Name: Tricia Lucarini
Section: 11 FROST
DIFFERENTIATION TABLE
Unique Characteristics
 The model is divided into 5 primary elements: Ex.
Speaker, Speech, Occasion, Audience and Effect
 It is more focused on public speaking than
interpersonal communication
ARISTOTLE’S MODEL  The speaker is the main figure in communication
LASWELL’S MODEL  It is a framework for critiquing and Example scenario below:
deconstructing the elements involved in mass
communication
 The model describes verbal communication & it
consists of 5 elements: Communicator (who),
Message (says what), Medium (in which
channel), Receiver (to whom) Effect (with what
effect)
 It is best known as the original “linear model”
because it conceptualizes learning as moving in
only one direction
Examples
- A politician giving a speech to get votes
from the civilians at the time of election
- A teacher giving out a lecture to the
students during recollection day
- Marcus gave a brave speech to his
soldiers in the war field to defeat the
Roman Empire
- Librarian: “I can help you here”
Communicator: Librarian
Message: Declarative regarding help
Medium: Face to Face
To Whom: Reich
Effect: Alert to the source of help
- Reich: “I don’t need help; I need a book”
Communicator: Reich
Message: Declarative regarding needs
Medium: Face to Face
To Whom: Librarian
Effect: Alert to needs
- Librarian: “I can help you with books”
Communicator: Librarian
Message: Declarative regarding help
Medium: Face to Face
To Whom: Reich

 It is a linear model of communication that
provides a framework for analyzing how
messages are sent and received
 It is a transmission model consisting of five
elements: an information source (sender), a
transmitter (encoder), a channel (noise), a
receiver (decoder) and a destination (receiver).
SHANNON-WEAVER’S  It is best known for its ability to explain how
MODEL messages can be mixed up and misinterpreted in
the process between sending & receiving
messages
 The model seeks to explain how meaning is
transferred between individuals, corporations,
and others. The model involves a sender, who
encodes the message, and a recipient or receiver
who decodes it. (the sender and the receiver
hold both roles in the model)
 It has more practical usability than Aristotle's,
SCHRAMM’S MODEL
Berlo's, or Shannon and Weaver models (It has
more practical applications than previous
communication models)
 The model works well for explaining cyclical
feedback
Effect: Alert to help
Ex.
- Telephone call
(A businessman calling his worker about a
meeting happening regarding their brand
promotion. The worker does not receive his
message clearly due to the transmission error
or noise)
- Listening to the radio
(Not being able to listen properly to the
reporter’s news in the radio due to the slow
signal)
- A Face-to-Face Discussion
(The teacher explaining the given lessons to
the students by showing them certain videos.
The students aren’t able to understand the
videos clearly due to the weak network of the
computer that may lead to breakage of the
sound)
Ex.
-

 This model is also known as the SMCR model of

BERLO’S MODEL communication: source, message, channel &
receiver. Each of them is affected by different
 factors
 The model is straightforward as compared to
modern communication models
 Unlike the Aristotle model of communication,
which assigns speakers as an essential part of the
model, this model states that the emotional
aspect of the message is an integral part of
communication.

Instructions: 
1. Differentiate the different specific communication models that we have discussed. Then, provide the unique characteristic/s found
in the model.
2. Finally, provide three (3) sample scenarios for each communication model 
3. This quiz is worth 30 points.  You are given two (2) attempts for this activity.

Needs Improvement Fair Strong Excellent

Element
3 4 5 6
Introduces Content but focus Introduces the Content Introduces the Content
Content Content is unclear
is unclear well. clearly.
Attempts to develop topic Thoroughly develops topic
Little to no facts, concrete Develops topic with facts,
with facts and examples but with relevant facts,
Evidence details, quotations, or concrete details,
lacks quotations and concrete details,
examples included. quotations, and examples.
concrete details. quotations, and examples.
Clear and concise
Explanation and analysis Clear explanation and
Little to no explanation or explanation and analysis
Explanation and attempt to discuss the analysis that discusses
analysis of the information that thoroughly discusses
Analysis information but is unclear at most of the information
presented. the information
times. presented.
presented.
Attempts to organize ideas, Organizes ideas in a Strong organization and
Organization and Little to no attempt at
but transitional language logical way. Transitional transitional language used
Transition organization.
needs to be added. language was used. throughout.
 Mechanics
Distracting mechanical Mechanical errors distract at A couple errors present, Mechanics reflect careful
(Spelling and
errors throughout. times. but they do not distract. editing.
Grammar)