GEd 106 Purposive Communication Lesson 1 4

BatStateU Purposive Communication
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A Module in GEd 106 – Purposive Communication
This module was developed by Dr. Kristoffer Conrad M. Tejada, Dr.

Maria Luisa A. Valdez, and Dr. Ronel M. Sapungan, all of Batangas State
University, Batangas City, Philippines, as part of the university’s transition to
flexible, alternative mode of teaching and learning.
No part of this module may be reproduced, reprinted, distributed, or

transmitted in any form or by any means without prior written permission of
the module developers or of Batangas State University, except in the case of
brief quotations embodied in critical reviews and certain other non-commercial
uses permitted by copyright law.
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TABLE OF CONTENTS
Title Page 1
Table of Contents 3
Foreword 4
Brief Description of the Module 5
Course Description and Intended Learning Outcomes 7
Model Utilized 8
Lesson 1: Communication Principles and Ethics 9
Communication and Globalization 12
Ethics in Communication 15
Lesson 2: Local and Global Communication in Multicultural Settings 20
Communication Styles 20
Varieties and Registers of Spoken and Written Language 22
Lesson 3: Evaluating Messages and Images of Different Text Types 26

The Power of Words and Images 27
Multimodality 28
Lesson 4: The Rise of New Media and Technology Aids in 31

Communication
Social Media Use 31
Language and the New Media 36
Communication Planning 39
Communication Strategies in Tech-based Communication 40
Lesson 5: Communication for Work Purposes 41

Part 1 - Oral Communication in the Workplace 41
Part 2 - Preparing the Cover Letter and Curriculum Vitae 46
Online interviews, physical/virtual meetings and etiquette 53
Preparing Correspondence via print or email 60
Preparing Letters and Email Messages with netiquette 64
Lesson 6: Communication for Academic Purposes 69

The Stylistic Elements of Good Academic Writing 69
Socio-political Analysis Paper 77
Position Paper 81
Research-based Documented Essay 86
References 94
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Foreword
The global pandemic caused by CoViD-19 in the first quarter of 2020 has
significantly disrupted the ways in which the general society operates. In the Philippines,
the whole country was placed under a State of Public Health Emergency as early as March
08, 2020, which was followed by the declaration of an Enhanced Community Quarantine
(ECQ) over the entire Luzon effective March 17, 2020. This entailed restrictions in the
movement of the general population and the temporary closure of non-essential
establishments and businesses, with very few exceptions. Despite the measures established
by the government, reinforced by magnanimous efforts of private groups and individuals,
the number of individuals with confirmed COVID-19 cases continued to rise.
This phenomenon has not only affected the economic conditions and socio-political
landscapes of countries all over the world, but has also altered the way educational
institutions deliver instruction and provide academic and administrative services. There is
a wide consensus among experts and government authorities that schools should remain
closed for students even after community quarantine protocols have relaxed, and so flexible
and alternative modes of teaching and learning have been adopted.
For these reasons, this module on Purposive Communication (PC) was developed,
guided by Memorandum Order No. 325, s.2020 by the Office of the University President of
Batangas State University. The general direction given was the continuous delivery of
instruction (1) without compromising quality and the attainment of Intended Learning
Outcomes, but (2) considering the various contexts of the faculty and students.
After a survey was conducted among faculty and students, and after consultations
with various stakeholders, the developers revised the existing PC syllabus, structured
content, and designed activities intended to engage students and facilitate meaningful
learning in a flexible learning environment. The inputs, learning activities, and assessment
tasks cover realistic scenarios that would not simply provide the professor a basis for
assigning a grade, but more importantly, give students additional opportunities to learn
through experience.
Guided by the educational theories of asynchronous learning and differentiated

instruction, this module offers guidance and direction for students to learn at their own
pace with contextualized options for receiving inputs and submitting outputs. It is hoped
that this instructional material provides sufficient support to the students in acquiring the
competencies to complete the course despite the prevailing social and economic conditions.
This is staying true to the constitutional mandate, as specified in Article XIV, Sec. 1 of the
1987 Constitution, to “protect and promote the right of all citizens to quality education at
all levels… and take appropriate steps to make education accessible to all.”
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Brief Description of the Module
This module was developed in response to the call for continuous delivery of
instruction, under the philosophy that learning should continue despite emerging
challenges under the new normal. It is based primarily on the approved revised syllabus for
Purposive Communication
The module has seven lessons:

Lesson 1 (Weeks 1-2) is about communication principles and ethics, including
the concept of globalization as the worldwide integration of humanity. It
also involves diversity and cultural sensitivity in communicating in a
highly globalized environment.
Lesson 2 (Week 3-4) includes communication in a multicultural world, focused

on the various styles of communication and the registers of spoken and
written language unique to certain cultures and in specific
circumstances.
Lessons 3 (Week 5) covers the power of words and images, and centers on the
evaluation of messages and images of different types of text. It also
introduces the concept of multimodality and how meaning is influenced
by certain semiotic features of texts.
Lesson 4 (Weeks 6-7) involves the rise of new media, as well as the various
aids and strategies for communication using technology. It provides
information, data, and statistics on social media use, and the
complexities of language use in new media. It also enumerates the steps
in effective communication planning, all of which segue to the topics on
communication for work and academic purposes.
Lesson 5 – Part 1 (Week 8) delves into the tenets and essential aspects of
communication for work purposes, and lays down real-world challenges
in professional, workplace communication and ways on how to address
these.
Midterm Exam Week (Week 9)
Lesson 5 – Part 2 (Weeks 10 - 12) is a continuation of the discussion on

workplace communication, but with focus on specific areas – from job
application to communication in the actual workplace. This includes
physical and virtual interviews and meetings, preparing
correspondences, and observing netiquette in online communication.
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Lesson 7 (Weeks 13 - 17) covers the different stylistic elements of good

academic writing, which include the overall view, language, academic
tone, academic diction, punctuation, academic conventions, evidence-
based reasoning, thesis-driven, complexity, and higher order thinking,
as well as the four key areas that may help students in refining their
academic writing. The lesson also includes the guidelines in the
preparation of socio-political analysis paper, position paper, and
research-based documented essay.
Final Exam Week (Week 18)
This module presents a systematic program of study that attempts to link theory and
practice. Since some of you may have weak or intermittent connectivity, the module was
developed to be self-instructional to support offline, independent learning. In addition, this
module presents only essential materials and activities; your professor may give additional
lectures or activities from time to time.
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Course Description
Purposive Communication develops your communicative competence and enhances

your cultural and intercultural awareness through multimodal tasks. These provide you
with opportunities for communicating effectively and appropriately to a multicultural
audience in a local or global context, in a physical or virtual environment. It equips you
with tools for critical evaluation of a variety of texts and focuses on the power of language
and the impact of images to emphasize the importance of conveying messages responsibly.
The knowledge, skills, and insights that you will gain from this course may be used in your
other academic endeavors, your chosen disciplines, and your future careers as you compose
and produce relevant oral, written, audio-visual and/or web-based output for various
purposes.
Intended Learning Outcomes
At the end of the course, you are expected to achieve the following outcomes:
ILO 1 Describe the nature, elements, and functions of verbal and non-verbal
communication in multicultural contexts, as well as the effects of global issues to
communication and the impact of using culturally appropriate terms, expressions,
and images.
ILO 2 Create clear, coherent, and effective communication materials for various academic
and work purposes, observing principles of structure, style, conventions, and proper
referencing, and utilizing the appropriate varieties of spoken and written language.
ILO 3 Adopt socio-cultural awareness, ethics, and sensitivity in the persuasive

presentation of ideas through oral, audio-visual, and/or web-based or multimodal
platforms for various audiences in local and global settings using appropriate
registers and non-verbal cues.
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Model Utilized
The developers of this module adopted Fink’s (2003) Integrated Course Design (ICD)
model to restructure your learning experience, enable you to respond at your own pace, and
engage you in the learning process. You then become co-creators of your own learning. In
addition, you are also given wider opportunities to work independently or with other
members of the class – if the existing conditions permit – in promoting learning.
The basic idea behind the ICD model is that lessons and activities are designed to be
learning-centered and learner-centered, rather than simply developing a list of topics and
then providing students with lots of information about each topic. In this model, several
aspects were considered, founded on situational factors that affect teaching and learning
activities, as well as feedback and assessment, are all anchored on desired learning goals.
The interrelationships of these elements are shown in the figure below:
Figure 1. The Integrated Course Design Model (Fink, 2003)
In the context of this module, the situational factors that were considered included
the professors’ and students’ contexts, since every situation is different under the current
circumstances; the level of internet connectivity, familiarity with and availability of online
learning platforms, the time required to cover the course based on existing guidelines, and
the nature of the course.
For the learning goals, the developers determined what you, the students, needed to
learn vis-à-vis the course’s intended learning outcomes. Only essential topics were selected,
so the identification of learning goals came hand in hand with the selection of the most
significant topics and sub-topics.
The learning activities were designed to allow you to explore and enable you to
achieve the intended learning outcomes. As discussed earlier, these consist of simple yet
meaningful and authentic tasks that could be accomplished even at home.
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The platform and manner of communication between you and your professor shall be
agreed upon at the beginning of the semester. Submission of requirements and feedback
would be given through electronic or digital means, or through other mechanisms mutually
acceptable between you and your professor. The alternative form of assessment covers
realistic scenarios that would not simply provide the professor a basis for assigning a grade,
but more importantly, give you additional opportunities to learn through experience. The
major requirements are authentic, with clear criteria and standards, so you are guided as to
what is expected of your submission.
The development of this module also adopted the principle of constructive alignment
(Biggs, 2003), which is the underlying principle that shapes both the curriculum and the
module so that the inputs, teaching-learning activities, and assessment tasks align with
the intended learning outcomes of the course.
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Lesson 1: Communication Principles and Ethics

Learning Outcomes
At the end of the lesson, you are expected to achieve the following:
1. Describe the nature, elements and functions of verbal and non-verbal communication in
various and multicultural contexts.
2. Explain how cultural and global issues affect communication, and why ethical
communication is essential.
3. Appreciate the impact of communication on society and the world.
Processes and Principles of Effective Communication
Effective communication is a key interpersonal skill and by learning how you can improve
your communication has many benefits. It sounds so simple: say what you mean. But all too often,
what you try to communicate gets lost in translation despite your best intentions. You say one
thing, the other person hears something else, and misunderstandings, frustration, and conflicts
ensue. This is very true especially in the absence of physical, face-to-face communication.
Communication is beyond simply putting words into thoughts and emotions. It is done
effectively only when information is transmitted without changing both the content and the context
of the message. Simply put, communication is the art of creating and sharing ideas for a specific
purpose. It comes in many forms:
 verbal communication, which includes the use of language, sounds, and tone of voice
 non-verbal communication, which includes body language and facial expressions
 written communication, such as through journals, emails, blogs, and text messages
 visual communication, which involves signs, symbols, pictures, graphics, and emojis
Effective communication is dependent on how rich those ideas are, and how much of those
ideas are retained in the process. In order to be an effective communicator, a number of skills have
to be utilized. Which skill one chooses greatly varies and is dictated by the situation, the content or
the actual information a person needs or wants to convey, and the intended recipient of that
information.
DID YOU KNOW? Almost 91% of professionals from the world’s top 300 multinational
companies said that communicating in English is important for work success, but only
7% of them indicate that their current level of English is sufficient for their jobs. This is
based on “The Globalization of English” research study conducted by the McKinsey
Global Institute.
Audience Analysis
A key element in effective communication is audience analysis. “Audience” here does not only
refer to the people listening to you in a public speech. Rather, it refers to anyone who is expected to
receive the message you are sending. Knowing the audience, understanding their level and how they
need to receive the information – also known as skills on audience analysis – are extremely
important in “packaging” the message and sending it across. Audience analysis is therefore one skill
an effective communicator must have. It is imperative that you find out who the audience is – who
will actually receive your ‘message’ – and what they need to know. Only in doing so can you properly
adjust all the other elements of communication, such as your words or registers, your tone, and your
expressions.
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Another aspect that needs consideration in analyzing the audience is identifying and trying
to overcome possible communication barriers. These are not confined to physical noise (cars passing
by, someone pounding on the table) and physiological issues (an upset stomach), but could also
include cultural difference, varying levels of expectations and experiences, and difference in
perspectives and communication styles.
Anyone might experience

one or all of these barriers at
any given circumstance, and
that such barriers exist has to
be recognized so that anyone
who is trying to communicate
can adjust and apply the proper
tools and strategies to remove
those barriers that prevent the
message from getting across.
Principles of Effective Communication
Effective communication requires a certain level of connection between and among people,
allowing a series of exchanges of thoughts and emotions, eventually leading to mutual
understanding. In order for that to happen, the following principles must be observed.
Clarity. This pertains to both the message and the purpose why the message has to be sent. The
message should be clear by using appropriate language and communication channels, but
equally important is that the reason for sending and receiving the message must be
understood by both sender and receiver.
Conciseness. The message should be as brief as may be required depending on one’s purpose,
especially in most modern contexts in the business and academic fields where time is of the
essence. It should be devoid of trivial details that would hinder communication.
Completeness. Despite its conciseness, the message should still be complete and accurate. Whenever
necessary, background information should be given to provide better context; facts and
observations may also be helpful.
Organization. Effective communication is usually planned in order to ensure the systematic flow of
ideas and transition from one point to another. There are instances, however, when
communication is impromptu, but this should not be an excuse for an organized
presentation of ideas.
Empathy. The sender of the message should be sensitive to the needs and interests of the receiver.
In case of face-to-face communication, the speaker must always be conscious of the reaction
of the listener and adjust his/her communication strategy accordingly.
Flexibility. Different people have different communication styles, and consequently, different
expectations. Effective communicators know how to adapt to the varying needs and
expectations of their audience, and modify the message or the way the message is sent to
avoid misunderstanding or misinterpretation.
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COMMUNICATION AND GLOBALIZATION
Motive Question: The world has shrunk into a global village, but have we become more of ‘neighbors’
or more of strangers to each other?
The notion of the world being a global village has been a hot topic ever since the idea was
brought up, especially in light of the rapid advances in technology and digitization. Globalization
has been regarded as the key to the worldwide integration of humanity, where there is an increased
economic, political and cultural integration and interdependence of diverse cultures. In Southeast
Asia, for example, the ASEAN Integration has been a buzzword among social communities, opening
a wide array of discussion for future collaborations.
For our part, we Filipinos have increased our awareness and acceptance of the notion that we
belong to a diverse, global community. This is not confined to communication with people from other
countries, but is inclusive of communication within our own societies, even with the minorities and
the indigenous peoples. It is therefore imperative that WE learn to communicate effectively with
people regardless of age, gender, race, ability, religion, sexual orientation, income, marital status, or
ethnicity.
Communication in the modern world

must be anchored on the concept of diversity,
since effective communication and the ability
to understand cultural differences are skills
that have become requisites not only for a
meaningful social life but also for a successful
professional career.
Even professionals from the countries

that are traditionally known for sticking to
their native tongue (e.g. Japan, Korea,
Vietnam) have started to learn English, as the
internationally-recognized lingua franca, with
the concept that learning English does not make
theconversation.com/socialdiversity
them less Japanese, Koreans, or Viets.
In addition, digital technology has erased territorial boundaries among countries and among
people with varying cultures. The notion of being a ‘stranger’ has been revolutionized as the people
whom we used to treat as strangers are now our co-workers, classmates or friends – albeit some only
in social media.
Hence, there is a need to develop graduates and professionals who are multiculturalists –
those who are engaged with and respectful of people with different cultures. These are not
necessarily people from other countries all the time, since a country may have varying sub-cultures
among its general society. In the Philippines, for example, there is no argument that people from
Southern Tagalog have a different culture from the Bicolanos, and those from Zamboanga have
different norms and beliefs from the Ilocanos.
FORMATIVE ASSESSMENT
Are you ready to communicate in a global and multicultural environment? Assess your
readiness to communicate effectively with people having different cultures. Simply write True or
False after each statement.
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1. I enjoy communicating with persons who are like me in terms of interests and with
the same socio-economic status, as much as I enjoy communicating those who are not
‘like’ me. __________
2. I am equally sensitive to the concerns of all groups of society, and I genuinely care to
the plight and issues surrounding them. __________
3. I can tell when persons with different cultures do not understand me or are confused
by my actions. __________
4. I am not afraid of interacting with members of minority groups nor with members of a
dominant culture. __________
5. Persons from other cultures who do not actively participate in a conversation, debate
or any form of discussion act that way probably because of their culture’s rules.
__________
6. Persons from other cultures have the right to be angry at members of my own culture.
__________
7. How I handle conflict or disagreements with persons from other cultures depends on
the situation and on the culture they are from. __________
8. My culture is not superior to other cultures. __________
9. I am knowledgeable of how to behave when communicating or interacting with people
having different cultures. __________
10. I respect the communication rules of cultures other than my own. __________
Discuss your answers with your professor or your classmates.
The greater the number of statements that are honestly true to you, the more prepared you
are to welcome the opportunity of communicating and interacting with people from different
cultures. This is a very important aspect in one’s personal life or professional careers, since avoiding
intercultural communication is virtually inevitable in any organization.
This is especially true in business organizations, when products can go global and the
manner by which any product is communicated to the global market can make or break the brand.
Here are a few examples of business miscommunication in a global setting:
 In the past, Gerber dealt with issues in some cultures where women
have low literacy rates such as Africa and the Middle East. The
women in these cultures generally use pictures to tell them what food
they are buying. When Gerber started selling their product in these
countries, the women saw the picture of the baby and believed that
there was a baby or part of one baby in the jar.
Irish Mist is a brown whiskey produced in Dublin, Ireland. In Germany,

however, “Mist” literally translates to “crap”.
 Joni (read as “Yoni”) is a brand of skin product. However, Yoni

means ‘uterus’ or ‘vagina’ in Sanskrit, and is an Indian
representation of female genitalia, especially pertaining to the
Hindu goddess Shakti.
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Undoubtedly, globalization has affected the way people and companies communicate with
each other. In some cases, cultural differences have accentuated cultural insensitivity, which is
most felt in the business world. Since everyone is a consumer of particular business products, it is
important to know the issues, etiquette, protocol, communication styles and negotiation approaches
of people from different cultures using the business experience as example. Here are some instances
when lack of cultural or linguistic sensitivity in global communication severely affected companies
or products.
 McDonald’s spent thousands on a new TV ad to target the Chinese

consumers. This featured a Chinese man kneeling before a
McDonald’s vendor and begging him to accept his expired discount
coupon. The ad caused uproar over the fact that begging is
considered a shameful act in Chinese culture.
 Similarly, McDonald’s also unintentionally offended thousands of Muslims when it

printed an excerpt from the Koran on its throwaway (take-out) hamburger bags.
Muslims saw this as sacrilegious.
 Some staff at the African port of Stevadores saw the supposedly

internationally-recognized symbol for “fragile” (i.e. broken wine glass). Since
in their culture, they treat the pictures printed on packages to be
representation of what’s inside, they thought it was a box of broken glasses
and threw all the boxes into the sea.
 The film “Hollywood Buddha” caused outrage and protest on the streets of Sri Lanka,
Malaysia and Myanmar (Burma) when the designer of the film’s poster decided to
show the lead actor sitting on the Buddha’s head, which is an act of clear degradation
against something holy.
 Coors (beer) once had its slogan “Turn it loose.” translated to Spanish, but it became
to mean “Suffer from diarrhea.”
All of these examples are predominantly business-related, where companies failed to regard
cultural differences in packaging and communicating their product to the global market. However,
the cost of cultural insensitivity in global communication can be felt in everyday communication, as
cultural misunderstandings often lead to misinterpretation and unnecessary tension between
people. Here are some examples demonstrating this in a global setting:
 Showing the sole of a shoe (by crossing one’s legs and pointing one’s shoes to the
speaker, for example) means nothing to observers in most Western and Asian
countries. In Muslim cultures (such as Saudi Arabia), however, the gesture is
perceived as insulting. Similarly, crossing one’s legs while seated is customary for
Westerners, but this is a social faux pas in Korea.
 Blinking rapidly while another person is talking is normal for most people, especially
during tense situations. For Taiwanese, this is considered impolite.
 The Japanese view the business card as an extension of their body, while Americans
view it simply as a business formality. Hence, when Japanese hand over their
business cards with two hands and with great care, they get insulted when the person
receiving just put it away with haste.
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These are just some of the instances when miscommunication and misunderstanding can
happen as a result of cultural ignorance and insensitivity in the global environment. In order to
develop more meaningful relationships and establish productive interaction with people having
different cultures, everyone should recognize and respond to such differences and nuances. In
addition, people have to be mindful that not everyone from the same culture exhibits the same
characteristics and habits in communication, so sensitivity is key to any successful communicative
situation.
In communicating in a highly global environment, the challenge that faces everyone is to

learn to understand, accept, and address cultural – and communication – differences.
ETHICS IN COMMUNICATION
Effective communication is ethical communication. Communication is ethical only when it is

genuine, open, cooperative and sensitive to one’s cultural and social beliefs and practices. If there is
an intent to conceal the truth, or bring damage to any organization, group or individual person,
communication is considered unethical. Even in situations when there is no intent to harm, but
damage to a certain group is inevitable because of the message or the channel used to relay the
message, it is still considered unethical.
SIMPLE ACTIVITY: Reflective Analysis

Analyze the following print advertisements and determine if these are ethical or not.
Consider the following guide questions in your analysis.
1. What is the message of the ad?

2. How is the message underscored? What semiotics are used (text? images? others?)
3. Is there any individual or group that may be offended by the ad?
4. Is there another way of presenting or delivering the message?
5. Do you think the ad is ethical?
Reflective Analysis. Briefly explain

your assessment of the ad, with focus
on the five questions.
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thesocietypages.org
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Did you notice the placement of the “before” and “after” texts? Did you notice that the
“before” text was right under the colored woman, while the brown-skinned model is at the middle,
and the fair-skinned woman is at the far right, below the text “’after”? How does this relate to the
product tagline, “Visibly more beautiful skin…”?
Can you relate this with the popular yet stereotypical Filipino belief that “white is beautiful”
hence the proliferation of whitening products, such as soap and lotion?
Try to reflect on this next advertisement, which was found to be sexist by most observers:

your assessment of the ad, with focus
on the five questions in the previous
page.
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ibtimes.co.uk/bodyshamingadverts __________________________________
PERFORMANCE TASK
Do you know other print or television advertisements that are non-ethical because they are
discriminatory, stereotypical, and/or sexist?
Spot these ads in magazines, newspapers, social media networks, Youtube, or any other
platform. Share these in class and discuss:
a. why you think the ad is unethical;

b. how it could possibly be received by certain groups; and
b. what could be a better way of presenting the ad.
Take note of the following rubric in assessing your response:
Content (4 pts.): Your material is spot-on and obviously well-researched.

Reasoning (4 pts.): Your line of reasoning is logical and justified.
Organization of Ideas (2 pts.): Your ideas are well-presented and highly organized.
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How Past Experience and Prejudice Affect Communication
Most people bring their past experiences into a communication situation. Sometimes, they
pitch in existing information because they learned in the past that adding information makes the
communication more successful. There are times when they do not contribute anything because of a
possible past experience when their inputs were not considered or valued. In any case, people enter
into a communicative situation with certain expectations, and they behave or react accordingly.
Past experiences inevitably affect people’s communication styles in the future. When their
audience responded positively to their message, chances of them repeating the same style are
relatively high. However, when they were turned down or given negative feedback, this will
definitely influence how they deliver the message next time.
Past Experience Effect to Communication

Your parents reacted negatively when you
You hesitate to discuss the topic with them
opened up about your interest for a certain
despite your rich potential to that craft.
craft.
Your colleague has forgotten some very You give him/her reminders every now and then
important information many times in the past. to avoid messing up again.
You don’t ask for your subordinate’s opinion
A subordinate in a group that you lead
anymore, even if he might agree with you this
disagreed twice in your suggestions.
time.
Your professor ignored your inputs last session. You don’t provide inputs in class anymore.
Your teammates reacted positively to your You use the same strategy in a similar
strategy. situation.
Prejudice, on the other hand, when people take their past experiences and make certain
assumptions that the same experience will happen with the same people, given the same context.
Prejudices may be attributed to culture or personal preferences. Not all prejudices have a negative
characteristic, as a person might consider all members of a group to be smart even without meeting
them individually. It must be noted, however, that effective communicators should avoid prejudice
because it influences the communication process even before it begins.
To have an idea how this happens, complete the phrases below, and discuss it in class. If you
don’t have sufficient personal experience to complete a phrase, think of a possible stereotype you
might have heard from someone:
 Old teachers in school are…

 Male professors who speak good English are…
 The athletes and performers in school usually…
 Most supervisors in multinational companies are…
 The lowest form of job in the workplace is…
 Working with homosexuals usually…
 Muslims, Buddhists, or people with other beliefs are…
 Disabled people in the workplace should…
Prejudices happen when people isolate an experience with one “type” of person or one group
of people, then behave as if all encounters with people of the same “type”, or at least with the same
characteristics, will lead to the same experience. This eliminates a people’s personal identity and
individuality. There can be prejudice as regards to age, gender orientation, religious belief, race,
social-economic status, and physical conditions. Effective communicators view people as separate
from any preconceived notions others may have about them. They see the value of the individual as
a person of worth, and thus will respect that individuality.
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Showing commitment and genuine interest
A key component of ethical communication is showing commitment in the communicative

situation. Being committed means giving sufficient time and resources to any discussion or
conversation, and being open about any issue that may arise. Commitment also involves
volunteering important information, even if it puts a person’s own short-term interests at risk, as
long as it is for the benefit of the majority especially in the long run. Encouraging a communicative
environment of trust can go a long way in promoting ethical communication in any academic or
business setting.
“Naval Language” or The Belly Button Psyche
It is clear that the two major elements affecting ethical communication are the use of words
or language, and one’s behavior or body language. The second element – body language – may be
enhanced through the ‘Belly Button Psyche’, or the belly button rule, which is believed to
communicate true interest while engaging in face-to-face communication.
The origin of this “rule” dates back to the 1930s and since then, numerous scientists and
body language experts have honed the theory. Most notably, Dr. Albert Mehrabian, professor of
Psychology at UCLA said that the belly button rule is the most important indicator of reading a
person’s intention. Simply put, the belly button rule means the direction of a person’s navel reflects
his/her true interest. Here is a basic explanation of the rule:
luscumaperi.wordpress.com/behavioral science/newbodylanguage
When people are interested in you and what you have to say, they will point their belly
button squarely at you as you talk. That shows they are engaged and they are focused on what you
have to say. Although we do this without thinking, the fact is that we can consider this rule when
we are having conversations with people who are special to us.
If you are uncomfortable with a conversation and you may have to discuss something that is
not easy to discuss, start with sitting the listener in a way where your belly button is pointing
directly toward theirs. This shows you are focused on talking to them, and even though they may
not be aware, the listener will at least begin by being focused on you, as their body language and
attention is directed toward you. When we work to put our focus on listening and valuing what the
other person has to say, then secondly getting our message across, we can take big steps in a short
amount of time at building better communication.
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PERFORMANCE TASK: NAVAL LANGUAGE
Who among the people in the picture show more commitment and interest in the
conversation or discussion? Briefly discuss your answer using the belly button rule.
http://www.theprojectbox.us/2010/07/body-language-you-say-more-than-you-think/
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Your answer will be assessed using the following rubric:
Content (4 pts.): Your answer demonstrates accurate and deep understanding of the concept.
Reasoning (4 pts.): Your line of reasoning is logical and justified.
Organization of Ideas (2 pts.): Your ideas are well-presented and highly organized.
Respecting socio-cultural beliefs and practices of others
The concept of globalization is not new, but people somehow fail to realize that this is not
confined to technology or bridging the world and making it a virtual community. Globalization also
entails changing the way people communicate to others, especially those with different norms,
cultures and belief systems. This involves all types of communication, whether face-to-face, chatting
via email, or using various forms of mass media, such as the two ads shown on pages 16 and 17.
It is hoped that in the previous activity with the advertisements, you were able to identify
how both ads put women in a bad light, in a state where they are objectified – that they are
beautiful only when they have fair skin or an ‘hourglass’ body. Ethical communication requires
people to respect socio-cultural beliefs and practices of others, while at the same time avoiding all
kinds of stereotypes.
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Lesson 2: Local and Global Communication in Multicultural Settings
Learning Outcomes
1. Describe the styles in communication considering various multicultural settings.

2. Determine varieties and registers of spoken and written language.
3. Adopt cultural an intercultural awareness and sensitivity in communicating ideas.
4. Develop a sense of appreciation on the richness and diversity of registers used in written and
spoken communication.
COMMUNICATION STYLES IN VARIOUS MULTICULTURAL CONTEXTS
As mentioned in Lesson 1, each person has a unique style of communicating, which may
depend not only on his/her linguistic ability but also on his/her cultural and social context. Some are
outspoken; some are more quiet yet on point. Some always seem formal, while some have a lot of
introduction before getting to the main point. Communication style refers to the choices people
make and the strategies or tools they use in the process of communication. A style may sometimes
depend on the demands of the communicative situation, as well as on the needs and requirements of
the target recipients of the information.
Each style has two dimensions: the (1) assertiveness level and the (2) emotiveness level,
which is shown in the Communication Styles Matrix below.
The Communication Styles Matrix
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The model, developed by Dr. Eileen M. Russo, shows four different communication styles
(direct, spirited, systematic and considerate), categorized further into two different dimensions
(level of assertiveness and level of expressiveness). All of these must be considered because people
with different cultural contexts tend to have varying levels and styles of communication.
People who are categorized within the assertive communication level tend to tell or instruct
others what to do and sometimes even how to do it, while the less assertive styles usually tend to be
on the receiving end, often asking for guidance, instructions or directions. On the other hand, people
who fall under the expressive level usually show their real feelings and emotions through facial
expressions, tone of voice, or language use. The less expressive ones tend to either hide their
feelings or exert some effort for these feelings not to show.
The combination of these levels result to the basic communication styles:
Spirited = High Expressiveness + High Assertiveness

Considerate = High Expressiveness + Low Assertiveness
Direct = Low Expressiveness + High Assertiveness
Systematic = Low Expressiveness + Low Assertiveness
Tips for People with a Spirited Communication Style

1. Respect decisions and agenda that have been agreed upon, as well as time limits
during meetings or any communicative situation.
2. Try to limit your sharing of personal anecdotes that may take the discussion off-topic.
3. Make sure you are allowing others to contribute their ideas and suggestions – and
that you are genuinely listening to them.
4. Be certain that any request you make is clear and that you convey the reason for such
request.
5. Communicate your appreciation for others’ work and input.
Tips for People with a Considerate Communication Style

1. Recognize that other people’s opinions about a topic are separate from their opinions
about you.
2. Realize that not everyone is comfortable discussing personal topics with colleagues.
3. Allow others to open personal matters before asking questions of that nature.
4. Respect your own opinion as you respect that of others’.
5. Recognize that you don’t have to be friends with everyone, but you should treat others
– and be treated – professionally.
Tips for People with a Direct Communication Style

1. Make an effort to listen carefully to others. Avoid interrupting.
2. Allow time for ‘chatting’ at the beginning of a meeting.
3. Recognize that others may also feel the need to express themselves.
4. Recognize that brainstorming can be effective and is not a waste of time.
5. Take some time to show your appreciation for others’ contributions.
Tips for People with a Systematic Communication Style

1. Recognize that for good working relationships, consideration for others’ feelings is
important.
2. Learn to ask qualifying questions that will help you get the information you need.
3. Make sure you understand the background of the discussion or scope of the
conversation so no time is wasted.
4. Politely ask other questions about themselves if you want to build rapport.
5. If you need to ask for more time to know, analyze or discuss something, explain the
benefit of the information you need to know.
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VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
In a multicultural society, people must use culturally-appropriate terms, gestures,

expressions and images in any communicative situation.
The ‘I Love You’ Map

Language Varieties
Also called “lects”, these refer to the different variants of a language that can be sufficiently
delimited from one another in terms of social, historical, or geo-spatial factors, thus forming
language clusters.
In addition, language varieties may also be grouped in the following classifications:
a. Pidgin. It refers to a new language that develops into situations where speakers of
different languages need to communicate but do not share a common language. Examples
are Chavacano in the Philippines and Bislama, a language spoken in Vanuatu.
b. Creole. It is a pidgin that becomes the first language of the children, or the mother
tongue of a certain community. Examples are the Gullah and the Patwa, is a creole in
Jamaica.
c. Regional Dialect. It is not a language that is not distinct from a national language, but
rather a variety of a language spoken in a particular area of a country. Examples are as
Cebuano, Waray, Ilocano, and Hiligaynon in the Philippines.
d. Minority Dialect. This is a variety used as a marker of identity, usually alongside a

standard variety, by the members of a particular minority ethnic group. Examples are
the Sinama of the Badjaos in the Philippines and the London-Jamaican variety in
Britain.
e. Indigenized Varieties. These are spoken mainly as second languages in former colonies
with multilingual populations. A classic example is Singlish (or Singaporean English).
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POINT FOR DISCUSSION
How do you classify the ‘conyo’ language in the

Philippines? What do you think are the unique
characteristics of this language variety? How do you
feel about people using this variety?
Discuss your answers in class.
https://www.eaglenews.ph/taglish-or-mother-tongue/
Language Registers
A language register is characterized by the way a speaker uses language differently in

different social circumstances. These are determined by such factors as social atmosphere, purpose
of communication, audience, and the general context of the discourse.
Generally, language registers can be classified as (1) formal, (2) casual, (3) intimate, (4)
frozen, and (5) consultative.
a. Formal. These registers are used in professional, academic, or legal settings where
communication is expected to be respectful, uninterrupted, and restrained to specific
rules. Slang is never used and contractions are rare. Examples are registers used in
research paper, government documents, business letters, and in business presentations.
b. Casual. These registers are used when communicating with friends, close acquaintances,
colleagues, and family members. These are used in birthday parties or family
gatherings.
c. Intimate. Intimate language registers are reserved for special occasions, usually
between only two people and often in private. Examples are an inside joke between two
high school friends or sweet nothings whispered to your “special someone.”
d. Frozen. It refers to historic language that is intended to remain unchanged. Examples

are the registers used in the Philippine Constitution and the Holy Bible.
e. Consultative. It is used in conversations when people are speaking with someone who
has specialized knowledge or is offering advice. Tone is often respectful, such as the use
of honorifics or courtesy titles, but may be more casual if the relationship between or
among the communicators is friendly. Examples are registers used in local television
broadcast or in a conversation with a doctor during medical examination.
Language registers can also be classified as Formal, Informal, or Neutral. Formal language
registers are appropriate for professional situations, such as when speaking to a supervisor or
writing an invitation letter. Informal language registers, on the other hand, are conversational and
appropriate when speaking or writing to a friend or to someone you know quite well.
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The use of one or a combination of these registers highly depends on the audience (person/s
for whom the message is intended) and the context (nature of the communicative situation). Using
the proper registers show respect, interest, and a certain level of professionalism, hence enhancing
harmonious personal and professional relationships. These are also used in writing short notes,
personal journals, or diaries. Lastly, neutral language registers are non-emotional and laden with
facts. These are most appropriate for research or technical writing.
Most cultures experience evolutions in the use of registers or words in both formal and
informal settings. In the Philippines, for example, some linguistic phenomena have taken the
country by storm, affecting the way people communicate with each other. This is briefly explained in
the excerpt below.
The modern generation has ushered a new era of language users who have consistently challenged
the traditionally accepted, conventional notions on linguistic structures and grammar. Truly, language has
inevitably evolved with the influence both of social sub-groups and of language theorists who somehow
“create” their own rules on grammar and syntax. This is evident in most societies, and is very much
apparent in the Philippine context.
One obvious example is the use of a different set of words, meanings and sentence structures by the
members of various sectors of society. It was only in the first few years of the 21st century when terms such
as ‘chugbak’ (die/death), ‘keber’ (do not care), ‘eklavu’ (false, lie) and many more were introduced in the
Philippine working vocabulary. Although the formal inclusion of such words to the corpus of Filipino
language is still doubtful, it would not be surprising if in the future, these linguistic structures are printed
on Filipino dictionaries, as these are continuously being used in the streets, in the mass media, and in many
social circles. Their use and predominance are probably inescapable, even when some purists and
conservatives are not keen to using such language.
In the past, one of the strongest and creative linguistic features that emerged in the Philippines is
word reversal, where people reverse the way words are uttered. It originally intended to be a convenient
way to hide meanings within a clique or social circle, as if it were a code, but its massive popularity
prompted its proliferation. Primary examples are “repapips” (pare, or friends), “ermats” (mater, or
mother), “erpats” (pater or father), “yeko” (okey or okay), “yosi” (first and last syllable of ‘SIgarilYO’ or
cigarette), and many more. This was a linguistic phenomenon in the Philippines in the early 80s up to the
late 90s, and has seen a recurrence in late 2016, with terms such as “lodi” (idol) and “petmalu” (malupit,
or tremendous) taking the entire country by storm.
(an excerpt from the academic paper “Modern Linguistic Phenomena in the Philippines” by Tejada, K.
2017)
What do you think is the next linguistic phenomenon that will evolve in the Philippines?
Why do you say so
Improving one’s Ability in Communicating in a Multicultural Setting
Everything should start with a personal desire and strong conviction to relate more
effectively with persons having different cultural backgrounds. This will not only create positive
personal relationships, but also open more opportunities for professional growth. Limiting one’s
reliance on preconceived notions and established stereotypes is also a major leap towards effective
intercultural communication.
The following specific guidelines can enhance your ability to handle situations involving
intercultural communication, and better prepare yourself to meet the communication challenges in
an increasingly global environment.
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 Refrain from forming expectations based solely on your culture. Knowing and accepting the
validity of cultural differences are key in communicating with people having diverse
communication styles. Being an effective communicator requires allowing yourself to be
immersed in the multicultural society and embracing diversity.
 Remove personal biases or any stereotype that may impede understanding. You do not want
to be at the receiving end of a biased judgment, right? You don’t want people avoiding you
just because of how they see other members of your group or culture. Determine how much
your family, friends and colleagues have ‘dictated’ how you view or feel about other people or
other groups, and identify which among these pre-judgments are stereotypes that can
damage relationships.
 Make a personal commitment to develop communication skills appropriate in multicultural

settings. Your ability to develop intercultural communication skills largely depends on how
many – and how much – of these promises you are willing to make:
o I will make a commitment to seek information from persons whose cultures are
different from my own.
o I will try to understand how the experiences of persons from different cultures leads
them to develop perspectives that differ from mine.
o I will pay attention to the situation and the context when I communicate with persons
from different cultures.
o I will make every effort to become a more flexible communicator.
o I will not insist that persons from other cultures should communicate with me on my
terms.
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Lesson 3: Evaluating Messages and Images of Different Text Types
Learning Outcomes
1. Evaluate multimodal texts critically to enhance receptive skills (i.e. listening, reading,
viewing).
2. Convey ideas through oral, audio-visual and/or web-based presentations for different target
audiences in local and global settings using appropriate registers.
3. Adopt awareness of audience and context in presenting ideas.
EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF TEXTS REFLECTING

DIFFERENT CULTURES
As discussed in Lesson 1, the advancements in digital technology paved the way to

innovative modes and platforms of communication. The massive and rapid developments in digital
communications ushered in a new era of communication that does not simply rely on words, but also
on images and other semiotics of the channel used to convey the message.
The effects of cultural and global issues to communication were highlighted in previous
discussions, as well as the impact of effective communication to society and the world. This has
highlighted the importance of exploring the concept of World Englishes, or as defined by Celce-
Murcia (2014), the regionally distinct varieties of English that have arisen in parts of the world
where there is a long and often colonial history of English being used in education, commerce and
government.
There is no debate that the English language has become the most widely used language for
most purposes of communication in international diplomacy, business, science, education and
entertainment. Over time, this widespread use of English – spoken side by side with local languages
– has given rise to local varieties of English with their own standards. Examples of World Englishes
are Indian English, West African English, Singapore English, and Filipino English.
One major issue that has been raised with respect to these established varieties is that they
are often not fully intelligible to users of other varieties of English. For example, a Filipino ordering
food in a restaurant in Singapore for the first time would be confused when he is asked, “Having
here, or take away?” because in the Philippines, they are more accustomed to “Dine in, or take out?”
Kirkpatrick (2007) proposes a scale with two extremes that characterize this problem:
Extreme 1: The goal of national or regional identity. People use a regional variety of English
with its specific grammar, structure and vocabulary to affirm their own national or ethnic
identity (e.g. Only Filipinos use the terms “senatoriable”, “congressman”, “chancing”, and
“bedspacer”, among others, and use these when communicating with other Filipinos).
Extreme 2: The goal of intelligibility. Users of a regional variety should ideally still be
readily understood by users of English everywhere else in the world to fully participate in the
use of English as an international language (e.g. Users of Filipino English have to
understand that they have to use “bin” instead of “trash can” or “lift” instead of “elevator”
when in a country using British English).
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The challenge is to find a good balance between the identity-intelligibility extremes. Hence,
speakers of the English language may resort to code-switching (i.e., using English and another
language in the same statement). For example, Filipinos may use a strongly local version of Filipino
English to communicate with fellow Filipinos using English as medium, but they should use a
weaker and more formal version when communicating with users of other varieties of English,
especially when international intelligibility is necessary.
The Power of Words and Images
Look at the illustration on international arrivals below. Answer the five key questions that
follow.
Five Key Questions:
1. What is the message?

2. What is the purpose of the message?
3. How is the message conveyed (by the text and/or image)?
4. Who is the target audience of the message?
5. What other ways of presenting the message are there?
Before effectively engaging in multicultural communication, people have to be ready and

knowledgeable for situations such as the one demonstrated in the illustration. If anything
unplanned or unanticipated comes up, there must be alternative ways of communicating the same
message without being offensive.
The illustration above sends a relatively vivid and powerful message not just through the use of
a careful juxtaposition of text and illustration, but also because of the other semiotics or elements
such as color combinations. This is called a multimodal presentation.
Multimodality
Multimodality is a fairly new concept in the general academic setting, but can be a very
powerful tool in light of digital and multicultural communication. A text or output is considered
multimodal if it uses two or more communication modes to make meaning. It shows different ways
of knowledge representations and meaning-making, and investigates contributions of semiotic
resources (language, gestures, images) that are co-deployed across various modalities (visual, aural,
somatic, etc.). Most importantly, multimodality highlights the significance of interaction and
integration in constructing a coherent text
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A multimodal text can either be one of the following:

 Paper (books, comics, posters, brochures)
 Digital (slide presentations, blogs, web pages, social media, animation, film, video
games
 Live (performance or an event)
 Transmedia (A story is told using multiple delivery channels through a combination of
platforms, such as comics, film, and video games all working as part of the same story
with the same message.)
The creation of multimodal texts and outputs requires a creative design concept that
orchestrates the purposive combination of text, color, photo, sound, spatial design, language,
gestures, animations and other semiotics, all with the unitary goal of bringing meaning to life.
SIMPLE ACTIVITY
In class, discuss how the following multimodal texts are not effective in delivering the
intended message, or how an incorrect use of a semiotic feature changes the meaning of the text.
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The following are examples of posters that showcase good multimodality.
This is a poster entitled “Run for Rio”, a

run-for-a-cause event organized for the benefit of
the Philippine International Volunteers for the
2013 World Youth Day which was held in Rio de
Janeiro Brazil.
The inclusion of the multi-colored bird, the
official mascot of that year’s World Youth Day, is
crucial in juxtaposing it with the actual text on top
of the photo. Since Blue is used as the poster’s
dominant color, the multi-colored symbol is
highlighted that even if the onlooker fails to read
the text, the purpose of the event will still be
obvious.
The same reason goes with the use of the
silhouette of a man running (suggestive of the
nature of the event) and the Christ the Redeemer
statue on top of mountain (the symbolic
representation of Rio de Janeiro.)
The use of Red in the text for the amount
aand the running distance puts attention to the
event details without overshadowing the other
details. The inclusion of the biblical quote and the
cross also add to the religious motive of the event,
thus making it coherent.
https://runforrio.wordpress.com/
The poster is titled “Concert for Kids”, which

is fund-raising concert for the New Jersey (NJ) Kids
Foundation in the U.S.
The dominant photo is that of a guitar,

suggesting the music-inclined nature of the event.
The use of candies is suggestive of the concert’s
beneficiaries, who are kids with special needs. The
use of various colors adds to the notion on the
playful nature of kids.
The font used is also playful rather than

sharp, and the dominant color of light blue is light
on the eyes, as well as the other color palettes used
in the poster.
Both posters, Run for Rio and Concert for

Kids, demonstrate purposive use of semiotics to
forward a specific message. These are successful in
meaning making through the interplay of various
elements.
http://do512.com/events/2016/10/8/hush-hush-music-bash
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In creating a multimodal text, the Purpose, Audience, Context must all be considered.
 As to purpose, the creator of the text must be clear on the message and the reason(s)
why the message has to be delivered.
 As to audience, the nature, interests and sensitivities of the target audience must be
considered so the text will not be offensive and hurt people’s sensibilities.
 As to context, the message should be clearly delivered through various semiotic

resources, and in consideration of the various situations where and how the text will
be read by different people having different cultural backgrounds.
Evaluate the message or themes/ sub-themes of any of the following advertisements

by Ligo, a local brand of sardines in the Philippines. Discuss how the semiotic features (text,
photo, color, etc.) affect the message – both superficial and subliminal – in the context of the
COVID-19 pandemic in the country. Do not forget to answer the five key questions posed on
page 27.

your assessment of one of these Ligo
ads, with focus on how the semiotic
features add to the message.
__________________________________
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In class, you may have an interactive discussion of your answers. You may also look for other
real-world, multimodal texts and how the semiotic features provide more meaning and purpose to
the intended message.
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Lesson 4: The Rise of New Media and Technology Aids in Communication
Learning Outcomes
1. Identify the proper strategies in communication using social media and other advancements
in technology.
2. Evaluate language in new media and adopt an awareness of proper use of language in these
media platforms.
3. Develop an appreciation on the importance of proper communication planning.
SOCIAL MEDIA USE
Social media has undoubtedly altered

the world operates. The rapid and vast
adoption of new media platforms have changed
the way people relate and communicate with
each other in the social, economic, and political
arenas.
Though there are minor social media

platforms available since the 90s, the social
media that we know today – the one with
millions of active and interactive users -
started with MySpace in 2004, when it reached
a million active users. Since then, other sites
started mushrooming, and people began
getting hooked to these new media.
Some media platforms have been so popular that the number of users rise at such an
exponential rate. TikTok, for example, became such a craze in 2020 during the COVID-19 pandemic,
when people were mostly at home and thus have “nothing to do” because of the worldwide call to
“Stay Home”. It was launched in 2016, and had half a billion users by 2018. This number even got
higher in mid-2020, with over 800 million active users within that time span.
However, not all social media platforms last. For example, in 2008, Hi5, MySpace, and
Friendster were close competitors to the social media giant, Facebook. In 2012, all three had
virtually disappeared as shown by very poor performance of market shares. Interestingly, the social
media platforms that survived did so because of their continuous evolution and response to the
needs and interests of its users.
For example, Twitter used to disallow the uploading of videos or images, but because of the
high demand and the stiff competition, this feature was allowed in 2011. Today, more than half of
the content that can be seen in Twitter includes photos and videos.
The exponential rise in the use of social media can be partly attributed to the emergence of
technologies that enable modern communication (that is, FAST, CONVENIENT, INTERACTIVE
communication). These include computers, laptops, and smart phones, among others. In addition,
the rise of social media is a unique manifestation of how quickly and drastically patterns of social
behaviors change.
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Some Interesting Statistics on Social Media Use
Here are a few interesting statistics on social media use. All data are extracted from
statista.com as of July 2020.
Global digital population

Active internet users – 4.57 billion
Unique mobile internet users – 4.17 billion
Active social media users – 3.96 billion
Active mobile social media users – 3.91 billion
Most popular social networks worldwide, ranked by number of active users

1. Facebook (2.6 billion)
2. Youtube (2.0 billion)
3. WhatsApp (2.0 billion)
4. Facebook Messenger (1.3 billion)
5. Weixin/ Wechat (1.2 billion)
6. Instagram (1.1 billion)
7. TikTok (800 million)
Most popular social networks worldwide, ranked by reach/ active usage penetration
1. Facebook (63%)
2. Youtube (61%)
3. WhatsApp (48%)
4. Facebook Messenger (38%)
5. Instagram (36%)
6. Twitter (23%)
7. Snapchat (13%)
Countries with most number of Facebook users

1. India (290 million)
2. United States (190 million)
3. Indonesia (140 million)
4. Brazil (130 million)
5. Mexico (89 million)
6. Philippines (76 million)
7. Vietnam (64 million)
8. Thailand (50 million)
9. Egypt (42 million)
10. Bangladesh (38 million)
In a 2017 report by the Global Web Index, around 42% of people use social media platforms
to stay in touch with what their friends are doing, while 39% said they want to stay up-to-date with
news and current events.
The other top reasons for using social media are filling up spare time, general networking
with other people, looking for entertaining content, sharing photos or videos, sharing one’s opinion,
meeting new people, and researching or finding out products to buy
Responsible Use of Social Media
Social media has grown in popularity over the years, with hundreds of options for sharing
your thoughts, photos, and videos and for interacting with friends and family. The more it grows,
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the more we discover about the do's and don'ts of social media. The same rules apply to all social
media playgrounds, regardless of which site is your favorite. There are some practices for engaging
in responsible social media use and best practices for social site etiquette.
We all have a social responsibility.

We all have friendships and professional relationships that can either be helped or hindered
by our social media presence. Imagine you post inappropriate selfies of your weekend activities on
Instagram. Have you considered what your boss will think? What if you say something spiteful after
a fight with a friend and then realize they saw it before you could delete it? You may have just lost a
friendship over social media silliness. You are 100 percent responsible for everything that appears
on your social media accounts, from your status updates and comments to pictures, videos, and links
you share
1. You may not agree with everything or everyone you encounter on social media networks,
but treat each person with dignity and respect. The Golden Rule of treating others how
you want to be treated is a good practice.
2. Do not turn to social media as a way to harass, demean, or bully someone else. Sitting in
front of a computer screen does not give you license to embarrass, intimidate, or spread
hurtful rumors about others.
3. Regardless of your privacy settings, keep in mind that anything can possibly be seen by
anyone at any time, even by that person that you did not want to see it. Pause before you
post, think before you click.
4. Whether you're concerned with maintaining good friendships or future job prospects, be
responsible in what you post and how it could affect your reputation. Many employers now
check up on job candidates' social media accounts for evidence of bad behavior.
Reaction Paper Task Sheet: Prepare to React and Act
1. Read the article “The Flight from Conversation” written by Sherry Turkle and published in
The New York Times on April 21, 2012.
2. As you read, ask yourselves the following guide questions (answers need not be written
down):
a. How do you feel about what was written? Do you agree or disagree with the points
raised?
b. Can you identify with any of the situations presented in the article? Do you have any
experience related to any of the examples given?
c. Does the article prompt you to do something, or change any previous belief you might
have? Or does it reinforce/ support your existing stand on the topic?
3. Prepare a Reaction Paper, with the following basic parts:

a. Introduction
i. State the title and author of the article you read.
ii. Write a two-sentence summary of the article (what it is about).
iii. State your thesis, which is a sentence that highlights your main point or
argument.
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b. Body
i. Provide statements or details that would support your thesis. Three to four
paragraphs will suffice.
ii. Each paragraph is expected to have a topic sentence, supporting detail, direct
quote/ line lifted from the article, and explanation.
iii. You may use sentence prompts, such as
1. I think that…
2. In my opinion…
3. It is my firm belief that…
4. It seems that…
5. I truly feel that…
iv. Organize the paragraphs and provide smooth transitions using proper devices
(In addition, Furthermore, Moreover, However, etc.)
c. Conclusion
i. Restate your thesis sentence, or summarize your main point/ argument.
ii. You may end with a call to action, a major comment, or a prediction, as long as
no new information or reaction is presented.
4. Proofread your work to ensure that:

a. there are no glaring grammatical or typographical errors that might affect your
message.
b. all sources have been properly cited.
c. the first person perspective is used, since you are writing your personal reaction.
d. your paper is not simply a summary of the article.
Reminders:
 Limit the reaction paper to 2 – 3 pages (short bond paper).
 Use Times New Roman, font size 12, with 1.5 spacing and 1” margin on all sides.
 Your paper will be scored using the DISCO rubric:
Diction
The words used throughout the composition are precise and appropriate for the
audience and purpose. You avoided redundancy, jargon, and flowery language.
Idea Development
The thesis and topic sentences are clear. You support each point/argument
concretely and vividly. Sentences vary in structure and length.
Style
The language and tone of the composition are well suited to the purpose for
writing. The writing shows passion. Clearly, the essay is original; it belongs to this
writer and to no other.
Conventions
Spelling, punctuation, capitalization and grammar are correct.
Organization.
An inviting lead draws the reader in; a satisfying conclusion brings proper
closure. Sentences follow a logical sequence and each idea is smoothly linked to the
next.
The number of points for each criterion is dependent on your professor. This will be discussed
to you in class.
Page 34 of 98
Something to Ponder on
Social media have become a very powerful communication tool and platform in the new era of
technology and globalization. In the early beginnings of social media, the usual reaction would be, “I
have ideas or feelings and I can share these to the world through social media as a platform.” Today,
however, most millennials would claim, “I have access to social media, so I have to have an idea. I
have to have a feeling or emotion that I can share with the world.”
This attitude has led to the proliferation of fabricated or exaggerated emotions, with the hope
of getting many ‘likes’ or receiving many ‘comments’, which have become the norm for social
acceptance. What can you say about this? Consider this article in reacting to this phenomenon:
While is it true that we have real friends whom we can rely on in the
real world, there is that ubiquitous itch that we have to post something, with
the hope of ‘friends’ liking it, sharing it, or commenting on it. A hundred likes
and a few comments would suffice; couple these with shares and threads and
it would be ecstatic, even if those who supposedly liked or commented on it
remain detached to how we actually feel.
Social media give us friends who will tell us who we are based on how
we project ourselves in that virtual environment. The technology that is
supposed to help us connect and communicate with people by showing the
‘real us’ is the very technology that prompts us to give others a false
impression of who we really are.
Is this the purpose of social media? Are we using this powerful
platform appropriately?
(an excerpt from the article “Refusing to be Alone Together” by Tejada, K. 2017)
Modern Communication? Think about it.
Page 35 of 98
ENGLISH LANGUAGE AND THE NEW MEDIA
Question: Does the language we use dictate the language of new media, or do new media
shape the language that we use?
Let me rephrase that: Are we using new media, or are new media using us?
What is new media?

New media refer to highly interactive digital technology. These are very easily processed,
stored, transformed, retrieved, hyper-linked, searched for, and accessed.
Generally, these can be classified as:

Blogs
Social media
Online newspaper
Virtual reality
Computer games
Language in new media is sometimes referred to as Computer-mediated communication

(CMC), though it may also be called any of the following:
Netspeak
Computer-mediated discourse
Digital discourse
Electronic discourse
e-communication
Digitally mediated communication
Keyboard-to-screen communication
The Internet is the largest area of language development we have seen in our lifetimes.
Crystal (2011) said that only two things are certain: it is not going to go away, and it is going to get
larger. Hence, we must be prepared for its inevitable expansion.
Digital discourse illuminates social and cultural processes, which is under the domain of
sociocultural linguistics.
The primary concern is not with abstract, grammatical linguistics, but rather the everyday
functions and uses of language.
This type of discourse or computer-mediated communication can be described as:

Vernacular
Interpersonal
Spontaneous
Dialogical
Page 36 of 98
CMC is Vernacular, which means it uses language that is common to people regardless of
age, social class, gender, or race
Examples
Acronyms (Lol, yolo, fomo, bae)
Initialisms (atm, rotfl, brb, btw, hbd,
idk, jk, af, nvm, tmi, tldr, ftw, g!)
Emoticons/ Emojis
Expressive Punctuations
o Hello? VS Hello?!?
o No. VS No? VS No!!!
o <3 ; </3
o :-) ;)
Misspellings / Respellings
Respelling is a resource whose use is subject to a variety of factors, including users’
‘technoliteracy’, their considerations of audience and purpose, and physical constraints of
message production (for economy and text entry reduction).
( cu, 2nyt, tom/2mrw, abt, y? )
These increase insecurities in spelling, but also tolerance towards typographical
“errors”, which are reinterpreted as outcomes of speedy text production rather than indices of
lacking competence.
CMC is Interpersonal. It is relationship-focused rather than subject-oriented. This can be

explained by the number of Group Chats (GCs) a person has, and the number of individuals and
GCs a person engages simultaneously.
The interpersonal nature of CMC is characterized by the following:

Turn-taking
Topic development
Back-channels
Repairs
CMC is Spontaneous. It is usually unplanned, unstructured, and sometimes impulsive. This

spontaneity also gave rise to Net Neologisms through Lexical Creativity, such as the use of “b4n”
and “f2f”, or such terms as trolls, meme, hashtag, and meh. These can be described as mediatized
stylization and popular representation.
CMC is Dialogical. It carries expectation of continuous

exchange. This is why most media platforms have a “Reply” or
“Comment” option, while some have a “Leave a comment”
button, to ensure continuous interaction.
The English language in the New Media is

Brief
Multimodal
Ideological
Brevity. Do you notice how much people put premium on length and on the time it would
take for them to read an article in the net?
Take a look at this example, on the number of words in Wattpad, which is relatively popular
reading platform for the youth:
Page 37 of 98
This means that most readers of Wattpad (the youth, generally) can accommodate less than
1,000 words per chapter. That’s around four (4) pages or less of bond paper. Anything beyond that is
considered very long already by most young readers.
Let’s take a look at these examples:
Do you notice a similarity? Yes, both web articles found in social media have a time element:
“2 MIN READ”, spelled in capital letters for easier access. This means that they want readers to
read the article because “It’s just two minutes; it won’t take much time.” That is a psychological
conditioning, suggesting that most readers want brief materials, thus making brevity a
characteristic of language in the new media.
Multimodality. This refers to the layering of different digital media. We all know that words
are only ever part of the picture. All texts, all communicative events, are always achieved by means
of multiple semiotic resources, even text-based new media like instant- and text-messaging
Page 38 of 98
These screenshots re examples of multimodality in language use. Texts alone might not catch
that much attention, so a combination of purposively-designed text, photo, and/or video are a staple
in new media to make it interactive.
Ideologically-motivated. New media is inherently ideological, especially in terms of their

political-economies of access and control.
They are used to control people, and they are used to resist control. This is quite apparent,
most especially through the symbolic power of the news and broadcast media.
Language use is not simply a way of communicating, but a powerful resource for
representing (or manipulating) its users, especially the young people – so-called “digital natives”.
None of this is especially new; every generation likes to “complain” about the next generation’s
communication practices.
This is an important context in which language can be seen taking place in and around new
media, and how it continues to evolve with every new technological revolution taking place.
COMMUNICATION PLANNING
The communication planning process involves defining the types of information you will deliver,
who are the intended recipients of that information, the format for communicating it, and the
timing of its release and distribution.
The key goal is to make sure everybody gets the right message at the right time. It serves
various purposes:
1. To inform
2. To persuade
3. To prevent misunderstanding
4. To present a point of view or reduce barriers
Steps in Communication Planning
1. Research and analyze current situation.

2. Establish goals and objectives (short and long term).
3. Identify the target audience (what they know, what influences them, communication
impediments, etc.).
4. Conceptualize on key messages.
5. Strategize on communication styles and platform(s).
6. Evaluate and anticipate.
PERFORMANCE TASK: Communication Flows, Communication Flaws
Follow the step-by-step process of communication planning. The date, time, and platform or
submission of the output will be agreed upon by you and your professor.
1. Think of one of the “situations” in your college that needs to be addressed. (Research and
analyze current situation.)
2. Identify what you want to happen in this situation (seek to inform? call to action? seek to
change behavior?) (Establish goals and objectives)
3. Determine person(s) who need(s) to know what should be done. (Identify the target audience
(what they know, what influences them, communication impediments, etc.).
Page 39 of 98
4. Develop the message you want the audience to know/ believe in. (Conceptualize on key
messages.)
5. Decide on your communication vehicle (essay? FB post? video? letter? memo? audio? music
video?). (Strategize on communication styles and platform.)
6. Decide on how the message will be reached by the target audience, and what to do if the
audience does not receive/ respond. (Evaluate and anticipate.)
Communication Strategies in Tech-based Communication

Modern technology did not only usher in new forms of language used in new media, but also
paved the way on how communication takes place and how messages are presented. Part of
communication planning is deciding on the platform in which the message will be presented. In
some cases, the use of technology will do wonders for your presentation.
Multimedia presentations often always require the use of technology, and these, when used
properly, can do wonders for your presentation. They are visually-oriented and allow multimodality
(as discussed in Lesson 3) and the use of such features as text, graphics, photos, audio, anmations,
and video.
There are a wide array of presentation software and tools to choose from, some of which are
free and very user-friendly, that is, you do not need training to be able to utilize the software and
maximize its features. Regardless of the software or technological tool that you use, there are a few
factors that you need to bear in mind in using technology as an aid to communication:
1. Keep it simple. Avoiding including too much information in a graphic or in one slide. The
message should be immediate and clear. By keeping the visual material simple, you also
maintain maximum personal contact with your audience
2. Emphasize only on key ideas. When you call attention to ideas with a graphic presentation,
make sure the graphic clearly illustrates your essential points and the important supporting
data.
3. Show what you can’t say. The best use of visual media is to reveal material you can’t easily
describe orally or with written text. Graphics, photos, charts, and illustrations can
accomplish this objective.
4. Keep the number of images you present manageable. Too many images will tire your
audience (so will too much text). Eight to ten images should be the maximum number for
most presentations.
5. Combine variety with coherence. If you use several images, vary the design to make them
interesting, but keep them aesthetically consistent.
6. Use large lettering. Use large text font sizes with minimal use of serifs so the audience can
read the text easily. In addition, do not flood your presentation with text.
Page 40 of 98

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BatStateU Purposive Communication

A Module in GEd 106 – Purposive Communication

This module was developed by Dr. Kristoffer Conrad M. Tejada, Dr.

No part of this module may be reproduced, reprinted, distributed, or

Lesson 2: Local and Global Communication in Multicultural Settings 20

Varieties and Registers of Spoken and Written Language 22

Lesson 3: Evaluating Messages and Images of Different Text Types 26

Lesson 4: The Rise of New Media and Technology Aids in 31

Language and the New Media 36

Communication Strategies in Tech-based Communication 40

Lesson 5: Communication for Work Purposes 41

Part 2 - Preparing the Cover Letter and Curriculum Vitae 46

Online interviews, physical/virtual meetings and etiquette 53

Preparing Correspondence via print or email 60

Preparing Letters and Email Messages with netiquette 64

Lesson 6: Communication for Academic Purposes 69

Socio-political Analysis Paper 77

Research-based Documented Essay 86

Guided by the educational theories of asynchronous learning and differentiated

Brief Description of the Module

The module has seven lessons:

Lesson 2 (Week 3-4) includes communication in a multicultural world, focused

Midterm Exam Week (Week 9)

Lesson 5 – Part 2 (Weeks 10 - 12) is a continuation of the discussion on

Lesson 7 (Weeks 13 - 17) covers the different stylistic elements of good

Final Exam Week (Week 18)

Purposive Communication develops your communicative competence and enhances

Intended Learning Outcomes

ILO 3 Adopt socio-cultural awareness, ethics, and sensitivity in the persuasive

Figure 1. The Integrated Course Design Model (Fink, 2003)

Lesson 1: Communication Principles and Ethics

Processes and Principles of Effective Communication

Anyone might experience

Principles of Effective Communication

COMMUNICATION AND GLOBALIZATION

Communication in the modern world

Even professionals from the countries

Discuss your answers with your professor or your classmates.

Irish Mist is a brown whiskey produced in Dublin, Ireland. In Germany,

 Joni (read as “Yoni”) is a brand of skin product. However, Yoni

 McDonald’s spent thousands on a new TV ad to target the Chinese

 Similarly, McDonald’s also unintentionally offended thousands of Muslims when it

 Some staff at the African port of Stevadores saw the supposedly

In communicating in a highly global environment, the challenge that faces everyone is to

Effective communication is ethical communication. Communication is ethical only when it is

SIMPLE ACTIVITY: Reflective Analysis

1. What is the message of the ad?

Reflective Analysis. Briefly explain

Reflective Analysis. Briefly explain

a. why you think the ad is unethical;

Take note of the following rubric in assessing your response:

Content (4 pts.): Your material is spot-on and obviously well-researched.

Past Experience Effect to Communication

 Old teachers in school are…

Showing commitment and genuine interest

A key component of ethical communication is showing commitment in the communicative

“Naval Language” or The Belly Button Psyche

PERFORMANCE TASK: NAVAL LANGUAGE

Your answer will be assessed using the following rubric:

Respecting socio-cultural beliefs and practices of others

Lesson 2: Local and Global Communication in Multicultural Settings

1. Describe the styles in communication considering various multicultural settings.

COMMUNICATION STYLES IN VARIOUS MULTICULTURAL CONTEXTS