Nicolas Chamfort, a French
author during the sixteenth century, “The only thing that stops God from sending another
flood is that the first one was useless.” While this quotation could be great for some
audiences, other audiences may find this humorous quotation offensive (e.g., religious
audiences).
8. Personal Reference
Some of the best speeches are ones that come from personal knowledge and
experience. If you are an expert or have first-hand experience related to your topic,
sharing this information with the audience is a great way to show that you are credible
during your attention-getter.
For example, if you had a gastric bypass surgery and you wanted to give an
informative speech about the procedure, you could introduce your speech in this way:
In the fall of 2008, I decided that it was time that I took my life into my own hands.
After suffering for years with the disease of obesity, I decided to take a leap of faith and
get a gastric bypass in an attempt to finally beat the disease.
The next examples show how you may write your conclusion to avoid leaving hanging
questions to your audience. This will also help them understand and know that you end
up your speech.
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1. Restatement of the Thesis

When we restate the thesis statement at the conclusion of our speech, we‘re
attempting to reemphasize what the overarching main idea of the speech has been.
Suppose your thesis statement was, ―I will analyze Barack Obama‘s use of lyricism
in his July 2008 speech, ‗A World That Stands as One.‘‖ You could restate the thesis in this
fashion at the conclusion of your speech: ―In the past few minutes, I have analyzed
Barack Obama‘s use of lyricism in his July 2008 speech, ‗A World That Stands as One.‘‖
Notice the shift in tense: the statement has gone from the future tense (this is what I will
speak about) to the past tense (this is what I have spoken about). Restating the thesis in
your conclusion reminds the audience of the major purpose or goal of your speech,
helping them remember it better.
2. Review of Main Points

Today, we have differentiated between the terms biological sex and gender,
examined the history of gender research in communication, and analyzed a series of
research findings on the topic.
3. Concluding Device
a. Conclude with a Challenge
A challenge is a call to engage in some kind of activity that requires a contest or
special effort. In a speech on the necessity of fund-raising, a speaker could conclude by
challenging the audience to raise 10 percent more than their original projections.
b. Conclude with a Quotation

When using a quotation, you need to think about whether your goal is to end on a
persuasive note or an informative note. Some quotations will have a clear call to action,
while other quotations summarize or provoke thought. For example, let‘s say you are
delivering an informative speech about dissident writers in the former Soviet Union. You
could end by citing this quotation from Alexander Solzhenitsyn: ―A great writer is, so to
speak, a second government in his country. And for that reason no regime has ever
loved great writers. Solzhenitsyn, A. (1964).
c. Conclude with a Summary

When a speaker ends with a summary, he or she is simply elongating the review of
the main points. While this may not be the most exciting concluding device, it can be
useful for information that was highly technical or complex or for speeches lasting longer
than thirty minutes. Typically, for short speeches (like those in your class), this summary
device should be avoided.
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d. Conclude by Visualizing the Future

For example, if a speaker proposes that a solution to illiteracy is hiring more
reading specialists in public schools, the speaker could ask her or his audience to
imagine a world without illiteracy. In this use of visualization, the goal is to persuade
people to adopt the speaker‘s point of view. By showing that the speaker‘s vision of the
future is a positive one, the conclusion should help to persuade the audience to help
create this future.
e. Conclude with an Appeal for Action

When a speaker concludes by asking the audience ―to do‖ or ―to think‖ in a
specific manner, the speaker wants to see an actual change. Whether the speaker
appeals for people to eat more fruit, buy a car, vote for a candidate, oppose the death
penalty, or sing more in the shower, the speaker is asking the audience to engage in
action.
f. Conclude by Inspiration
The ultimate goal of an inspiration concluding device is similar to an ―appeal for action‖
but the ultimate goal is more lofty or ambiguous; the goal is to stir someone‘s emotions in
a specific manner.
g. Conclude with Advice

Advice is essentially a speaker‘s opinion about what should or should not be done.
The problem with opinions is that everyone has one-, and one-person‘s opinion is not
necessarily any more correct than another‘s. There needs to be a really good reason
your opinion—and therefore your advice—should matter to your audience. If, for
example, you are an expert in nuclear physics, you might conclude a speech on energy
by giving advice about the benefits of nuclear energy.
h. Conclude by Proposing a Solution

For example, perhaps a speaker has been discussing the problems associated
with the disappearance of art education in the United States. The speaker could then
propose a solution of creating more community-based art experiences for school
children as a way to fill this gap.
i. Conclude with a Question

Another way you can end a speech is to ask a rhetorical question that forces the
audience to ponder an idea. Maybe you are giving a speech on the importance of the
environment, so you end the speech by saying, ―Think about your children‘s future. What
kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—
or one that is filled with smog, pollution, filth, and disease?‖ Notice that you aren‘t
actually asking the audience to verbally or nonverbally answer the question; the goal of
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this question is to force the audience into thinking about what kind of world they want for
their children.
j. Conclude with a Reference to Audience

The last concluding device discussed by Miller (1946) was a reference to one‘s
audience. This concluding device is when a speaker attempts to answer the basic
audience question, ―What‘s in it for me?‖ The goal of this concluding device is to spell
out the direct benefits a behavior or thought change has for audience members.
For example, a speaker talking about stress reduction techniques could conclude
by clearly listing all the physical health benefits stress reduction offers (e.g., improved
reflexes, improved immune system, improved hearing, reduction in blood pressure). In this
case, the speaker is clearly spelling out why audience members should care—what‘s in it
for them!
Before you write and deliver your own speech, be reminded of the ABC‘s and 3 Ps
of Public Speaking.
Below is the ABC’s of effective public speaking. What type of speaker are you? Do you
have limitations? Do you strictly follow the rules in speaking? With this list, it will definitely
help you to become more confident in speaking.
THE ABC’S OF PUBLIC SPEAKING
Amiability It refers to being friendly with the audience.

Brevity It means the speech should be short but substantial.
Confidence This term may be explained as a speaker being in control of himself,
of his subject matter, and of his audience.
Diction It refers to proper choice of words.
Enthusiasm It refers to the earnestness and sincerity of the speaker to share his
topic with his audience.
Fluency It means smooth discussion of one‘s topic.
It refers to the quality of a speaker which means no stammering, no
uncomfortable pauses, and no groping for words.
Gestures It refers to body movements that help emphasize ideas.
The use of these by a speaker allows him to be natural and not so stiff
or rigid.
Harsh comments Harsh comments antagonize audience.
should be
avoided.
Illustrations Illustrations (visual, verbal, or literary) cement key ideas.
Anecdotal examples are usually enjoyed by the audience.
Statistics can impress audience.
Joviality It is synonymous to being happy or jolly.
Audiences enjoy a humorous speaker.
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Amusing doesn‘t necessarily mean funny. Adding interesting facts

such as taboos in some cultures or personal anecdotes related to the
topic and delivered with dramatic voice can work, too.
Knowledge It refers to a speaker‘s mastery of his subject matter.
It strongly cements a speaker‘s credibility.
Liaison It refers to establishing good relations with the audience.
Mannerisms should Mannerisms distract and may lessen the credibility of the speaker.
be avoided.
Naturalness It refers to being at ease or comfortable in delivering a speech.
In most contexts, speakers make use of conversational tone.
Openings should Openings catch the attention of the audience; hence, attention
be interesting. should be given to how a speech is introduced.
Poise It is said to be the most immediate manifestation of the credibility of
the speaker.
Includes: no pocketing of hands, no mannerisms, good stage
management, strong eye contact
Questioning It is one of the effective ways of getting the audience to participate
attitude actively and directly in the speaking event especially the yes-no type
of question.
Repetition Key concepts can be stressed by repetition given vocal variety.

Substance It refers to good content.
Termination Clincher should be interesting, memorable, or dramatic.
The last concepts/ideas are strongly retained by the audience.
Understanding It means that a speaker must make sure that the language or the
terms he or she uses have the same meaning with the audience.
The speaker applies the register that fits the audience.
Vitality of words It asserts that the speaker should make use of contemporary
language or terms.
―We‖ attitude It is the mark of an effective speaker that specifies that he casts his or
her speech in such a way that an action or a general achievement is
achieved with the audience‘s involvement.
Ex. ―You can change the society…‖ BETTER: ―We can change our
society…‖
―You are fools if…‖ BETTER: We are fools if …‖
Xenophobia must Xenophobia refers to the feeling of being overwhelmed and
be controlled. intimidated by strangers.
Anxiety before a speech is natural. One has to work around it by
preparing well.
Yielding attitude It refers to the attitude of the speaker whereby he entertains the
ideas of his audience. This can be done by foreseeing possible
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arguments from the audience, acknowledging these probable

arguments, before launching to his own stand on the matter.
―While there is truth in…‖
Zest An energetic speaker is contagious.
The 3 Ps of Public Speaking

Prepare---Practice---Present
“Nothing in life is more important than the ability to communicate effectively.”--- Gerald
R. Ford
Prepare: Organize your content
Things to prepare before a speech or presentation:
1. Connecting with the audience.
2. Overcoming speaking anxiety
3. Responding appropriately to the audience needs
4. Honing your non-verbal communication skills
5. Avoiding common, yet costly public speaking mistakes
Cicero believed that the process of eloquent speech preparation consists of five steps:
1. Invention- development and refinement of an argument
2. Arrangement- creation of the structure
3. Style-the process of determining how to present an argument
4. Memory- the process of learning and memorizing the speech
5. Delivery- The process of making effective use of voice and body language
Practice: Work on Feeling like your best self

“ If I don’t practice the way I should, I won’t play the way I know I can”--- Ivan Lendl
1. Practice deep breathing
2. Practice shifting focus outwards
3. Practice visualization
4. Practice on focusing on facts, not fears
5. Practice to build your speech on clarity, not complexity
Public Speaking is a skill, it requires constant practice in order to be improved. The more
you talk in public, the more you train your mind and body to recognize speaking as a
familiar and safe situation, the more confident you feel in the spotlight.
TIPS:
Practice alone
● Prepare cue cards
● Talk to yourself
● Talk in front of the mirror
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Practice in front of other people

Always seek feedback from your audience at the end of the presentation. Ask for
opinion on topics such as:
● How convincing and intelligible your speaking was
● How interesting, useful and clear different parts of your presentation were
● How well you answered questions at the end of the speech
● What was their overall impression of your speech
Present: Now It’s Time to focus on Your Audience

Here are some tips that will allow you to improve your presentation even more:
● Relax before you get up to talk
● Greet your audience with a smile
● Do not rush through your presentation
● Make yourself be heard
● Face your audience at all time
● Talk to people, not at them
● Claim attention
● Do not stick your hands in your pockets
● Never apologize for anything
● Be your best self
● Have fun
You can never go wrong with the help of the ABC’s and the 3 Ps in public speaking. Be an
effective speaker NOW!
EXPLAIN
To prepare you in the evaluation task, watch the speech entitled, ―Dananjaya
Hettiarachchi World Champion of Public Speaking 2014 - Full Speech‖. A copy of this
video is attached on this the thread (for OBL); check module 3 folder, module 3, unit 1 file
name (for CBL)
Identify the different parts of the speech. Write your own analysis about the
speech by using the guide questions presented in this unit. This formative task will help
you in the final task of this unit.
A. Introduction
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 71 of 84
B. Body
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
C. Conclusion
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
D. Delivery and Techniques

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
ELABORATE
Using your simplified story pitch in module 2 and the concepts you learned in this module,
draft a persuasive speech on a relevant topic within your discipline or program. To help you
in your written speech, improve your story pitch before writing your piece. You may also
identify in your story pitch your introduction, body, and conclusion. This formative task will
help you in the final task of this unit. Remember: Your speech will be delivered thru Pecha
Kucha.
Write your final draft of the persuasive speech.

● Prepare – Practice – Present! This is the main objective of this Unit. In every
speaking engagement, preparation is very important because you also need to
compose yourself and be able to think of the best topic that you could
comfortably present in front of the audience. From the written speech that you
have PREPARED. You are given the time to PRACTICE.
TASK 3
PUBLIC SPEAKING
You are now ready to PRESENT your speech thru Pecha Kucha. Record your presentation
through a smartphone or any available video recorder, then save your video recording in
the flash drive. You will be graded using the rubric below.
Page 72 of 84
Remember to limit your speech to 10 slides delivered in 3 minutes and 20 seconds

instead of the original 20 slides in 6 minutes and 40 seconds format. Add an eleventh
slide for your references and give it at least 5 seconds screen time.
Needs
Very Good (10) Good (8) Fair (6)
Improvement(4)
Vocal Speech is Speech is Speech is Speaker uses no

Delivery delivered in a delivered in a understandabl vocal variety;
conversational conversational e, but speaker speaks in a
manner with manner with uses too many monotone. Lack
appropriate appropriate vocal pauses of enunciation.
volume, vocal volume, vocal (uhs or ums); Mispronunciations.
variety, rate and variety, rate words are used
enunciation. and repeatedly
Speech is free of enunciation. (like, you know)
mispronunciatio Only isolated words are
ns and verbal examples of mispronounce
pauses are not vocal pauses or d; Lack of
noticeable. mispronunciatio enunciation
ns.
Eye contact Speaker Speaker Speaker The speaker lacks

maintains maintains eye maintains only eye contact and
consistent eye contact partial eye reads speech
contact throughout contact; mostly directly from
throughout speech, but reads directly notes.
speech, only frequently reads from notes
occasionally from notes.
glancing at
notes.
Physical Gestures and Gestures and/or Gestures The speaker uses

Delivery movements add movement are and/or gestures and
to the delivery mostly free from movements movement that
of the speech. distraction but distract from distract from the
Arm or hand do not add to speech, but speech. For
movements are the delivery of there are example: leans on
used the speech. moments of a podium, chews
deliberately to distraction-free gum, paces
emphasize delivery. throughout the
points. Nervous speech, plays with
mannerisms are hair or jewelry.
avoided.
Page 73 of 84
Pecha Kucha The presentation The The The presentation

Technicality is within 3:20 (3 presentation presentation has more than five
minutes and 20 has one or two has three to technicality lapses
seconds). technicality five (either 20-second
Powerpoint has lapse/lapses technicality time lapse,
10 slides with 20 (either 20- lapse/lapses number of slides or
second-time per second time (either 20- does not meet/
slide. (The lapse, number second time goes beyond 3:20.
presentation has of slides or does lapse, number content
no technicality not meet/ goes of slides or presentation – 3-
lapse/lapses. beyond 3:20. does not meet/ second rule –
Also the content goes beyond before and after is
transition of slide presentation – 3:20. content not given
is automatic/ 3-second rule – presentation – deduction)
timed) before and 3-second rule –
after is not given before and
deduction) after is not
given
deduction)
Pecha Kucha The images/text The images/text The The images/text

Visual Appeal chosen are very chosen are images/text chosen are not
and creativity appropriate. It is appropriate. It is chosen are not appropriate. It is
very evident evident that the so appropriate. evident that the
that the student student It is not much student did not
considered very considered very evident that consider the topic
well the topic in well the topic in the student in choosing the
choosing the choosing the considered images/ text.
images/ text. images/ text. very well the
topic in
choosing the
images/ text.
Reasons and Three or more Three or more Two reasons Arguments are
Support excellent reasons are are made but weak or missing.
reasons are stated, but the with weak Less than two
stated with arguments are arguments. reasons are
good support. It somewhat made.
is evident that a weak in places.
lot of thought
and research
was put into this
assignment.
Page 74 of 84
Organization The introduction The introduction The There is no clear

is inviting, states includes the introduction introduction,
the goal or goal or thesis includes the structure, or
thesis, and and provides an main goal or conclusion.
provides an overview of the thesis. Most
overview of the issue. information is
issue. Information is presented in a
Information is presented in a logical order. A
presented in a logical order conclusion is
logical order but does not included, but it
and maintains always maintain does not
the interest of the interest of clearly state a
the audience. the audience. A personal
The conclusion conclusion opinion.
strongly states a states a
personal personal
opinion. opinion.
Score 5 4 3 1
Promptness The presentation The artwork has The artwork has The artwork has
has been been submitted been been submitted six
submitted on 1-2 days after submitted 3-5 or more days late.
time. the due date. days after the
due date.
Page 75 of 84
MODULE 4 COMMUNICATION FOR WORK PURPOSES
Unit 1: Formal and Informal Reports in a Work Place
At the end of this unit, you are expected to:
1. apply concepts of formal and informal reports.
ENGAGE YOURSLEF!
As a future lawyer/ political analyst/ international relations officer, what are the
things that you need to do in your workplace? List as many as you can.
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
EXPLORE (DIVE IN!)
In your future workplace, you will be asked to write formal and informal reports. To
know what these reports are read the article from
http://www.lrbusinessed.com/bcp/textbook_files/chapter09.pdf This article is attached
on this thread (for OBL)/ check module 4 folder on your OTG, file name article 7 (for CBL).
Watch the attached video (for OBL); check module 4 folder, module 4 unit 1
seventh video file name (for CBL) to get to know more about formal and informal writing.
ELABORATE (ON MY OWN)

Watch the attached video (for OBL); check module 4 folder, module 4 unit 1
eighth video file name (for CBL) to know more about the formal and informal language.
EVALUATE (GET TESTED!)
Using the Venn diagram, state the differences and similarities between formal and
informal reports. This formative task will help you understand the concept on formal and
informal language.
Page 76 of 84
Page 77 of 84
Unit 2: Communication for Employment
Writing resume and application letter is not new to you since you had a course in your
junior and senior high school where you took these topics. The concepts here will
reinforce the skills you learned in resume and letter writing.
At the end of the unit, you are expected to:
1. apply the concepts of Resume and Application.
ENGAGE YOURSELF!
What are the basic parts of a letter?

1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6.____________________________
The basic parts of a letter include:

1. a letter followed by a dateline or if there is no letter head, heading (composed of the
sender‘s address and the date)
2. inside address (composed of the receiver‘s name, position, and company address)
3. salutation
4. body of the letter
5. complimentary close
6. longhand signature and printed name
EXPLORE (DIVE IN!)
Read the attached article (for OBL) on the content and technicalities of an
application letter from
https://careerservices.illinoisstate.edu/downloads/CoverLetters.pdf or check your
module 4 folder, article 8 file name (for CBL).
Attached to your application or cover letter is a resumé. Resume can be

scannable or print/ non-scannable. To check on the similarities and differences between
the two, read the attached file scannable-resume.
There are also three types of resumes - chronological, functional, and combination.
Which one best suits a fresh graduate or a person applying for a job but with no or limited
experience? Read the file 3 Resume Types.
Page 78 of 84
Read the article Scannable Resume retrieved from

https://www.cpp.edu/career/documents/scannable-resume.pdf attached on this
thread (for OBL); check module 4 folder, file name article 9 (for CBL). Then read the three
types of resumes retrieved from
https://shooniyaajobconnect.com/sites/default/files/3%20Resume%20Types.pdf
Attached on this thread (for OBL); check module 4 article 10 (for CBL).

Watch the attached video downloaded from
https://www.youtube.com/watch?v=mxOli8laZos
(for OBL); check module 4 folder, module 4 unit 2 ninth video file name.

Compare scannable and print resume. What are their differences? What are their
similarities? Write your answers on the space provided.
DIFFERENCES SIMILARITIES
SCANNABLE PRINT
In writing application letters and resume, make sure to read very well the job
advertisement you are addressing or applying for. Take note of the qualifications and the
skills needed in the job. These qualifications and skills are what you are to target and
capitalize on in your resume and application letter.

TASK 4: BUSINESS CORRESPONDENCE
OBL Students: A Google form link will be sent by next week for you to answer.
CBL Students:
students.
folder
Page 79 of 84
MODULE 5 COMMUNICATION FOR ACADEMIC PURPOSES
Unit 1: The Research Paper

In this unit you are expected to:
1. apply guidelines in summarizing and paraphrasing;
2. apply correct in-text citation and referencing;
3. analyze the parts of a research; and
4. write a simplified research digest.
E
NGAGE YOURSELF!
Watch the video on Academic Writing attached on this thread (for OBL) or check
your module 5 folder then click on module 5 unit 1 file name (for CBL).
EXPLORE (DIVE IN!)
As the video said, academic writing is intertwining reading and writing. In this unit,
let us see how we should write what we read. Most often, when we read articles, we are
asked to summarize, paraphrase, or quote when reporting what we have read. Read the
attached article (for OBL); article 11 on your module 5 folder (for CBL). This article is from
kgsupportgroup.com
Introduction and Method parts of research are part of a research proposal. To

complete the research, findings/ results and discussion and conclusion need be written.
The findings/ results need to answer your specific research problem; hence, if there are 2
specific research problem, there should also be two headings of findings. These findings
need be elaborated through discussions. Remember that your findings/ results and
discussion part should not be simply affirmation or confirmation of previous researches.
Therefore, as a researcher bring out the uniqueness of your findings/ results and avoid
placing a lot of corroborations. Corroborations are research findings that support your
findings.
The conclusion is not a summary of your research or findings/ results. You may
answer the question, what now? That is, these are the findings—what now? Remember
your experiments in high school where you place a problem part, process then solution
and at the bottom, you place, I therefore conclude that…? That is similar to writing the
conclusion of research.
Before you finalize your research paper, make sure to dovetail the Problem,
Method, Findings/ Results, and Conclusion. Read the attached article (for OBL); check
module 5 folder, article 12 file name (for CBL). This article is from
https://www.researchgate.net/publication/330134699_Research_Components
Page 80 of 84
The whole research will not be done without the references. If you used APA in the
citation, be consistent until the references and formatting of the paper. For the task for
this unit, you are to use APA, 6th edition. Here are samples on how you will write your
references using the said format.
For Journals:
Calfee, R.C. & Valencia, R.R. (1991). APA guide to preparing manuscripts for journal
publication. Washington, D.C.: Author.
Duncan, G.J. & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New
York: Russell Sage Foundation.
Harlow, H.F. (1983). Fundamentals for preparing psychology journal articles. Journal of
Comparative and Physiological Psychology, 55, 893-896.
For Electronic Journals:
Kennedy, R.H., Gubbins, P.O., Luer, M., Reddy, I., & Light, K. E. (2003). Developing and
sustaining a culture of scholarship. American Journal of Pharmaceuticaln
Education. Retrieved July 24, 2005, from
http://www.ajpe.org/view.asp?art=aj670392&pdf=yes
For Books:
O‘Neil, J. M. & Egan, J. (1992). Men‘s and women‘s gender role journeys: Metaphor for
healing, transition, and transformation. In B.R. Wainrib (Ed.), Gender issues across
the life cycle (pp. 107-123). New York: Springer.
EXPLAIN: (GET THE HANG OF IT!)

This course does not entail you to write a full blown research paper but you have
to make sure that you are familiar with the parts of a research journal and the gap
because you will be asked to do a simplified research digest. A research digest is a short
but comprehensive report about a research output or research outputs.

Here is a sample of a simplified research digest. The research that was used is attached
on this thread (for OBL); check module 5 folder, article 13 file name.
SIMPLIFIED RESEARCH DIGEST
I. INTRODUCTION
1. Given the topic, what The research gap is the scarcity of studies on the use of
area is the ―gap‖ or least non-verbal data gathering tools in surfacing
explored? experiences of language anxiety.
2. What is the study It studied the typification of the language anxiety
investigating (research experiences of the students.
problem?
3. List 3 information (bullet- ⮚ Factors causing language anxiety include personal
Page 81 of 84
style) in the introduction that expectation, fear of negative evaluation, teachers‘

you find most negative ideas about students‘ errors, socio-economic
relevant/important? backgrounds
⮚ Levels of anxiety being measured as high and low
⮚ Benefits of doodling such as the increase in focus
and information retention, and enhancement of
creativity.
II. METHOD
4. What are the important The tools used were robofoto and bond paper.
specifics of the data
gathering tool?
5. In your own words, how ⮚ The data was gathered during a meeting.
was the data gathered? ⮚ The students were given introduction and
(List the summarized process instructions using the language the students are
in bullet-style) comfortable with.
⮚ The students were asked to doodle for 30 minutes.
After collecting the papers, the researcher removed the
papers with incomplete answers.
6. How was the data The data was analyzed using repertory grid, bracketing
analyzed or interpreted? and phenomenological reduction.
The analysis includes cool and warm analyses,
specifically, categorizing and thematizing. Also,
translation from emic to etic was done.
III. FINDINGS (IF QUALI)/RESULTS (IF QUANTI). If the research article you chose has
more than 1 research problem, just focus on the first question.
7. Based on the research Findings: The students‘ typification of language anxiety
problem identified, what are shimming experiences and shaming experiences.
is/are the finding/s (result/s)
and important explanation Explanation:
and corroboration? ● Under shimming experiences, students experience
buffing and baffling while under shaming
experiences are shutting, sweating and shivering,
and shattering experiences.
● The results reveal that language anxiety experiences
can be positive, mixed, or negative. Teachers are
challenged to channel the negative experiences of
the students to help them use the anxiety at their
advantage.
● The results also show the immense duty of teachers
to help out learners combat their language anxiety.
● The negative effects of anxiety are manifested
physically and emotionally.
Corroborations include:
Page 82 of 84
a. Shimming
1. Buffing – Ohata (2005) mentioned that teachers see
positive effects of language anxiety
2. Baffling – Mixed emptions include both positive and
negative effects (McGraw, 2014)
b. Shaming
1. Shutting – McIntyre (1999) posited that anxiety is an
affective filter
2. Sweating and Shivering – Bogel (2010) warned that
negative visible responses may be lead to social fear
3. Shattering – Unpleasant experiences may become
traumatic (Zheng, 2010)
IV. CONCLUSION
8. Write one important The study proved that doodling can be a tool in
conclusion. bringing out language anxiety experiences.
TASK 5: THE SIMPLIFIED RESEARCH DIGEST
It is now your turn to do the simplified research digest. Read the file entitled
―Journal for Task 5‖.
OBL Students: A Google form link will be sent by next week for you to answer.
CBL Students:
students.
folder
CONGRATULATIONS! YOU ARE NOW DONE WITH THE MODULE!

GOOD LUCK IN YOUR FINAL EXAM!
Page 83 of 84
REFERENCES:
3 types of Resume. Retrieved from

https://shooniyaajobconnect.com/sites/default/files/3%20Resume%20Types.pdf
8 days in the Philippines. Retrieved from https://www.youtube.com/watch?v=4j0TLKCI-

8Y&t=1s
Cover letters. Retrieved from

https://careerservices.illinoisstate.edu/downloads/CoverLetters.pdf
Example of public speaking apprehension. Retrieved from

https://www.coursera.org/lecture/public-speaking/example-of-public-speaking-
apprehension-w0ElG
Five key questions of media literacy.

http://www.medialit.org/sites/default/files/14B_CCKQPoster+5essays.pdf
Five Steps to an Incredible Cover Letter. Retrieved from

https://www.youtube.com/watch?v=mxOli8laZos
Formal and Informal Language. Retrieved from

https://www.youtube.com/watch?v=0LmhIu3phqk
Formal and Informal Language. Retrieved from

https://www.youtube.com/watch?v=sdDBY2-Wmis
How is cultured defined? Retrieved from https://www.khanacademy.org/test-

prep/mcat/society-and-culture/culture/a/cultural-relativism-article
How to present a Pecha kucha using PowerPoint presentation.

https://www.youtube.com/watch?V=l9zxntpnmlo
How to avoid plagiarism: A scourge from the academe. Retrieved from

http://sex.ncu.edu.tw/papers/avoid.pdf
Hosseini, Z. (2013). How to design effective multimedia presentations. Retrieved from

https://www.researchgate.net/publication/262916249_How_to_Design_Effective_Multime
dia_Presentations
Hussain, S. (2018). Managing communication challenges in multicultural. International

Journal of Media, Journalism and Mass Communications, 4(2), 44-49. Retrieved from
http//:dx.doi.org/10.20431/2454-9479.0402005
Page 84 of 84
I see something by Dananjaya Hettiarachchi. Retrieved form

https://www.youtube.com/watch?v=bbz2boNSeL0
Pardede, P. (2018). Research components. Retrieved from

https://www.researchgate.net/publication/330134699_Research_Components#:~:
text=research%20components%2C%20introduction%2C%20literature%20review,co
nclusion.&text=because%20the%20investigator-
,should%20also%20design%20and%20carry%20out%20the,either%20quantitative%2
0or%20qualitative%20approach.
Scannable Resume (2017). Retrieved from cpp.edu/career/documents/scannable-

resume.pdf
Understanding a different culture. Retrieved form

https://au.reachout.com/articles/understanding-a-different-culture
Vaccari, C. & Valeriani, A. (2018). Digital political talk and political participation:
Comparing established and third wave democracies. Retrieved from
https://doi.org/10.1177/2158244018784986
Wakat, G. (2016). Doodling the Nerves: Surfacing Language Anxiety Experiences in an

English Language Classroom. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/0033688216649085
Wakat, G., Caroy, A., Paulino, F., Jose, M., Ordonio, M., Palangyos, A., Palangyos, S.,
Dizon, E. G., Dela Cruz, A., Sao-an, M. (2018), Purposive Communication, Quezon
City: LORIMAR Publishing.
What is academic writing? https://www.youtube.com/watch?v=YBKUiEh9bfQ
Written and spoken language.

https://westernsydney.edu.au/__data/assets/pdf_file/0006/1082679/Presentations_
-_written_vs_spoken_language_2.pdf
Why study political science? Retrieved from

https://www.youtube.com/watch?v=EGFrtjTDWnQ
Wiring a web for global good. Retrieved from

https://www.youtube.com/watch?v=y7rrJAC84FA&t=29s
Writing Reports. Retrieved from

http://www.lrbusinessed.com/bcp/textbook_files/chapter09.pdf

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COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013

Saint Louis University Revision No. 01

I. Course Title: Purposive Communication

II. Course Overview

B. Course Learning Outcomes

C. Module and Unit Topics

Module 1 consists of five units focusing on understanding 21st Century

Module 2 delves on two lessons on the use of communication aids, specifically

Module 3 centers on communication skills needed in public speaking.

Module 4 highlights communication in your work field. It specifically details formal

Module 5 concentrates on academic outputs and addresses concerns in avoiding

III. Course Study Guide

1st violation: Warning/Reprimand to Suspension

Sec. 24. Cheating during examinations and quizzes, or plagiarism in connection

1st violation: Warning with invalidation of grade

N.B. Addition by Language and Communication Department (August 2020)

Commission of any of these will mean zero credit.

Sec. 25. Abusive behavior or discourtesy towards university officials, faculty

1st violation: Warning to Suspension

5. Do not procrastinate. Remember, it is not others who will be short-changed if you

b. post appropriate and well-thought rejoinders. Avoid merely approving or

c. Read and analyze the contributions made by your classmates in the

d. Be polite and respectful in arguing a point and in defending your opinions.

III. Study Schedule

Week Topic Learning Activities

Explain: Viewing video on communication in the

UNIT 2 Communication and Globalization

UNIT 3 Local and Global Communication in Multicultural Settings

oral, audio-visual, of Media Literacy

MODULE 3 Communication for Various Purposes

between formal and informal reports through the

UNIT 2 Communication for Employment: The Resume and Application Letter

MODULE 5 Communication for Academic Purposes

13. Analyze the parts

Prelim Grade/ Midterm Grade

Tentative Final Grade

VI. Contact Information of the Facilitator

LANG COM DEPARTMENT CONTACT NOS.:

STELA DEAN'S OFFICE CONTACT NOS.: 0938-757-7842 OR 0953-134-9220

Languages and Communication Department

IV. Specific Guidelines

CONTENT- cultural modes are well-researched and informative (15 pts)

ORGANIZATION – cultural modes are clearly explained, demonstrated and interwoven in

PROMPTNESS – output is submitted on the specified due date. Failure to do so would

IV. Specific Guidelines

There are Register or Register or Some of the Ad is able to

The ad The message Ad Ad Ad

Ad is not Ad is plain Ad is Ad is Ad is visually

Does not Incorporates Incorporates Incorporates Incorporates

IV. Specific Guidelines

Vocal Speech is Speech is Speech is Speaker uses no

Eye contact Speaker Speaker Speaker The speaker lacks

Physical Gestures and Gestures and/or Gestures The speaker uses

Pecha Kucha The presentation The The The presentation

Pecha Kucha The images/text The images/text The The images/text

was put into this

Organization The introduction The introduction The There is no clear

IV. Specific Guidelines

IV. Specific Guidelines

COURSE LEARNING OUTCOMES

1. exhibit knowledge on the nature,

2. evaluate multimodal texts critically to

PURPOSIVE 3. convey ideas through oral, audio-visual,