PREFACE ‘The Commission on Higher Education (CHED) Memorandum Order (CMO) No 20, senes of 2013, issued on June 18, 2013 spells out the revised General Education Curriculum (GEC) which was prompted by the major shift in the basic education One of the core courses in the new General Education Curriculum is Purposive ‘Communication. Section 3 of Art1 describes it as “writing, speaking, and presenting to different audiences for various purposes.” App. A adds: “The five skills of ‘communication (listening, speaking, reading, writing, viewing) are studied and simulated in advanced academic settings.” In response to CHED's memorandum order, this book Purposive Communication is conceived. Its contents and activities aim to develop students’ communicative competencies such as linguistic, sociolinguistic, discourse and strategic; to enhance their cultural and intercultural awareness through multimodal tasks that provide them ‘opportunities for communicating effectively and appropriately to a multicultural audience in a local or global context, and to equip students with tools for critical evaluation of variety of texts with focus on the power of language. The book is divided into four Units. Unit 1 Communication Process discusses the importance of effective communication, the ethical standards required in communicating, the cultural consideration a communicator extends to the recipients of the message, the kind of words one uses in sending the message, the meaning of ‘an image in relation to its text, and the use of communication aids to supplement and enrich the message conveyed. The skills in focus in the lessons are listening, reading, and viewing. Unit !l Communication for Various Purposes focuses on writing their speeches and communicate these speeches to different audiences. Unit Ill Communication for Work Purposes situates students in their future workplace whereby activities require them to make presentations; and writing minutes of the meeting, office memorandum, and dusiness letters. Unit IV Communication for ‘Academic Purposes teaches students on how to transform a research into a scientific Journal and how to value the academic works of other individuals. Each Unit is divided into Lessons and each lesson has the following Lesson Objectives states the goals of the lesson and the skills the students must learn and develop. Let's Begin contains the jumpstart activities leading to the lesson proper Let's Find Out covers the topics to be learned Let's Respond comprises varied exercises that develop students’ listening, speaking, reading, writing, and viewing skills. This portion also assesses students’ learnings and performance. + Let's Go Online directs students to interactive activities using the given internet links where more information about the topic are found guiding them to work effectively on their assigned tasks.+ Let's Read More | Let's Reflect invites students to think deeply a lied and q implied and throug! ose" summary and 2 unit wordlist are provided atthe end of each unit to further gu ttudents and for easy understanding monceds Since this book complies with the principles and objectives of OBE (Outcomes-Based Education), activities are centered on students’ learning outcomes which prioritize departure skils" or wtrat the students should be able to do after finishing the course To evaluate their performances, rubrics for evaluation are provided at the end of the ok Completing successfully the Purposive Communication cou students develop their communication skills they ator academic and workplace settings, but all throughout their life in a wide-range of settings and for a variety of purposes. With great hope, may this book aid them in their journey to become an effective communicator to div will hel ollege ok Se audiences The AuthorTable of CONTENTS Page Preface i Table of Contents wv Unit | COMMUNICATION 1 Lesson 1 Communication Process 2 Lesson 2 Principles of Communication 8 Lesson 3: Communication Ethics 19 Lesson 4: Local and Global Communication 29 in Multicultural Settings Lesson 5: Language Register 47 Lesson 6 Evaluating Messages and Images 52 Lesson 7: ‘Communication Aids and Strategies 65 Unit Summary 79 Unit Word List 80 Unit Il_ COMMUNICATION FOR VARIOUS PURPOSES 82 Lesson 1 Types of Speeches 83 © Informative e4 Persuasive 84 Lesson 2: Methods of Delivery 87 © Extemporaneous 88 «Impromptu 89 © Manuscript 90 © Memorized 91 Unit Summary 94 Unit Word List 94 Unit Hit COMMUNICATION FOR WORK PURPOSES 95 Lesson 1 Oral Presentation in the Workplace 6 Lesson 2: Workplace Communication 101 Minutes of the Meeting 106 Memorandum 112 Business Letters 118Page 131 Unit Summary 132 unit Word List a Cc PURPOSES unit IV COMMUNICATION FOR ACADEM! a y-t Journal 1 writing a Research-Based too 2 ‘Academic Integrity 144 151 Unit Summary 451 Unit Word List Ibrics: By ‘© Team Role-Play Presentation 155 * Argumentative Essay 157 » Reaction Paper 159 Poster Caption/Tagline 161 = Proposal 163 + Multimedia Project 165 + Evaluative Essay 167 + PowerPoint Presentation 169 + Persuasive Speech 171 + Informative Speech 173 + Poster Making s * Manuscript Delivery “ + Memorized Delivery a * Oral Presentation * Business Meeting 181 + Minutes of the Meeting 183 * Memo Writing 185 * Information Response Letter 187 i ce Letter 189 5 _ Information Request L 191 * Journal Article = 193 * Paper Presentation 195 197 Sources 199COLLEGE ENGLISH PURPOSIVE COMMUNICATION in the New General Education Curriculuma UNITE COMMUNICATION Unit Learning Outcomes At the end of the Unit, students will be able to Describe the process, principles, and ethics of verbal and non-verbal ‘communication in various and multicultural contexts Explain how cultural and global issues affect communication Appreciate the impact of communication on society and the word Determine culturally appropriate terms, expressions, and images (sensitivity to gender, race, class, etc ) Evaluate multimodal texts critically to enhance receptive (listening, reading viewing) skills; ‘Adopt cultural and intercultural awareness and sensitivity in communication of ideas; and Convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences in local and gicbal settings using appropriate registers. Contents of the Unit Lesson 1: ‘Communication Process Lesson 2: Principles of Communication Lesson 3 Communication Ethics Lesson 4: Local and Global Communication in Multicultural Settings Lesson 5: Language Register Lesson 6: Evaluating Messages and images Lesson 7 Communication Aids and Strategies = ae ¢ hittps:iiwww google.com phisearch Communication - the human Connection — is the key to personal and Career success. -Paul J. Meyer2)Page cee Lesson 1: ommunicati i Canam rennet an at re tt ne arose ndetos 0 hs a ge jon Process: a 80, itcan be understood, “Joe! Gartinkie Leaming objectives ‘atthe end of the lesson, students will be able to: low through a prove that communication is @ process by illustrating its fi diagram, Clusdate the role of each of the elements in communication process, Decide for the best channel to be used in given communication situations Enhance one's linguistic competence; and Evaluate the participants in the communication process in a video. Let's Begin ‘ Recall a particular experience, the so called failed communication transaction with family member, a friend, a teacher, or a stranger. What caused the miscommunication?’ What should have been done to make it effective. Write i paragraph or two about that experience. You will share your experience to the class.3|Page Let's Find out When asked to define communication, how would you respond? Most people will relate to the forms of communication—talking or listening. But communication goes beyond that. The English term COMMUNICATION has evolved from Latin language. Communi ; and communicare are two Latin words related to the word communication. Communis is noun word, which means common, commonality, or sharing. Similarly, communicare is @ verb, which means make something common ‘Some scholars relate the term communication with an English word community. Community members have something common to each other, communities are (supposed to be) formed with the tie of community. Hence, where there is no communication, there can’t be a community. Communication involves getting information from one person to the other person. It is the art and process of creating and sharing ideas. Effective communication depends on the richness of those ideas. Communication process is composed of several elements, each of offers potential barriers to successful communication. These are: * The source * The message Encoding The channel Decoding The receiver Feedback Context Using the space below, draw a diagram showing these elements in communication process. Discuss the role of each of these elements in achieving effective communication.fe the barriers to effective ent cultures, different or different . ov tools that we use to re its are the things like diffe sommunication ta ba mart Commviaton Tess aries SUM Green perepecves, of | ferent conmncal ent experiencew. You might experience only of ly pce pete os all. Getting your message to Snmunication siies, wt find yourset facing them i oatie roeeee ba rosie ize these barriers exis are gece ly the proper tools, or n requires alpina: Pad ence smn oe sssage from gettin the oer ol ra athe ender ae rove ose bares prevering sss twommay sveet Te person othe ter seo rie u. Your ability to understand them Of course, commiliieend messages back to you. Your ability and te Se aac ‘on their ability to use communication sI i ef In also use clearly could be lft to a depend yon to chance. Instead, you can also us your own communica Jy one pointin your communication with another person at which Fay ther oo barre. To be svecesstul at communicating, i important ee a tive beers fe commureaton can occu at multiple points in he communication process ‘At each of these stages, there is the potential for barriers to be formed or problems Hy limit the barriers to communicating effective! io arise. As we look at ways to roaster hat you may have le appl tern at more than one occasion during yout rem communication process. Communication skills are important to everyone — they are how we give and receive information and convey our ideas and opinions with those around us; and more importantly on how we are able to understand each other. Communication comes in many forms: verbal (sounds, language, and tone of voice); Aural (istening and hearing), ‘non-verbal (facial expressions, body language, and posture) written (journals, emails, blogs, and text messages); and visual (signs, symbols, and pictures) It's important to develop a variety of skils for both communicating TO others and any how 0 interpret the information received FROM others. Knowing our audience and understanding how they need t. c or important as knowing ourselves, . ee ee To an er eet good communication skills are essential, In fact, employers cg. 990d communication skills at the top of the list for potentialSiPage When selecting the type of message to be used and the medium or channel of ‘communication, ask yourself the following questions (1) Do I need a permanent record of this communication? If yes, choose a letter (external or intemal audience), a memo (intemal audience), an @ ‘mall (either internal or extemal audience), or a report (either internal or external audience). Written messages can have historic and legal value (2) Will my receiver(s) readily accept the message? If yes, 2 written message is appropriate. If no, oral communication is preferred. The ability to convey emotion and to react to feedback make face-to-face oral ‘communication the best format for persuading receivers or conveying bad ews. The size of and distance from the audience must also be considered. (3) Where and how large is the audience for the message? Face-to-face oral communication can be effective if the sender and receiver(s) are in the same location. A telephone call may work if the number of receivers is small Written communication works best when itis impractical to bring receivers together or when the message doesn't warrant the personal touch of face-to- face communication. (4) Is the message long or complex? If yes, select written communication ‘The writer can draft and revise the message before it is sent, and the receiver can refer to it as often as necessary to understand the message. Visual aids may supplement the written text (5) Is timeliness a factor? Do | need immediate feedback? Use face-to-face or telephone communication for urgent messages or when immediate feedback is important. In some circumstances, e-mail and fax may be viable alternatives. Letters and memos are often used to confirm messages conveyed orally (6) Is credibility a concern? Written messages are perceived as being more credible than oral messages. E-mails have less credibility than documents displayed on an organization's letterhead or presented as a report. Let's Respond A. Answer the following 1, What makes communication a process? 2. Choose the best channel of communication for each of the items below. Explain your choice. a. booking a hotel . applying for a job . proposing to a government agency a solution to a drainage problem d. placing an order of items to be used in constructing a building e. informing the public to prepare for a disaster is ae rubric on page 155 will be used in evaluating ur performance Let's Go Online71P a8 5. What is the context of the lecture? 8, What did Anne Curzan say about words? Give at least three words used by Curzan to emphasize her main point C. Share your answers to the class, Let’s Read More Read the following articles to deepen your understanding on communication » Communication Process @htip //businessjargons. com/eommunication- process. htm! > Pringles, theortes and methods of effectve communication (writen and oral) in general and ina management context @ http://www. healthknowledge. org. uk/public- heaith-textbook/organisation-management/Sa-understanding-itd/effective- communication > Richards, Leigh. How Effective Communication Will Help an Organization @http:#/smalibusiness. chron. com/effective-communication-organization- 1400.html Let's Reflect Assume that you have listened to someone whose message you did not understand, You told the message sender that you did not understand the message sent, but the answer was “I'm responsible for what | say, not for what you understand.” How do you respond?LESSON 2: Principles of Communication ) The effectiveness of communication is not defined by the communication, but by the response. Milton Erickson Learning Objectives At the end of the lesson, students will be able to Articulate how individual perception/cuttural differences affect/s the decoding of the message, Apply principles of communication in daily communication, Evaluate a text based on the principles of communication; ‘Assess a video on communication by writing a comment online. Let’s Begin A. The teacher shows the students a ball of clay. She then gives it to a student and asks him/her to form a shape that represents happiness. Then the student shows the clay to the class and explains the shape before he/she passes it to another student of his/her choice using the same process, Are their shapes similar? Why? Why not? From the shapes formed, what have you realized or discovered? Do our perception on something and our cultural differences affect in the way we send and receive a message? Why? Why not? There are two situations below for you to critique. Express your thoughts on the role of effective communication Situation #1 Mario has his first job mowing lawns. He works for his best friend's brother who owns a landscaping company. He's had the job for about three weeks and really feels like he's getting into the groove. In fact, it's the perfect job for him; he loves being outside and appreciates the fact that he can work on his own and even listen to his MP3 player. Mario arrives early at Mr. Pat's house (his first customer of the day) and gets ready to begin mowing | Rs eat here! | 00d day, Sir. Yes, I’ ss | betes see mee mowed your lawn, but I'd like to hear why you were | ltt! just a mess! | es ra Please be more specific? What exactly didn't you like? In what way was iMr, Pat: Vol, that is oxactly wtiat | expact! Mario: Thanks, Mr Pat. [N'be sure to do t that's what you'd tke done tron Mr, Pat: Thank you very much are [Ma. Tenio: Hello, Goda T would tke to talk with you Godo: Yes, Ms. Tenio? | Ma. Tenia: Godo, 've been watching your time this week. on Godo: Ms. Tenio, | bee that you're not happy, but will you pl Me. Tenio: You're not getting here on time Godo: |! know ve been emiving to work late, and Me. Tenio: Wel, look at your time today. You were supp: aftemoon and it's now 3:30 and you just walke | Sepend on you to be here at the time you're scheduled to work God: | understond that you expect me to be here on te. 'm getting here es auc) ara rafler school, Would it be possible 10 change slart time to 3:30? | can put in the extre minutes at the end of the workday instead. Me. Tonio: Well | suppose we can ty that. Are you absolutely sure thet you can make hore every day by 3:30? Godo; Imaory that Ive been gating here fete end upseting you. | realy do At ' 1m 2007 re every day by 3:30, but for some reesons. | canit make it here by that time, | wil be sure to call 10 let you know. Me. Tenio: That would be very helpful. Thank you, Godo am sorry Questions: Situation #1: t How did Mario handle Mr. Pat's comments? 2. Did he do what is right? Was there anything he could have done differently? What about Mr. Pat? What could he have done differently? 3 Situation #2: | How did Ms, Tenio handle the situation with Godo's lateness?10! 2. How did Godo handle Ms. Tenios disapproval? 3. what might he have done differently? What might Ms. Tenio have done differently? tions to get clarity ined calm and asked additional ques! mist nicate with the other person ~~ and 4 rem Because each employee ‘about each situation, each was able to commut ty ier he problem cor ert rel fr you to don most tuations? i's easy, what are some Iss 228) oo payout "keep your coat”? Hits effcul, what might you try protege you vse to do differently? Let's Find Out PRINCIPLES OF COMMUNICATION Be specific when offering and receiving information. Oftentimes our meaning gets lost, twisted, or misunderstood because we haven't been specific in our communication or we haven't asked clarifying questions. The conversations demonstrate the value of being specific in communication. To become @ more effective communicator, let us learn these communication principles which are fundamental when communicating with others one on one, in groups or teams, or when making a professional presentation to an audience. Principle 1: Be’ aware of your communication with yourself and others. The first principle is to be aware of your interactions with others while at work Effective communicators are conscious, or “present,” when communicating Ineffective communicators mindlessly or thoughtlessly say and do things they may fater regret. Being aware on your own (and others’) communication involves two important processes. First, it's important to be aware of what motives or drives 2 Person to communicate. For example, some people are motivated to communicate with others in order to avoid being lonely; they want to be included. Others are driven to communicate in order to control others. Becoming aware of what motivates you and others fo comimunicate will help you adapt your communication to make it more lavior of others as wellt[Page Principle 2: Effectively use and interpret verbal messages. Language is @ major tool used in communication. We communicate through @ language, which consists of symbols to form a message and interprets carefully the Messages of others. Symbols are words, sounds, visual images, gestures, or even objects that represent thoughts, concepts, other objects, or experiences. Since a number of today’s organizations are global, with offices located throughout the world, it's becoming more important for employees to be bilingual — to be able to read and write using at least two language systems. Mastering the principle of effectively using and interpreting verbal messages will enhance your role as a VIP — verbally important person —- who understands the power of words to influence ers. Principle 3: Effectively use and interpret nonverbal messages. Nonverbal communication is communication other than written or spoken language that creates meaning for someone. Unspoken messages can communicate powerful ideas or express emotions with greater impact than mere words alone. A leader patting an employee on the back or an employee slamming shut an office door not only conveys a message but communicates emotion. Our emotions are communicated primarily through our use of nonverbal messages. If you have ever said, “It's not what he said that bothered me, it's how he said it,” then you already understand the power of nonverbal communication. You may have potential customer telling you that she will call you next week (the verbal message). However, you know that she will not call you because you sense a lack of sincerity in her voice (the nonverbal message). Again, it's not what he said ('I will call you next week’), but how ‘she said it (insincere tone of voice, lack of eye contact, or fidgeting) that created and conveyed the meaning to you. When it comes to communication, what people SEE is often more memorable than what they read or hear. This is offen referred to as body language. Body language includes facial expressions, eye behavior, gestures, posture, and more. Body language can express your emotions, feelings, and attitudes. It can even contradict what you say verbally. People in different cultures may understand some global non- verbal expressions, while other expressions may be culture specific. Principle 4: Listen and respond thoughtfully to others. ‘Although effective leadership requires being able to develop and send messages to others that are meaningful, it is equally important, if not more important, for leaders to listen and receive messages from others. Listening involves being other-orlented, i ~ ds, desires, and goalsa ae 121 7 fyou want to be understood, seek tc Ing you? If you What are they no ney ough listening understand fi it also includes en that are related to what the person is talking about, involves asking questions Tat you hear the other person saying, and being in YOu Own vevening forward, making eye contact, and nodding your restating ee nonverbally responsive By leat ming. They communicate to other people that head. Responsive messages are they have listened to and that you responding understand them. Principle 5: Appropriately adapt messages to others. When you adapt a message to others, you make choices about how to best develop that message in order to achieve your communication goal. The workplace is full of diversity, chances are that you will be working with people from all over the globe and with both men and women. A one-size-fits-all approach to communication doesn't ork in the twenty-first century. In order for messages to have an impact, they must be tailored to the people receiving them ‘Adapting to others does not mean that you tell others what they want to hear. That would be unethical. instead, you tell others what you want them to hear, but in ways that will make sense to them and that they will accept. Another way to-tailor your ‘communication is to adapt to another person's personality. Some people are talkative; others are quiet. Some people enjoy a good argument; others find it annoying. Your ability to adapt and adjust your communication make others comfortable and enhances understanding Let’s Respond ‘A Read the text and answer the questions that follow. This is the manuscript of Rick Rigsby's commencement speech at the California State University coagn "Y. Rigsby is an author, teacher, public speaker, and a character 1. ain't nothing f, " na Fun about it, like Microsoft Works. You all don't hear me. IA2SGre 13|Page country music, and it's not oxymoronic for me to say third grade and that third ‘grade dropout, the wisest person I ever met in my life, who taught me to combine knowledge and wisdom to make an impact, was my father, a simple cook, wisest man I ever met in my life, just a simple cook, left school in the third grade to help out on the fomily farm, but just because he left school doesn't mean his education stopped. Mark Twain once said, “I've never allowed my schooling to get in the way of my education.” My father taught himself how tw read, taught himself how to write, decided in the midst of Jim Crowism, as America was breathing the last gasp of the Civil War, my father decided he was going to stand and be a white man, but a. man, He literally man, not a black man, not a brown man, not a challenged himself to be the best that he could all the days of his life have four degrees. My brother is a judge. We're not the smartest ones in our fomily. Tt's @ third-grade dropout daddy, a third-grade dropout daddy who was quoting Michelangelo, saying to us boys, “T won't have @ problem if you aim high ‘and miss, but Tim gonna have a real issue if you aim low and hit.” A country mother quoting Henry Ford, saying, “If right.” I learned that from a third-grade dropout. Simple lessons, lessons like son, you'd rather be an hour early than a minute late.” We never knew what time it wos at my house because the clocks were always ahead. ‘My mother said, for nearly 30 years, my father left the house at 3:45 in the morning, one day, she osked him, “Why, Daddy?” He said, “Maybe one of my boys will cotch you think you can or if you think you can't, you're these me in the act of excellence.” Zant t0 share 0 few things with you. Arietetle ald, “Yeu are what you repeatedly ta? Therefore, cocalionce cat to ba a habit, not an act, Den war forget that, I know youte tough, I know youre seaworthy, but always remember to be ‘Mama. If Mama ain't141 _ eit nobody care, but I'm going ——— sappy If Daddy ain't happy. fappy. aint nobody hoppy: | to tell you P. “Son, m | Rabie leks, Reseenfriomia( cook over share. Wt galley. “Son, make sure your want's towel is bigger than your ego.” T want to remind you cadets of something servant's towel is bigger deadens the pain of stupidity. You all as you graduate. Ego is the anesthesia that dead the pai ppidity. | t to, Let it again. Ego might have a relative in mind you want to send that fo Let me say it again. Ego | Pride is the burden of a| | ‘Tohn Weeden coached basketball at UCLA for a living, but his calling was to impact is the anesthesia that deadens the pain of stupidity. foolish person. people, and with oll those national championships, guess what he was found doing in the middle of the week? Going into the cupboard, grabbing a broom and sweeping | his own gym floor. You want to make an impact? Find your broom. Every day of | | your life, you find your broom. You grow your influence that way. That way, you're | 3b | | Final lesson. “Son, if you're going to do a job, do it right.” I've always been told | | how average I can be, always been criticized about being average, but I want to | | tell you something. I stand here before you before all of these people, not listening | | | the best that T can be. Good enough isn't good enough if it can be better, and | better isn't good enough if it can be best. | to those words, but telling myself every single day to shoot for the stars, to be | | Let me close with a very personal story that I think will bring all this into focus Wisdom will come to you in the unlikeliest of sources, a lot of times through failure. When you hit rock bottom, remember this. While you're struggling, rock | ettem can also be @ great foundation on which to build and on which to grow. Tm | ‘Ret worried iS that youll be successfull I'm worried that you won't fall from time t0oct id to o 1 id nh , 4 15|Page | | Bis ahs", cory mate hie point, let mel trochice: yuu te seneonen met the finest woman I'd ever met in my life. Back in my day, we'd have called her a brick house. This woman was the finest woman I'd ever seen in my life. There was just one little Problem. Back then, ladies didn’t like big old linemen. We're at this dance, and I find out her name is Trina Williams from Lompoc, California, We're all dancing and we're just excited. I decide in the middle of dancing with her that I would ask her for her phone number. Trina was the first ~ Trina was the only woman in college who gave me her real telephone number. The next day, we walked to Baskin and Robbins Ice Cream Parlor. My friends couldn't believe it. This has been 40 years ago, and my friends still can't believe it, We go on a second date and a third date and a fourth date. We drive from Chico to Vallejo so that she can meet my parents. My father meets her. My daddy. My here. He meets her, pulls me to the side and says, “Is she psycho?” Anyway, we go together for a year, two years, three years, four years. By now, Trino’s a senior in college. Im still a freshman, but I'm working some things out. I'm so glad I graduated in four terms, Nixon, Ford, Carter, Reagan. Now, it's time to propose, so I talk to her girlfriends, and it's California. It's in the ‘70s, so it has to be outside, have to have a candle and you have to some chocolate. Listen, I'm from the hood. T had a bottle of Boone's Farm wine. That's what I had. She said, “Yes.” That was the key. I married the most beautiful You all ever been to a wedding and even before the woman I'd ever seen in my you hear this? “How in the world?” It was coming from my side161 one day, Trina ) «: Cancer. Six years after Bingculado, (014). Mutya Publishing: Malabon CHY. + ‘Principles of Communication @ ‘ap Avan wr, saurouts/bench/commnin eee tae of Speech Delivery @ htipsifschoo’ Tape com/en- PH/courses/oral-communication--o ntext/principles-of- speech dolivery.him! Let’s Reflect available to humanity. Words help, humble. writing, take a few te. Before speaking and Words are the most powerful force say and write it nd humiliat nat and how you will comfort, heal, hinder, hurt, at moments to contemplate on whLESSON 3: Communication Ethics Tak Savestions of ight and wrong arise whenever people communicate. Ethical communication is fundamental to responsible thinking, decision making, and the development of relationships and communities within and across contexts, cultures, channels, and media. Moreover, ethical ‘communication enhances human worth and aignity by fostering truthfulness, fairness, responsibilty personal integrity, and respect for self and others. -National Communication Association credo Learning Objectives At the end of the lesson, students will be able to: = Respond and discuss one's responses to given situations; + Read an oniine article with comprehension + Evaluate the ideas of the writer in that text, and = Write an argumentative essay. Let’s Begin How would you respond to the following situations? Find a partner and discuss your answers. Justify your answers. Be able to share them to the class. ‘A friend comes to you and asks, "How do you like this shirt?" and you think the shirt is hideous. How do you balance the conflict between sparing the person's feelings and saving the person from public embarrassment? What do you say or do? 1 ‘A friend reveals to you that she has bottles of beer hidden in her dormitory room, and you both know alcohol is prohibited by regulation in your dormitory Later, the landlady comes to you and asks if you know of anyone on the floor ‘who has elcohol in her room. What would you say or do in response? How ‘would you frame your communication with your friend and the landlady?BIOS PEAR PACRTE LE Bb ack 5 posal to sve committee presenting 2 propo jine that you are part ofa your proposal aaa erollem In your Gly. lowe tothe Gene you ere present Yous Proposal he cs re rats kay piece of evence ie outdated and ine latest informeson you discover that present the evidence? Do yOu pres ply damaging to your case. Do you sir pee ata ain @ quater about is timeliness? Do you leave it out y? Let’s Find Out COMMUNICATION ETHICS A. The Nature of Ethics The word ethics is derived from a Greek word ethos, meaning character. Being ethical means doing what is right to achieve what is good. In communication, what is right refers to the responsibility to include information in your messages that ought to be there. What is good refers to the result of the communication. The ethical result is to Strive for the highest good attainable for all those involved in the communication Therefore, ethical communication strives for the highest good for all involved and Provides information that is fully adequate for the circumstance, truthful in every sense, and not deceptive in any way. 8. Ethics as an Integral Part of Communication Because communication is relational, communication brings us face to face with Questions that contain ethical judgments. We must decide what is the purpose or Perec relationship in which we find ourselves. We must decide how to behave ieee spell ctios ie in that situation. Our responses will be based 0n regard the other id what the consequences of our actions21|Page a these are basic ethical questions in that they involve our deciding what is the course of action. Every time we engage ourselves in communication, we make basic assumptions about the nature of people and our responsibilities to them and then act on the basis of those assumptions, C. Ethical Communication To make the best decisions in our communication, to communicate ethically, we Must give thought to the manner in which we communicate. Formulating a list of rules to be applied in the different communication situations in which we find ourselves would be a futile endeavor. The situations are too vast and too varying. Rather, we would do better to suggest guidelines for ethical communication. While the answers to those given situations may be difficult, we have to make decisions and live by the consequences. The decision to communicate and the decisions made within the communication event carry with them ethical implications. 1. Ethical communicators are respectful of their audiences. Communication is a two-way process. Communication implies a party other than ‘ourselves and an attempt on our part to influence that person or party in some way. The nature of the influence we have on others will depend to a large extent on our attitudes towards our audiences. As several have observed, an ethical communicator is one who regards other persons as possessing inherent dignity and worth. Human beings are to be regarded not as means to ends but rather as valued participants whose welfare is a significant and considered part of the interaction. In terms of practice, this principle means that audience analysis is an important part of communication. We cannot respond appropriately if we are ignorant of the people with whom we communicate. Respect for audiences includes respect for the ideas and feelings of the people with whom we interact. If people possess dignity and worth, then they need to be treated as such even when we may disagree with them strongly. The most successful businesses have ethical employees. Ethical principles require integrity, honesty, responsibility, and respect for others. 2. Ethical communicators consider the consequences of their communication. do not communicate in vacuums. Our communication endeavors are never ted one from the other. How we respond at schoo! influences how we respond : ‘at home and that in tum affects how we respond in our public lives. Having considered ‘our audiences, we need to consider further the effect of our them and upon ourselves. unicators respect truth. ethics of communication involves a respect for truth. Indeed, as ndergirds the very concept of communication belief.” If we cannot trustnot accurately judge how to respond. If we cannot accurately spond. If we ci 1ot accurately judgt pe ‘; our communication becomes increasingly ineffective, it then our i : sive enough, it is finally destructive to society the other party, we can judge how to respond, the lack of trust is pervas jon rh ‘4. Ethical communicators use information properly. te Information ees 4. Adequate nore respect for rut means being informed on 8 tpi os rae any kind of authority on the subject. Certain professions such before posing a= any oo a ae space We ws them, we need to be well prepared for the occasion. 4.2 Accurate Information In addition to securing information, we also need to consider the accuracy of the information and the accuracy with which we use it. When we communicate, we expect people to react in some way to what we say and do. When we use inaccurate information to influence others, we cause difficulty for them and for ourselves Accurate information is information that is timely, up to date, and applicable to the situation. In making a presentation on where to attend college, a speaker might quote a reference work that listed information about schools such as tuition, majors, and academic standing, If the reference book, though, were ten years Old, the information would be of little use. Out of date information about other Significant topics such as the environment, drug use, or crime rates would be as useless. Along with finding timely and adequate information, an ethical speaker will use quotations, facts, ideas, and figures accurately. Quotations will. for example, reflect the intent of the larger passage from which they are taken Analyze message content based on ethical Principles Being an ethical Communicator requires human judgment based on ethical standards 6 ‘ fees ue epect the rights of others to information. B uth n ethice iéeration of others also means respecting the and access to information, Collecting Process, but stealing information is theft23 theft, stealing information aking voting that dows not belong fo us. Beyond the personal at and unnecessarily makes their lives more difficult. ne ou aeetfon end the pole aeraedP) 8 interact e the ethical component of our communication. Ethics is not just 2 matter of political or social policy but is a part of our personal policies as well, 27) integral part of our behaviors and our regard for others. Ethical communication will scopes 8 degree tt aegis of the consequences of the communication for all parties involved, and a respect for truth. Such a view is both a challenge and a reward. Let's Respond ‘A. Answer the following Sometimes we tell white lles so as not to offend the receiver of the message. Does this violate ethical communication? Why? Why not? Ifyou, as an audience feel that the speaker distorts some information in his speech, what would you do? Cite common situations wherein ethical communication must be observed by (8) the superiors (b) the subordinates in the workplace ‘Speakers quote other sources to prove that information shared is accurale. this ‘a good basis of accuracy? Explain. -¢ overloaded with so much information. Evaluate the source The social media ar 'e social media have offered us today ang the message th responsible for everything you post on React to this statement: You are ou post will be a reflection of you; it impacts social media, and everything y’ your personal brand. Let's Go Online ing by Jeff Hancock @ cock_3_types_of_digital_lies/transcript. Read the article The Future of Lyi https:/www.ted.comitalks/jeft_han mmunication Ethics, write an Argumentative Based from the discussion on Cor Essay in 3-5 pages. Use A4, Arial, font 12, 1.5 spacing, 1" margin. The rubric on page 157 will be used in evaluating Your performance.zayPa iting that requires the student to investigate tative essay is 2 Gere Of idence, and establish a position on the topic An argumenta is ‘and evaluate evi 4 topic; collect, generate, and ina concise manner. Key features of an Argumentative essay f every argument is @ claim with sition. At the heart of i eons eS reaiaabiy disagree. To be arguable, a position must refiect wie ot cast wo pomts of ew, making reasoned argument necessary one of at i Good reasons. By itself, @ position does not make an argument; the argument ® comes when a wir ofes reasons fo back the poston up i d to offer support for your |. Convincing support for each reason. You nee: rads asec expert testimony, anecdotal evidence, case studies, textual evidence. 5. Appeals to readers’ values. Effective arguers try to appeal to readers’ values and emotions. Examples are the values of equality, freedom and security le way readers perceive Person who's making argument. er tay of winning this trust is by demonstrating that you know what you're 7. Careful consideration of careful we are in arguing o Counterarguments or hold and to acknowledge and, i other positions. No matter how reasonable and | Ways of Organizing an Argument | Readers need to be able | to follow the reasoy ‘ YOUr task is to lead them feasoning of your ar | 10 give al the rea Introduce the issue a A Site yourtheig vide any necessary background information, Give the frst reason, wi ith supportoF 25|Page Before doing the task in Let's Go Onlline, read this essay and together with your teacher, brainstorm on whet might be the possible thesis and your 2-3 reasons with support. If you agree with the ideas presented, you will still write your own thesis and your own reasons why you support the position of the writer. AMEDAL DOES NOT DEFINE YOU Graduation/ recognition season is upon us. I look at my FB newsfeed and I see smiling faces with medals, ribbons, or certificates. Good vibes all around! My fave pics are the ones with supportive, smiling parents in the background along with their child. Parents’ gigantic smiles glitter far more than any medal ever could! Parents are the real reason a child shines. Above all else, what I appreciate the most are those pictures and stories that proudly share about their children in graduation togas or in uniforms without any accolades. There are many parents whose children don't get awards, and yet they still proudly declare to the world how amazing their kids are. The normal and ‘ordinary everyday stuff their children do already bring them so much happiness. am thankful I grew up in that kind of environment, Although my parents are both achievers in their respective fields, they never made me feel afraid nor ‘embarrassed to fail. [ My mom has post-dec fellowships and a PhD from the US; she was vice-chancellor in UP when she passed away. My dad is an entertainment journalist, who still writes for national newspapers and appeared on TV when I was younger.] I can honestly say, there was really no pressure from them when TI was ‘growing up to make a certain grade or bring home an award. Depth of character was more valued in my house! T.also have to share that I have one and onty brother who is naturally smart. He was always number one in his batch with around 280 kids year after year. Well, opposite..especially in elementary. T struggled with math and hated he just hoarded medals and awards. T admit, I was jealous even compared us. But this situation was like a scrolling movie“9 261 that | ino 0 an NSH in one quarter [That some of my subject grodes dropped special help” equal to an F | stands for “needs 5 port card, I was 0 ashamed. I expected Dad to scream at | After getting the rey brought me to McDonald's and over an ice cream sundae he told me | me, but he gently to do better next time, He said something like--- In the grand scheme of | ite, oll those trophies don't really matter. Theyre usually left in a corner | | gathering dust and tarnishing with time, Certificates don't prove your worth | because everyone iz smart in different ways. Life skills and street smarts are far | more important. He then proceeded to tell me what he loved about me. I will i | | never forget that. Zt still makes me teary-eyed to think about it. | Az the years went by, my parents showed me by example that the real measure | of success is not your wealth nor your titles but your level of contentment. Anyone | | can earn money, but not everyone will find real heartfelt joy and peace of mind, | ¢#Pecilly with the little they have. What's important is to grow up without any | | Pana ps, bitterness, or deep regrets in your heart. They taught me that if you | find joy in what you do fr | find Jey in what you de and you're able to use your talents to help people and give back to the community, then you're all set.a7|Pace A couple of dys wpe, wy youngest won M. jut Friahed Win pre-school recoaniion | ceremony. He garnered so many ritibona and certificates. When it was over, sold) “Please Yahe these ail off They feel too big ond weird” And that was My proudest mommy moment Great job, M. Always remember that your grodes and medals de not define you. ‘They never willl The most important thing I want you to remember is you must ‘enjoy whatever It is that you're doing. Live your life te the fullest, giving iT your best shot. Don't do things to get recognition but do them because they make you hoppy. And most of all, sail throughout life with « big giant smile, With or without ‘medals, you and all your siblings shall always be a winner in my eyes and in my heart Grades are just mere numbers that go on transcript and will not truly matter in couple of years. ‘There are a few honor students I know who live miserable lives because they don’t have the right coping/decision-making skills. Keep a score of what you've done for others, instead. That keeps the soul healthy and alive. What matters most is what is rooted deeply ina person's heart. This is what fuels the fire that drives you to continue living every single day of life with deep passion ‘ond a sense of purpose s0 that you can make a mark in the world. etseats “eé eed By Hanna Victoria Wabe ‘Scurce: SunStar Philippines March 24, 2018et a a ee Let’s Read More To make your argumentative essay substantial, read these articles: v vy Let's Reflect Are there times at work, however, when telli ‘About Ethical Communication in Business @ http:/iyourbusiness.azcentral.com/ethical-communication-business- 8553.html Ethical Communication @ hitps:/Avww.lanecc. edufic/speech/ethical- communication Ethical Communication in the Workplace @ tip: Ustudy com/academy/esson/ethical-communication-in-the- workplace. htm! Hamilton, Cheryl. Essentials of Public Speaking (2012). Wadsworth Cengage Learning: Boston, MA. Hymes, Dell. Communicative Competence @https Minguiscator.com Sample Argument Essays @https.//www.mesacc. edu ing every detail of what you know may not be the best thing to do? Does this depend on the nature of the situ ation? What do You think? When considering whether to omit information, what factors should you [ake into consideration? Do you think a purposeful omission of information is alie? Is 'ying ever justifed. Get a partner and share your reflections, arLESSON 4: Local and Global Communication in Multicultural Settings G2, effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others. Tony Tobbins Leaming Objectives At the end of the lesson, students will be able to: + Communicate effectively with people from different cultures; * Read an article with comprehension; * Write a reaction paper to the article being read; and * Show consideration and understanding on the different cultural nuances of other cultures to achieve effective communication Let’s Begin A. PREPARING TO COMMUNICATE ACROSS CULTURES ‘Assess your personal preparedness to communicate effectively with persons of different cultures by labelling each of the following as true or false: 4. | enjoy communicating with persons unlike me as much 2s with persons like me. 2. 1am equally sensitive to the concems of all groups in our multicultural society, 3, Ican tell when persons from other cultures do not understand me or are confused by my action far interacting with persons from minority groups any more than | t fee ae persons from the dominant culture. fear interacting with om other cultures have a right to be angry at members of my 5, Persons fr culture, Persons jtures who don't actively participate in a "4 from cirque, of debate with others may act that way because oftheir culture's rules -30! s from uitures depends 7. How pandie dasgroements wit) OTSONS fo other cultures depends Hote eiuation and the cultue{S) they are from. 9, Mycuture is not superior 10 NEF cultures. persons of different cultures ble of how to behave with 9. 1am knowledgeat cultures other than my own. 40.1 respect the communication rules of our experiences to the Dore prepared you are to enrich Y it cultures, class. The greater the number of wers and y¢ our communication labeled true, the m people from different Shere your ans statements you arena by welcoming ine the message of this picture. What does it tell us? B. Determi Source: htps:/iwwm google.com phisearch Let's Find Out Culture is the set of shared attitude: fas esiehulion orci 6, values, goals, and 'ganizatior 7 Practices thi practices associated with aided refers to the set of values, Fe aN or soc fesnsont monty I communicati We to a perso ion takes pla n from another cul 2 eee inually involves misunder standing misevaluation. For ey caused by mis; ample Perception,” misint e erpretation, and eM | Japan's Prim © Minister Hence, one mor , Yoshihiko Ne nth befor loda was poor in E: inglish language. | | he was given, *01e Bae Engi oe SA to. visit President Barack Obama. The wor rela enc reli Ef tha theUres ber or nication The instructor told Voshihika, 7 ster, when you shake hands with | lsh hiniko, “Prime Minister, when you shake hands with bara, please say ‘How are you?’ ” Then Mr. Obama will say, “I’m fine, and you? ‘Now you should say, “Me too, “Afterwards, we, translators, will do all the work for you.” | Itlooked quite simple and Yoshihiko was quite confident. | When he met President Obama, he mistakenly said, “Who are you? ‘Mr. Obama was obviously shocked but still managed to react with humor: | ‘Well, | am Michelle's husband, hahahaha. Then Yoshihiko replied confidently, “Me too, hahahaha...haha...” | Source: nairobiwire com The above situation mirrors globalization. Globalization is the increasing economic, political, and cultural integration and interdependence of diverse cultures—the worldwide integration of humanity. Globalization requires that we pay attention to @ related concept—diversity— the recognition and valuing of difference, encompassing such factors as age, language, gender, race, ethnicity, ability, religion, education, marital status, sexual orientation, and income. Effective communication and the ability to understand cultural differences are skills that are deficient in today's society. With the experiences you have shared, answer these questions: Do you feel prepared to communicate in a society that is @ nation of minorities? Do you have the understandings and sensitivity you need to interact in a global community in which other persons may look, act, and think differently than you do? ‘Are you ready to embrace diversity? lace environment includes employees and customers with a wide range of ural backgrounds. If cultural diversity is not dings may occur that negatively affect company The workpl needs, interests, abilities, and cult understood and valued, misunderstan success.az [Pag world, what they value, and how .ow individuals view the ne ‘altura dimensions are ethnicity, race, gender, Cuttural background affe they interact with others, The core c1 and physical disability age, 4, Race and ethnicity ip while race is defined as people who share acteristics or who have similar physical ie senstics. Defnitons of ethnicity and race are difficult to separate arly i ors etmncty are nat clearly defined, someone may label you in @ way thal you lin ieaurate and offensive. Even if unintentional, such labelling can be a bartier to cersmunication. Experiences, beliefs, and values influence interactions with one nother and serve as a fiter through which message understanding and acceptance Ethnic refers to @ national or racial grou the same language, history, and chal or rejection take place 2. Gender Roles Within cultural groups, societal expectations affect how men and women interact with cone another. For example, in the Middle East holding hands in public is considered proper behavior between friends of the same sex but not between individuals of the ‘opposite sex. Cultural attitudes toward the appropriate roles of men and women vary markedly throughout the world. Although not always true, men and women tend to communicate in different ways. 3. Age Diversity Individuals’ ages and stages of life affect not only how they perceive the world around them end what they value but also how others perceive them. Cultures tend to associate different ages with special roles in society. An individual's life stage affects his or her interests. For example, between 29-34 years old in some cultures, individuals are searching for stability and security and reexamining relationship. Age ‘may affect the message receiver but avoid emphasizing age or age-related sebibes 4. Physical Disability Physical disability usually means use of a whesichair, a cane, crutches, or a walk hair, a cane, . oF a walker oF performing physical activities. Individualsof assistance you are pro a eesitnce You are proving. ow tey boc ceaied of even then St bility is personal information which they may not wish to share COMMUNICATION BARRIERS arenes tht miecommuncatoy cen ate deo ei, ac, Ome, 5 ee ee er first step towards eee ion. Greater cultural diversity in the workplace and iplace increases the need for understanding how cultural background affects ‘communication. A number of communication barriers exist when you are interacting with people from cultures other than your own 4. Cultural Relativism and Ethnocentrism Cultural relativism compares the values and behaviors of different cultures and usually means judging them against standards of right and wrong for your own culture. This approach to other cultures becomes a barrier when you assume that cultural beliefs, values, and behaviors are wrong if they differ from those of your own culture. Ethnocentrism is the inherent belief that your own cultural traditions and values are correct and superior. People around the world are ethnocentric to @ degree. Beliefs, values, and behaviors that differ from those of your own culture may seem peculiar, strange, and even wrong. However, as you study different cultures, recognize that there is not just right or wrong way but that different ways can be equally correct. 2. Lack of Knowledge and Understanding of Cultures culture may generally exhibit similar behaviors or mean all individuals in that culture are alike. People form ime that behaviors or characteristics typical of @ ers of that cultural group. Stereotypes result from a Although a particular characteristics, this does not stereotypes when they #ssu! particular culture define all mem limited knowledge of cultural diversity pout individuals within a culture help dispel stereotypes. An understanding of cultures means being aware that individuals within ech cuture have simiarites and differences. | means responding to people as individuals while recognizing that cuftural backgrounds and experiences influence behavior and communication. Interacting with and learning more al 3. Discrimination and Harassment ig. showing favoritism toward ot prejudiced rejection of people of differences. Discriminatory practices include failing to hire or promote because raking arbitrary or capricious decisions that from @ protected g°OUP,aalf : soyment of faing to reat ther wath te sare dignity and eae anonably atorées to any human Being between sore, speci ne busness formal conte clo Sie aoa t remarks and actions that could be constr a8 sexva sil as women and even the members with sexual overtones. It may occur formen as well f the LGBT community. erred i When organizations communicate with large numbers Language may be present language challenges. (of people who speak languages other than English: ; suppliers, and govemment personnel misunderstandings can occur. Words may have different meanings and connotations in different countries and cultures. For example, when Kentucky Fried Chicken (Krizan, 2014) entered the Chinese market, its slogan “finger lickin'good" came out in translation as "eat your fingers off} Chinese translation proved difficult for Coca-Cola (Krizan, 2014), which tried to get it right. The first translation was “Ke-kou-ke-la” because it sounds roughly like Coca-Cola’. After printing thousands of signs, company representatives discovered the phrase meant “bit the wax tadpole” or “female horse tuffed with wax’ depending on the dialect. After researching 40,000 characters, Coca-Cola came up with *ko-kou-ko-le," which translates roughly to @ more appropriate “happiness in the mouth." In addition, some words and phrases are difficult to translate from one language to another because of mental associations that only native language ‘Speakers have for them. For example, if @ country does not have baseball teams, it willbe dificult for them to transiate baseball-related sports expressions {and producing websites in two or more languages * Showing the sole of a shoe means nothing to observers in the United StatesNot understanding cultural John, who. repret ‘ corporation, et a. of an American multinational Corporation, end Yu-Chen, is Japanese counierpan. had sificuty Searing a working reltonan. Jhi’s eyeink eat Inereneed a8 Ue misunderstanding had nervous, fearing that his efforts to resolve their reached an impasse. This only made things worse Blinking whi Biking white snctver person tate a conskdred normal te Norn Ae jcans, nese it is considered impolite McDonald's (Krizan nald’s (Krizan, 2014) fastfood chain unintentionally offended eve, Be ieee Spay pied mn sear ee Koran on its Sus faeces a La .ags. Muslims saw this as sacrilegious. The mistake woided if McDonald's (Krizan, 2014) had displayed greater sensitivity and awareness. petro si the business card as an extension of a person, while View it as a business formalty and a convenience, Consequently while the Japanese handle business cards with great care, making certain to put them in safe places. Americans are quick to put them away and thus often end up insulting the Japanese. ‘Arabs typically adopt a direct body orientation when communicating ‘Americans employ a stance that is somewhat less direct and thus often find the communication of Arabs aggressive and unnerving. Arabs ‘and South ‘Americans also tend to gesture vigorously when speaking to others, causing the less physical Americans to construe their behavior as inappropriate and unmannerly. It is common in Middle Eastern cultures for both males and females to physically exaggerate responses, while in the United States ‘emotions are more likely to be suppressed In Japan, individuals may try to hide or mask certain ‘emotions. Itis common among ‘Asian cultures to exhibit reserve and ‘emotional restraint. Eye contact preferences also differ across cultures. Americans piace a high value on eye-to-eye communication and tend to distrust those who fail to look at them directly. The Japanese, In contrast, believe eye contact over a sustained period of time shows disrespect. Among Asian cultures, too much eye contact is deemed intrusive. Arabs, on the other hand, maintain direct eye contact with those they interact with for prolonged periods. lve personal achievement and individualism. In ‘Americans tend to val contrast, Asian cultures stress OrOYP cohesion and loyalty, placing greater emphasis on group f=! ther than individual achievernent differences in nonverbal messages CaUSSS communication problems.