GE 5: Purposive Communication
MIDTERM EXAMINATION REVIEWER
MS. KENNY KAYE P. CABRERA
1st SEMESTER 2022 – 2023
EXAM COVERAGE
1. Varieties and Registers of Spoken and Written
Language
2. Subject-Verb-Agreement (esp. tenses)
3. Subject versus Fragment
TYPE OF EXAM
a. Essay (all about purposive com)
b. Identification
c. Identifying Errors
d. Synonym & Antonym
PRESENTATION 1
Varieties of Spoken and Written Language
 According to Davies and Yagmur, communication
has become so fluid and boundless. This is due to
the increasing effects and influences of
globalization.
 Hence, reintroduction and strengthening of
multimodal and multicultural tasks among learners
is necessary.
Attitudinal Change (through the use of language)
Two factor that distinguish spoken from written
language:
 The actual situation or context
 The Purpose of communication
Characters of Spoken Language
 Spoken language is mostly maintained in the form
of dialogue
 Spoken language utilizes human voice and all kinds
of gestures
 It presupposes the presence of an interlocutor.
 Spoken language is spontaneous but momentary.
 It widely uses intensifying words.
 Characterized by the insertion of “fill-ups/fillers”.
(uhm, well, so, uhh..)
REGISTER/ REGISTERS
 Register is defined as the way a speaker or writer
uses language differently in different circumstances
 It involves choice of words, tone of voice and even
body language
 The use of language varies depending on occasion,
context, purpose, and audience.
 Sometimes, words are no longer necessary to
communicate effectively. A wave of the hand can
signify “hello” or a roll the eyes can mean
annoyance.
FIVE DIFFERENT SPOKEN REGISTERS
 Frozen
a. Frozen
- “static” register.
- Refers to historic language or communication
that is intended to remain unchanged.
- Frozen in time, form, and content
- Formal language that must be said the same
each time we say it
E.g. National Anthem, Panunumpa, The Lord’s
Prayer, Laws
b. Formal
- Used in professional, academic, or legal
settings
- Slang is never used, and contractions are rare
(cannot instead of can’t, have not instead of
haven’t)
E.g. Sermons, Speeches, Business Presentations,
Announcements
c. Consultative
- People use this register often in conversation
when they speak with someone who has
specialized knowledge or who offers advice
- Tone is often respectful (use of courtesy titles.
E.g. Doctor & Patient, Lawyer & Client,
Superior & Subordinate, Teacher & Student
d. Casual
- This is the register people use when they speak
with friends, close acquaintances and co-
workers, and family.
- Use of slang, contractions, and vernacular
grammar is all common.
E.g. Buddies, teammates, classmates, group
chats.
e. Intimate
- This register is reserved for special occasions,
usually between only two people and often in
private, and even between very close friends or
siblings.
E.g. Husband and Wife, Bestfriends
 POLITENESS IN SPEECH must not prohibition
1. To show consideration to the feelings and desired can ability
of the person we are talking to permission
2. So, our conversations would make positive impact possibility
of ourselves could ability in the past
3. To show consideration to cultural and sociological polite permission
boundaries possibility
Characteristics of Written Language may permission
 It presupposed the absence of the interlocutor possibility, probability
 It is maintained in the form of monologue might polite permission
 It is more carefully organized and more explanatory possibility, probability
 It is able to live forever with the idea it expresses.
need not lack of necessity/ absence of
 The writer has opportunity to correct and improve
obligation
it.
should/ ought 50% Obligation
 It bears a greater value of responsibility than its
to advise
counterpart.
logical conclusion
2 Types of Written Registers had better advice
 Formal
 Informal SUBJECT VERB AGREEMENT
1. Singular Subject + Singular Verb
a. Formal Plural Subject + Plural Verb
- This register is used mostly in academic writing
where strong opinions can be expressed in an 2. Subject joined by AND = plural verb
objective manner.
- It is very structured and strict with the rules of 3. Subject connected by or or nor verb agrees with the
written grammar and does not tolerate nearest subject.
colloquialism.
b. Informal 4. Pronouns no, no one, anybody, anyone, anything,
- This is used between close relationships where somebody, someone, something, everybody,
topic has certain degree of casualness. everyone, everything, nobody, nothing, each,
- The tone is often conversational and allows for every, much, little, either, beneath, neither
the use of colloquial language. It is more often [These are all singular verb]
used in journalistic but in academic writing.
Formal Informal 5. Few, several, many, both
Formal Language Slang, Jargon, [These are all plural verb]
colloquial, or sexist
language 6. At times, sometimes, always
Appropriate connectors conversational opening
and introductory phrases is permitted 7. Periods of time and expression of measurement –
phrases singular verb
Statements are factual, Can be subjective and
objective, and with personal
conviction
Prefer statements to Pose questions in the
questions running text

MODALS
 Modals are special verbs that give additional
information about the function of the main verb that
follows it.
 They are also called modal verbs, modal auxiliary
verbs, or modal auxiliaries.
Modal Functions
must strong obligation
logical conclusion/certainty
 SOC SCI 2: Peace and Development
MIDTERM EXAMINATION REVIEWER
MS. WINDY D. INTES
1st SEMESTER 2022 – 2023
EXAM COVERAGE
a. Chapter 1
b. Chapter 2
TYPES OF EXAM
1. Multiple Choice
2. Identification
3. True or False
4. Word Bank
5. Enumeration
CHAPTER 1: LESSON 1
A Holistic Understanding of Peace and Violence
Peace can be viewed in different perspectives and
expressed in various ways. This is so because all aspects
of human life are revolving around some kind “order” or
“harmony” that keeps it moving, growing and evolving.
SOCIAL SENSE – peace is understood as a “lack of
conflict (such as war) and freedom from fear of violence
between individuals or groups.” Leaders of the world,
governments and other social institutions make concerted
efforts such as peacemaking and diplomacy to ensure that
“behavioral restraints” are established so that no rights,
freedom and dignity are being trampled on.
 R.J. Rummel (1981) also said that “peace is a state
of law or civil government, a state of justice or
goodness, a balance or equilibrium of Powers”.
PHYCHOLOGICAL PEACE – considered important in
establishing “behavioral peace”. According to The
Encyclopedia for World Problems and Human
Potentials (2017), peaceful behavior sometimes results
from a “peaceful inner disposition”. It is believed that by
having a sense of inner tranquility, peace can be initiated.
In 1960s, there is a “shift of attention of violence”.
From direct violence to indirect violence or “structural
violence”
STRUCTURAL VIOLENCE – unlike the direct or
physical violence, are not readily or obviously observed.
However, the effect is the same as this type of violence
causes sufferings and even death to a great population of
people.
These are commonly manifested in conditions of extreme
poverty, starvation, poor health services and
discrimination against the minority.
The presence of these conditions eventually leads to
conflict and unpeaceful living among communities.
 Johan Galtung [peace theorist and researcher,
argues that, “Structural violence occurs when the
wealth of the nation is based on labor and the
people are required to live diminished lives of
deprivation”
The concept of peace necessarily involves our protection
of the environment. Peace with nature is considered the
foundation of positive peace. Earth is the ultimately the
source of our survival, physical sustenance, health and
wealth.
Human is related to availability of basic resources.
Therefore, shortage of resources threatens lifestyle, rivalry
for resources can lead to aggression and violent conflict.
PILLARS OF PEACE
8 Pillars that underpin peace; these Pillars are both
interdependent and mutually reinforcing, meaning that the
relative strength of any Pillar has the potential to either
positively or negatively influence peace.
1. Well-functioning government
2. Sound business environment
3. Equitable distribution of resources
4. Acceptance of the rights of others
5. Good relations with neighbors
6. Free flow of information
7. High level of human capital
8. Low levels of corruption
LEVELS OF PEACE
a. Personal Peace
“a state of calm, serenity and tranquility of mind
that arise due to having no sufferings or mental
disturbances such as worry, anxiety, greed, desire,
hatred, ill-will, delusion and/or other defilements”
b. Domestic Peace
Peace that comes from mutual respect among
family members; mutual assistance among
members of the family and household.
 c. Inter-Personal Peace
Involves acceptance of differences and diversity
among people; resolving disagreements and
conflicts non-violently, with dialog and discussion;
relating to others with compassion, empathy and a
sense of justice; living with them harmoniously.
d. Local Peace
Love and respect among neighbors or residents of
the local community.
e. Social/National Peace
Respect, trust, love and understanding of people of
Different Social Groups (Religion, Ethnic
Background and Social Status).
f. International Peace
Respect for the culture and way of life of other
races/ nations.
g. Environmental Peace
Examines and advocates environmental protection
and cooperation as a factor in creating more
peaceful relations; respect for the environment and
sustainable development.
CHAPTER 1: LESSON 2
Violence in Human Life
Violence is defined by the WHO in the WRVH as “the
intentional use of physical force or power, threatened or
actual, against oneself, another person, or against a group or
community, that either results in or has a high likelihood of
resulting in injury, death, psychological harm,
maldevelopment or deprivation”
 Betty Reardon, peace educators define violence as CRIMINAL JUSTICE APPROACH
humanly inflicted harm.
1. Organized Violence
Refers to war that occurs between states or within a
state.
2. Unorganized Violence
Usually done by an individual or groups in a
spontaneous include wife battering, rape, child
abuse, or street crime.
3. Direct Violence/Physical Violence
“Behavioral” violence such as war, bullying,
domestic violence.
4. Indirect Violence (Structural Violence)
Often unconscious; structural violence results from
unjust and inequitable social and economic
structures and manifesting itself in for example,
poverty and deprivation of all kinds.
5. Cultural Violence
The devaluing and destruction of particular human
identities and ways of life, the violence of sexism,
ethnocentrism, racism and colonial ideologies,
TYPOLOGY OF VIOLENCE
It can be a useful way to understand the contexts in which
violence occurs and the interactions between types of
violence. It distinguishes four modes in which violence
may be inflicted: physical; sexual; and psychological
attack; and deprivation.
a. Self-directed violence
Refers to violence in which the perpetrator and the
victim are the same individual and is subdivided
into self-abuse and suicide.
b. Interpersonal violence
Refers to violence between individuals, and is
subdivided into family and intimate partner
violence and community violence.
c. Collective violence
Refers to violence committed by larger groups of
individuals and can be subdivided into social,
political and economic violence.
CAUSES OF VIOLENCE
Violence cannot be attributed to a single factor. Its causes
are complex and occur at different levels.
a. Personal – the first level identifies biological and
personal factors that influence how individuals
behave and increase their likelihood of becoming a
victim or perpetrator of violence
Approaches to Violence and Violence Prevention
- Enforcing laws that proscribe violence and
ensuring that “justice is done”
- Notions of individual blame, responsibility,
guilt, and culpability
- To ensure that offenders are properly identifies,
that the degree of their guilt is as accurately
ascertained as possible.
- To prevent and respond to violence, the
criminal justice approach relies primarily on
deterrence, incarceration and the punishment
and rehabilitation of perpetrators.
THE HUMAN RIGHTS APPROACH
- Obligations of states to respect protect and
fulfill human rights and therefore to prevent,
eradicate and punish violence.
- Recognition of violence as violation of many
human rights: the rights to life, liberty,
autonomy and security of the person; the
rights to equality and non-discrimination;
the rights to be free from torture and cruel,
inhuman and degrading treatment or
punishment, the right to privacy; and the
right to the highest attainable standard of
health.
PREVENTION OF VIOLENCE

A rigorous review of the literature on the effectiveness of
strategies to prevent interpersonal violence as being
supported by either strong or emerging evidence for
effectiveness.
1. Developing safe, stable and good relationships b/n
children and their parents and caregivers
2. Developing life skills in children and adolescents.
3. Reducing the availability and harmful use of
alcohol
4. Reducing access to guns or harmful items
5. Create own ethical way and bath for peaceful life.
CHAPTER 1: LESSON 3
Knowledge, Skills and Attitudes/Values in Peace
The foregoing schema is an attempt to list the key
Attitudes and values be cultivated
knowledge areas, skills, attitudes and values that are
integral to peaceConcept
1. Holistic education.
of Peace
It is important that students understand that peace is
not just the absence of direct/physical violence but
also the presence of conditions of well-being,
cooperation and just relationships in the human and
ecological spheres.
2. Conflict and Violence
Conflicts are a natural part of person’s social life,
but they become problems of violence depending
on the methods of conflict resolution used.
3. Some Peaceful Alternatives
 Disarmament – Learners can be introduced to the
goal of abolishing war and reducing global armed
forces and armaments. This a springboard for the
exploration of the meaning of true human security
which springs from the fulfillment of both basic
needs and higher needs of human (e.g. the exercise
of fundamental freedoms)
 Nonviolence – Learners can study the philosophical
and spiritual underpinning of nonviolence as well
as its efficacy as a method to effect change.
 Conflict Resolution, Transformation and
Prevention – Students can study effective ways of
resolving conflicts non-violently (e.g.
collaborative problem-solving) and how these can
be applied into their lives.
 Human Rights – it is important for learners to have
an integral understanding of human rights and to
reject all forms of repression and discrimination
based on beliefs, race, ethnicity, gender and social
class.
 Human Solidarity – many commonalities bind
together divergent religious, cultural, local, and
national groups. Students can look at how to
increase inter-religious, inter-cultural and inter-
group trust, empathy, respect and cooperation, as
well as discourage stereotyping and prejudice.
 Development Based on Justice – Learners can be
mad critically aware of the realities and tragic
consequences of structural violence and how a
philosophy of development based on justice is a
preferred alternative.
 Democratization – it is important for learners to
understand that democracy provides the
environment within which people’s fundamental
rights, interests and wishes are respected.
 Sustainable Development – Learners need to
understand the interdependent relationship between
humans and the natural environment and
understand the changes that are necessary to ensure
the well-being of the earth’s ecosystems such that it
can continue to meet future and present needs.
 Self-respect
Having a sense of their own worth and a sense of
pride in their own particular social, cultural and
family background as well as a sense of their own
power and goodness which will enable them to
contribute toward positive change.
 Respect for Others
Having a sense of the worth and inherent dignity of
other people, including those with social, religious,
cultural and family backgrounds different from
their own.
 Respect for life/ Nonviolence
Valuing of human life and refusal to respond to an
adversary or conflict situation with violence; other
positive techniques as against the use of physical
force of weapons.
 Gender Equality
Valuing the rights of women to enjoy equal
opportunities with men and to be free from abuse,
exploitation and violence.
 Compassion
Sensitivity to the difficult conditions and suffering
of other people and acting with deep empathy and
kindness toward those who are marginalized/
excluded
 Global Concern
Caring for the whole human community
transcending or going beyond concern which they
have for their nation or local/ethnic community.
 Ecological Concern
Caring for the natural environment, preference for
sustainable living and a simple lifestyle
 Cooperation
Valuing of cooperative processes and the principle
of working together toward the pursuit of common
goals.
 Openness/ Tolerance
 Openness to the process of growth and change as The ability to see the perspective of another person
well as willingness to approach and receive other or group feels. It is a skill that helps in broadening
people’s ideas, beliefs and experiences with a the learners’ own perspective especially in the
critical but open mind; respecting the rich diversity search of fair and constructive alternatives.
of our world’s spiritual traditions, cultures and  Group Building
forms of expression Working cooperatively with one another in order to
 Justice achieve common goals. Cooperating and group-
Acting with a sense of fairness towards others, building are facilitated by mutual affirmation and
upholding the principle of equality (in dignity and encouragement by the members.
rights) and rejection of all forms of exploitation and
oppression. CHAPTER 2: LESSON 1
 Social Responsibility Historical and Sociological/ Culture Theories of Peace
Willingness to take action to contribute to the  The UNESCO preamble state that: “Since wars
shaping of a society characterized by justice, begin in the minds of men/women, it is in the minds
nonviolence and well-being; sense of responsibility of men/women that the defenses of peace must be
toward present and future generations. constructed.”
 Positive Vision  A Culture of Peace is a way of life. It is based on
Imaging the kind of future they prefer with a sense respect and protection of ever person’s human
of hope and pursuing its realization in ways that dignity regardless of race, religion, class, etc.
they can. WHAT IS CULTURE OF PEACE?
SKILLS
Need to be developed: a culture of peace is a set of values, attitudes,
 Reflection traditions, modes of behavior and ways of life that reflect
The use of reflective thinking or reasoning, through and inspire these values:
which they deepen their understanding of
themselves and their connectedness to other and for Respect for life and for all Promotion of the equal
the living earth human rights; rights and opportunities
 Critical Thinking and Analysis of women and men
Ability to approach issues with an open but critical Rejection of violence in Recognition of the right
mind; knowing how to research, question, evaluate all its forms and of everyone to freedom
and interpret evidence. commitment to the of expression,
 Decision-making prevention of violent Opinion and
Ability to analyze problems, develop alternative through dialogue and information;
solutions, analyze alternative solutions considering negotiation; Devotion to principles
advantages and disadvantages, and having arrived of freedom, justice,
at the preferred decision, ability to prepare a plan Commitment to full democracy, tolerance,
for implementation of the decision. participation in the solidarity, cooperation,
 Imagination process of equitability pluralism, cultural
Creating and imagining new paradigms and new meeting and future diversity, dialogue and
preferred ways of living and relating. generations; understanding between
ethnic, religious,
cultural and other
groups, and between
 Communication individuals.
Listening attentively and with empathy, as well as
the ability to express ideas and needs clearly and in 6 DIMENSIONS OF CULTURE OF PEACE
a non-aggressive way. 1. Personal and Family Integrity
 Conflict Resolution - Personal values of honesty, discipline,
Ability to analyze conflicts in an objective and frugality, etc.
systematic way and to suggest a range of - Family values – fidelity, unity, love of parents
nonviolent solutions. Conflict resolution skills and children
include appropriate assertiveness, dialogue, - Versus vices like drugs, gambling,
active listening and collaborative problem- pornography, etc.
solving. Communication skills are important - Entails that there is a need to develop
foundation skills in conflict resolution. spirituality: God-centered with social concern.
 Empathy 2. Human Rights and Democracy
 - Human Rights are universal, inviolable,
inalienable
- Right to life, to education, freedom of religion,
etc.
- Freedom of speech and assembly, right to vote
freely in a genuine democracy
- Justice – for law and order in accord with the
Natural Moral Law
3. Eradication of Poverty
- Sustainable Development Goal 1 aims to “END
POVERTY”
- Economic growth must be inclusive to provide
sustainable jobs and promote equality.
- For integral human development
- Provide basic needs such as food, shelter,
health and education
- Promote social enterprise
4. Intercultural Understanding and Solidarity
- For appreciation of culture and religions
- Combating stereotypes, discrimination,
prejudice
5. Disarmament and Cessation of Hostilities
- For conflict resolution and peace negotiations
versus proliferation of firearms
- Active non-violence as a response to injustice
- Eliminate acts of violence against persons,
property and liberty
6. Environmental Protection
- Promote the concept of stewardship
- Protect watershed
- Practice proper waste management
- Fight against illegal logging, irresponsible
mining
NATURE AND OTHER CONCEPTS OF CULTURE
IN RELATION TO PEACE
The origin of the Latin word cultura is clear. It is a
derivative of the verb colo (infinitive colere), meaning “to
tend,” “to cultivate,” and “to till,” among other things.
It can take object such as ager, hence agricultura, whose
litral meaning is “field tilling.” Another possible object of
the verb colo is animus (“character”).
In that case, the expression would refer to the
cultivation of the human character. Consequently, the
Latin noun cultura can be associated with education and
refinement.
TYPES OF CULTURE
1. MATERIAL CULTURE – tools, weapons,
utensils, machines, ornaments, art, buildings,
monuments, written records, religious images,
clothing, and any other ponderable objects
produced or use by humans.
2. NON-MATERIAL CULTURE – refers to the
nonphysical ideas that people have about their
culture including beliefs, values, rules, norms,
morals, language, organizations, and institutions.
AIMS OF CULTURE
 Unification for peace and harmony of all the
members.
 However, in a wider arena, it became the
source of stereotypes, prejudices,
discrimination, and even ethnic cleansing.
OTHER CULTURAL CONCEPTS
1. Culture Trait
- A characteristic of human action that is
acquired by people socially and transmitted to
one another via various mode of
communication.
2. Culture Complex
- Group of culture traits all interrelated and
dominated by one essential trait: Nationalism is
a culture complex.
3. Culture Lag
- Refers to the notion that culture takes time to
catch up with technologies innovations, and the
resulting social problems that are caused by this
lag
4. Culture shock
- Is an experience a person may have when one
moves to a cultural environment which is
different from one’s own
5. Counter Culture
- Is a subculture whose values and norms of
behavior differ substantially from those of
mainstream society, often in opposition to
mainstream cultural mores
6. Subculture
- A social group within a national culture that has
distinctive patterns of behavior and beliefs; a
group of people within a larger culture, such as
a country, who have something in common.
7. Ethnocentrism
- Belief that your own culture is superior to
others; believing that the way you’re used to
doing things is the only right way to do them,
and that people or culture that do things
differently are wrong.
8. Xenocentrism
- A culture-based tendency to value other
cultures more highly than one’s own; serves as
an antithesis to ethnocentrism, wherein a
person believes his or her culture and its goods
and services are superior to that of all other
cultures and people.
 9. Temporocentrism
- Is the belief, whether consciously held or
unconsciously, that one’s own time is more
important than the past or future.
10. Spatialization
- Can refer to the spatial forms that social
activities and material things, phenomena or
processes take on.
11. Culture Relativism
- The ability to understand a culture on its own
terms and not to make judgments using the
standards of one’s own culture. The goal of this
is promote understanding of cultural practices
that are not typically part of one’s culture.
12. Diaspora
- A scattered population whose origin lies in a
separate geographic locale; historically, the
word diaspora was used to refer to the
involuntary mass dispersion of a population
from its indigenous territories.
13. Hidden Transcript
- A concept often used in discussions of power
and resistance, and it refers to forms of
resistance and dissent that are kept out of sight
for those in power.
14. Public Transcript
- Open public interaction between dominators
and oppressed.
CULTURAL CONFLICTS
INTER-CULTURAL CONFLICT
 INVASION/COLONIZATION
 Establishment of territory and imposition of
power over the conquered people
 Designed national development attune to their
vested interest (foreign framework)
 Social Stratification
 Caste system or closed system
 Estate System
 Open System
 Ethnic cleansing
CHAPTER 2: LESSON 3
SPIRITUAL AND FAITH TRADITIONS FOR PEACE
Religion is often viewed as a motive for conflict and has
emerged as a key component in many current and past
conflicts. However, religion does not always drive violence;
it is also an integral factor in the peace-building and
reconciliation process
POWER OF RELIGION
 Create or destroy
 Unite or disperse
 Make a peace or war
 Sees others as foreigners and sources of corruption
and defilement

Crafting of Nationhood
 Institutionalization of the social norms;
o Folkways, Mores, Values, Beliefs
system and language. – Putting them
into law
o Homogenization of Culture for
national unity and solidarity
o This lead to marginalization of the
cultural minority

“Social Institutions are based on popular culture and

norms of the majority”
Core: Cultural Majority
Semi Periphery: Friends and collaborators of the majority
Periphery: Cultural minority