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Pamantasan ng Cabuyao
College of Education, Arts, and Sciences

Katapatan Homes Subd. Brgy. Banay-banay, City of Cabuyao
Course Code: COM101
Course Description: Purposive Communication
COURSE DESCRIPTION:
Purposive Communication is a three-unit course that develops student’s communicative competence
and enhances their cultural and intercultural awareness through multimodal tasks that provide them
opportunities for communicating effectively and appropriately to the multicultural audience in local or global
contexts with a focus on the effective use of the English Language, the world’s Lingua Franca. It equips
students with tools for critical evaluation of a variety of texts and focuses on the power of language and the
impact of the images to emphasize the importance of conveying messages responsibly. The knowledge,
skills, and insights that students gain from this course may be used in their other academic endeavors, their
chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio-visual,
and/or web-based output for various purposes. It also aims to familiarize learners with the varieties of
Englishes and lexicons from different English-speaking countries for effective global communication.
COURSE LEARNING OUTCOMES:

KNOWLEDGE
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
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptively (listening, reading, viewing) skills; and
5. Summarize the principles of academic text structure
SKILLS
1. Convey ideas through oral audio-visual and/ or web-based presentations for different target
audiences in local and global settings using appropriate registers.
2. Create clear, coherent, and effective communication materials
3. Present ideas persuasively using appropriate language registers, tone, facial expressions, and
gestures
4. Write and present academic papers using appropriate tone, style, conventions, and reference styles
VALUES
1. Adopt cultural and intercultural awareness and sensitivity in the communication of ideas
2. Appreciate the differences in the varieties of spoken and written language.
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world.
Course: PURPOSIVE COMMUNICATION

Prepared by: Ms. Jeramee Tecson Lizaso, LPT, MAELT 1
COURSE OUTLINE:
Chapter 1: Understanding 21st Century Communication

1. Communication, process, principles, and ethics
2. Communication and Globalization
3. Local and Global Communication in Multicultural Settings
4. Varieties and Registers of Spoken and Written English Language
5. Evaluating messages and/or images (e.g., pictures, illustrations) of different types of texts
reflecting different cultures (regional, Asia, Western, etc.)
Chapter 2: Communication Aids and Strategies using tools of Technology

1. Preparing a multimedia presentation
Chapter 3: Communication for Various Purposes

1. Informative, persuasive, and Argumentative Communication
2. Public speaking
3. Making Inquiries
Chapter 4: Communication for Work Purposes
Chapter 5: Communication for Academic Purposes

Learning Material
What is communication?
We define COMMUNICATION as the process of sharing CHAPTER 1
meaning in any context. In addition, Wood (2003), in her book
“Communication in our Lives”, defined communication as a
systematic process in which people interact with and through
symbols to create and interpret meanings. COMMUNICATION
Watch: PROCESS,
PRINCIPLES, AND
https://www.youtube.com/watch?v=JdbL7jJb3JE
ETHICS
Verbal vs. Nonverbal Communication
Verbal communication is the use of language to transfer
information through speaking or sign language. It is one of the Objectives:
most common types, often used during presentations, video  Describe the nature,
conferences and phone calls, meetings, and one-on-one elements, and
conversations. Verbal communication is important because it is functions of verbal
and non-verbal
efficient. Verbal communication could be in two forms: ORAL and
communication in its
WRITTEN. various and
Non-verbal communication, on the other hand, does not multicultural contexts
 Illustrate the process
involve the use of words. It is the use of body language, gestures,
of Communication
and facial expressions to convey information to others. It can be
used both intentionally and unintentionally. For example, you might
smile unintentionally when you hear a pleasing or enjoyable idea
or piece of information. Nonverbal communication is helpful when
trying to understand others’ thoughts and feelings. The 7 aspects
of non-verbal communication include facial expression, eye contact, body movements,
posture, para language, proxemics, and physiological changes.
Watch: https://www.youtube.com/watch?v=Nhg1_6NdDfo
Oral vs. Written Communication
Oral Communication is the process of conveying or receiving messages with the use of
spoken words. Oral communication can either be in the form of a direct conversation
between two or more persons like face-to-face communication, meetings, seminars, or
indirect conversation like a telephonic conversation, video call, voice call, etc.
The communication in which the message is transmitted in written or printed form

is known as Written Communication. It is the most reliable mode of communication, and it
is highly preferred in the business world because of its formal and sophisticated nature.
Elements of Communication
 Sender
 Sender is the one who begins the communication process.
 Sender is also called speaker, encoder, or source.
 Message

➢ It is the information being sent by the sender to the
receiver.
 Encoding
It is the process of putting the ideas together to compose an understandable
message.
 Channel
➢ It refers to any instrument being used to transfer the message.
 Receiver
➢ Receiver is responsible for interpreting and providing a response to the message.
 Decoding
➢ It is the process of interpreting the message by breaking down the message for
the mind to absorb and understand.
 Feedback
➢ It is the response of the receiver to the message of the sender.
 Noise
 Noise or “Barrier” refers to any interference, interruption, or distraction during the
communication process.
 Noise is of three (3) types: External, Internal, and Semantic
 Context
 Context is the setting where communication occurs.
 This could be physical, social, historical, psychological, and cultural
Watch:
https://www.youtube.com/watch?v=4Z1BIeje_ko
Levels of Communication
1. Intrapersonal Communication
➢ It occurs within oneself. This is sometimes referred to as “cognitive or personal
communication, or self-talk”.
2. Intrapersonal Communication
➢ It refers to communication between two or more people. It has four forms: Dyadic,
Small Group, Public, and Mass Communication.
Functions of Communication
 We communicate to meet needs.

 We communicate to enhance or maintain our sense of self.
 We communicate to fulfill our social obligations
 We communicate to develop a relationship.
 We communicate to exchange information.
 We communicate to influence others.
Principles of Communication
 Communication is purposive.
 Communication is continuous.
 Communication messages vary in conscious encoding.
 Communication is relational.
 Communication has ethical implications.
 Communication is learned.
What is ethics?
ETHICS are values that have been instilled in us. We have knowingly or unknowingly
accepted them and govern our actions. Our ethical values system is the basis for our
decision-making and our basis for communication ethics.
Communication Ethics (Berko, 1995)
1. Speaks with sincerity.

2. Does not knowingly expose an audience to the falsehood of half-truths that
can cause significant harm.
3. Does not premeditatedly alter the truth.
4. Presents the truth as he or she understands it.
5. Raises the listener’s level of expertise by supplying the necessary facts.
6. Employs message that is free from mental, as well as physical coercion.
7. Does not invent or fabricate information.
8. Gives credit to the source of information.

CHAPTER 1
What is Globalization?
It is the communication and assimilation among individuals,
ethnicities, races, institutions, and governments of various nations
COMMUNICATION
supported by technology and compelled by international trade. AND
Due to globalization, the more you become exposed to diversity- GLOBALIZATION
-- the valuing of the uniqueness of differences in gender
preference, color, age, religion, affiliation, ethnicity, education,
social, economic status, and political beliefs. Objectives:
 Explain how cultural
Watch: and global issues
affect
https://www.youtube.com/watch?v=JJ0nFD19eT8 communication
 Appreciate the
Types of Globalization impact of
1. Financial Globalization communication on
society and the
2. Economic Globalization
world
3. Technological Globalization
4. Political Globalization
5. Cultural Globalization
6. Sociological Globalization
7. Ecological Globalization
8. Geographical Globalization
Strategies to Become an Effective Communicator

 Review communication principles.
 Analyze the message receiver
 Be open to accepting others’ cultures.
 Learn about cultures and apply what is learned.
 Consider language needs
Ethics Across Cultures (Kale, 1997)

 Ethical communicators address people of other cultures with the same respect
that they would like to receive themselves. Intercultural communicators should
not demean or belittle the cultural identity of others through verbal or non-
verbal communication.
 Ethical communicators seek to describe the world as they perceive it as

accurately as possible. What is perceived to be the truth may vary from one
culture to another, truth is socially constructed. This principle means that
ethical communicators do not deliberately mislead or deceive.
 Ethical communicators encourage people of other cultures to express

themselves in their uniqueness. This principle respects the right of people to
expression regardless of how popular or unpopular their ideas may be.
 Ethical communicators strive for identification with people of other cultures.

Intercultural communicators should emphasize the commonalities of cultural
beliefs and values rather than their differences.

Communication Approach to Intercultural Communication
 Personality Strength
➢ The main personality traits that affect intercultural communication are
self-concept, self-disclosure, self-monitoring, and social relaxation.
 Communication Skills
 Individuals must be competent in verbal and non-verbal behaviors.
Intercultural communication skills require message skills, behavioral
flexibility, interaction management, and social skills.
 Psychological Adjustment
 Effective Communicators must be able to acclimate to new
environments. They must be able to handle the feelings of “culture
shock” such as frustration, stress, and alienation in ambiguous
situations caused by new environments.
 Cultural Awareness
 To be competent in intercultural communication, individuals must
understand the social customs and the social system of the host
culture. Understanding how people think and behave is essential for
effective communication with them.
Barriers to Intercultural Communication

 Anxiety
 When you are anxious because of not knowing what you are expected
to do, it is only natural to focus on that feeling and not be totally
present in the communication transaction.
 Assuming Similarity instead of Differences

 Each culture is different and unique to some degree. Boucher (2004),
as stated by Jandt (2010), has shown how cultures differ as to whom
it is appropriate to display emotions. If you assume the display of
emotions is similar to your culture, you might see people of different
cultures in certain circumstances as lacking emotions inappropriately.
 Ethnocentrism
 It is negatively judging aspects of another culture by the standards
of one’s own culture.
 Stereotyping
 The term “stereotype” is the broader term commonly used to refer
to negative or positive judgments made about individuals based on
any observable or believed group membership.
 Prejudice
 Prejudice refers to the irrational dislike or hatred of a particular

group, race, religion, or sexual orientation (Rothenerg, 1992).
Persons in the group are viewed not in terms of their individual merit
but according to the superficial characteristics that make them part
of the group.
Characteristics of Intercultural Communication
 Motivation
➢ The desire to communicate successfully with
strangers is an important start. For example, people high in
willingness to communicate with
people from other cultures report a greater number of friends from

different backgrounds than those who are less willing to reach out.
Having the proper motivation is important in all communication, but
particularly so in intercultural interactions because they can be quiet
challenging.
 Tolerance for Ambiguity

➢ Communicating with people from different backgrounds can be
confusing. A tolerance for ambiguity makes it possible to accept,
and even embrace, the often equivocal and sometimes downright
incomprehensible messages that characterize intercultural
communication
 Open-mindedness
➢ Principled communicators are not likely to compromise deeply held
beliefs about what is right. At the same time, competence requires
an attitude that recognized that people who behave differently are
most likely following rules that have governed their whole lives.
 Knowledge and Skill

➢ Communication Theorist Charles Berger outlines three strategies for
moving forward to a more mindful, competent style of intercultural
communication:
• Passive Observation
• Active Strategies
• Self-disclosure

CHAPTER 1
What is Intercultural Communication? LOCAL AND
GLOBAL
Jandt (1998) introduced intercultural and intracultural COMMUNICATION
communication. Intercultural Communication refers to interaction IN MULTICULTURAL
with people from diverse cultures the other hand, Intracultural SETTINGS
Communication is the interaction between or among members of
the same racial or ethnic group or co-culture.
VARIETIES AND
REGISTERS OF
Forms of Intercultural Communication SPOKEN AND
 Interracial Communication WRITTEN ENGLISH
 It refers to the interaction of people LANGUAGE
belonging to different races.
 Interethnic Communication
 It is the interaction among people of different
Objectives:
ethnic origins.
 International Communication  Determine
 It is the interaction between representatives culturally
from different nations. appropriate terms,
expressions, and
Improving Intercultural Competence images (sensitivity
to gender, race,
The following guidelines may help you enhance your ability class, etc.)
to communicate effectively across cultures (Gamble & Gamble,  Adopt cultural and
2008). intercultural
awareness and
1. Recognize the validity and differences of
sensitivity in
communication styles among people.
communication of
2. Learn to eliminate personal biases and prejudices.
ideas
3. Strive to acquire communication skills necessary in a
multicultural world.
Varieties of Language
Lin (2016) presents the following nature of language variation as prescribed by
most linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local) and outs
(global) our community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses
Characteristics of Spoken Language
 The situation in which the spoken variety of language is used and in which it
develops presupposes the presence of an interlocutor.
 The spoken language is mostly maintained in the form of a dialogue
 The spoken language utilizes the human voice and all kinds of gestures that
give additional information.

 The spoken language is spontaneous but
momentary. It vanishes after having fulfilled its purpose, which is to
communicate the thought, no matter how trivial or important.
 The spoken language cannot be detached from the user of it.
 The spoken language widely uses intensifying words. These are interjections
and words with strong emotive meanings, such as oaths, swear words, and
adjectives which have lost their primary meaning.
 The spoken language is characterized by the insertion into the utterance of
words without any meaning, which is called “fill-ups” or empty words such as
“well”, “and all”, “so to say”, “whatever”, etc.
Varieties of Spoken Language
There are five types of spoken language. These are followed by situations that
illustrate each category.
 INTERACTIONAL
 It is used for having a social function. This makes use of informal type
of speech which aims to develop relationships between interlocutors.
Example:
A: Hi! How are you today?

B: I’m goo d. You?
A: I’m ok .
 REFERENTIAL
 It is providing the listener some information referring to objects or
abstract concepts. The speaker assumes that the listener has
knowledge on the matter at hand. In return, the listener has to know
the context before they can understand the references.
Example:
The mobile phone unit has been sent via door - to - door at 10 o’clock. Please notify the
office once you have received it.
 EXPRESSIVE
 It is showing the speaker’s judgments or feelings about a person,
event, or situation.
Example:
It’s truly unbelievable! How could she do such a terrible thing?
 TRANSACTIONAL

 It is used for getting information or making a deal. It
has a specific purpose and is driven by needs and wants rather than
sociability. Unlike interactional language, transactional spoken
language has its intention to achieve a give-and-take relationship
between the speaker and the listener. Here, a specific query is a given
specific answer.
Example:
A: May I know how much this parcel costs?
B: You can give me Php 100.00
 PHATIC
 It means engaging in small, plain talk. The speaker and listener use a
minimal amount of language to engage in the conversation. This
spoken language variety poses familiarity of topic and context
between the speaker and the listener.
Example:
A: Coffee?
B: Yes, black.
Characteristics of Spoken Language
 The written variety presupposes the absence of an interlocutor.

 The written language is mostly maintained in the form of a monologue.
 The written language is more carefully organized and more explanatory. Most
often, the word choice is more deliberate.
 The written language can live forever with the idea it expresses.
 The written language can be detached and objectively looked at. The writer
has an opportunity to correct and improve what has been put on paper.
 The written language bears a greater volume of responsibility than its spoken
counterpart.
Spoken and Written Language
Both varieties, however, may be different in terms of their phonetics, morphology,

lexicon, and syntax. Yet, the most striking difference between the spoken and written
language is in the vocabulary used. There are words and phrases typically colloquial, on
one hand, and typically bookish, on the other hand. If colloquial words and phrases find
their way into the written language, they immediately produce a marked stylistic effect and
can be used for speech characterization.

Types of Words
COLLOQUIAL NEUTRAL LITERARY
daddy father parent
get out go away retire
go on continue proceed
guys friends associates
Forms/ Types of Spoken and Written Language
SPOKEN WRITTEN
Face-to-face Reports
Telephone
Memos
conversation
Virtual
Emails
Conferencing
Group
Fax messages
discussions
Business
Meetings
correspondence
Speech Illustrations

Culturally Responsive, Engaging, and Appropriate Language
“Calling an illegal alien an undocumented immigrant is like calling a drug dealer an

undocumented pharmacist.” - Anon
The choice of words is a powerful strategy in communication. When Confucius said, when
words lose their meanings, people lose their freedom”, the control of language is an
essential tool for engaging and responsive communication. Hence, cultural appropriateness
of language is conforming to a culture’s acceptable expressions and standards of behavior
and thoughts. This is referred to as “POLITICAL CORRECTNESS”.
Ways on How to Choose Appropriate Language
 Notice and reflect on disrespectful language, thoughts, and actions.

 Respect people of different races.
 Use language that includes the LGBTQIA+ people.
 Avoid exclusionary, gender-specific language.
 Avoid using explicitly religious terms in the mixed-religious company.
 Avoid expressions that devalue people with physical or mental disabilities.
 Refrain from language that groups people into one large category.
Political Correctness
Political correctness has an important purpose: it promotes equality by demonstrating an

understanding that all people and groups are valuable to society regardless of race, culture,
religion, gender, or sexual orientation.
NON-POLITICALLY
POLITICALLY CORRECT
CORRECT
Housewife Domestic Engineer
Global Warming Climate Change
Broken Home Dysfunctional Family
Slum Area Economically Deprived Area
Wanted Criminal Person of Interest
Lazy Motivationally Deficient

Dustman Sanitation Engineer
Insane Reality Challenged
Caretaker Site Engineer
NON-POLITICALLY POLITICALLY CORRECT

CORRECT
Stupid Intellectually Impaired
Chairman Chairperson/ Chair
Mother/ Father Parent
Husband/ Wife Partner
Immigrant Newcomer
Jungle Rain Forest
Shoplifting Irregular Shopping
Unemployed Economically Inactive
Culturally (In)Appropriate Images
Cultural Appropriation of images is the adoption of the iconography of another culture,

and using it for purposes that are unintended by the original culture or even offensive to
that culture’s mores. This poses deeper concerns and issues of communication in which the
origin of that culture gets offended.
How well can you detect culturally inappropriate images and illustrations? Take a close
look at the images below.

What are your observations on the images presented

above?
CHAPTER 1
Cultural Sensitivity
EVALUATING
Cultural Sensitivity is an attitude and way of behaving in which MESSAGES AND
you are aware of and acknowledge cultural differences. This is IMAGES
crucial for effective interpersonal communication (Franklin &
Mizell, 1995). If you can tell how the above pictures pose
insensitivity to those who made them, then you are sensitive Objectives:
enough.  Evaluate
multimodal texts
critically to enhance
receptively
(listening, reading,
viewing) skills
 Convey ideas
What is the Message? through oral, audio-
visual, and/or web-
In communication cycle, message is one of the elements that based presentations
gives information and ideas to its intended receiver or audience. for different target
In rhetorical studies and communication studies, the message is audiences in local
the information conveyed by: (a) words (in speech or writing, and global settings
and/or (b) other signs and symbols (Nordquist, R., 2017). using appropriate
Therefore, message whether verbal or nonverbal, or both, makes registers
up the content of the communication process. The source or  Adopt awareness of
sender starts the process by conveying the message to a receiver audience and
(cited in Nordquist, Richard “message communication”). context in
presenting ideas
 Verbal and Non-verbal Content

A message may include verbal content (i.e., written or spoken words, email, text
messages, phone calls, snail mail, sky-writing, etc.) and will include non-verbal
content (meaningful behavior beyond words: e.g., body movement and gestures,
eye contact, artifacts, and clothing, vocal variety, touch, timing, etc.) Intentionally or
not, both verbal and non-verbal content is part of the information that is transferred

in a message. If non-verbal cues do not align with the
verbal message, ambiguity is introduced even as uncertainty is increased.” (John O.
Burtis and Paul D. Turman, Leadership Communication as Citizenship. Sage, 2010)
 Messages in Classical Rhetoric
“Both Cicero and Quintilian accepted the Aristotelian Notion that a rhetorical
message consists of effective use of logical (logos), ethical (ethos), and pathetic proof
(pathos). The rhetor who has command of these three persuasive strategies, the held,
is in a good position to motivate an audience.” (J.L Golden et.al., The Rhetoric of
Western Thought, 8 ed. Kendall Hunt, 2003)
 Messages in the Media
“A well-defined message has two key components. First, it is simple, direct, and
concise. Second, it defines the issues on your own terms and in your own words.
(Peter Obstler, “Working With the Media”. Fighting Toxics: A Manual for Protecting
Your Family, Community, and Workplace, ed. By Gary Cohen and John O’Connor.
Island Press, 19990)
“People who are highly media literate can see much more in a given message. They
are more aware of the levels of meaning. This enhances understanding. They are more
in charge of programming their own mental codes. This enhances control. They are
much more likely to get what they want from the messages. This enhances
appreciation. Thus, people operating at higher levels of media literacy fulfill the goals
of higher understanding, control, and appreciation”.
What is the Purpose of the Message?

According to Jennifer Lombardo, MUD school instructor and freelance artist, “determining
the purpose of your message is the first step in deciding what you want to say and how
you want to say it. Once you have the goal selected, it is then easy to tailor the message
in order to reach your audience. It is essential to choose whether to inform, persuade, or
offer goodwill via a message in the workplace”.
 Informative Message
These can be used to share or convey information, usual, repetitive, everyday tasks,
directions, codes, processes, and procedures in the workplace. The message should
be very clear, straight to the point, and easy to understand.
Informative messages are designed to influence understanding; to make it clearer
or more developed. They are not designed to change or reinforce opinions, though
sometimes that occurs as a side
effect(www.uta.edu/faculty/mputnam/COMS3312/Notes/Ch10.html). Examples of
informative messages are the State of the Nation Address (SONA) of the president,
orientation of newly hired employees, organization and committee meetings, etc.
 Persuasive Message
These occur when a person tries to convince another person or group to take certain
specific actions. It should be as specific as possible, and the purpose should be
observable and measurable.

A persuasive message follows a persuasive strategy
AIDA (Attention, Interest, Desire, and Action).
It explains how the receiver benefits from fulfilling a request- before the request is
made (Brantley & Miller, 2007).
❖ Goodwill Message
These are used to show a sense of kindness, friendliness, gratitude, regret,

sympathy, congratulations, invitations, and appreciation.
According to Mary Ellen Guffrey (1998), goodwill messages carry good wishes,
warm feelings, and sincere thoughts to friends, customers, and employees. Examples
of goodwill messages are messages of appreciation, congratulations, sympathy, etc.
The Reader and the Audience

Both reader and audience are receivers of the message. However, they differ on the source
and the way they receive messages. A reader interprets written messages by reading
aloud or by eyes. On the other hand, the audience receive message my listening to oral
messages.
The reader of any text plays a vital role of providing interpretations concerning what has
been read. By definition, a reader is someone who reads a particular newspaper, book,
or magazine with a particular skill
(www.mamillandictionary.com/us/dictionary/american/reader).
Interpretation of the text is done through seeing relationships of the elements presented.
You may accept or reject a text depending on its effect on you. There are instances that
you respond based on your emotions and some would do this based on their intellect.
Reading comprehension requires readers to know and understand the text being read.
One’s excellent decoding skills would not be enough. More than skills like this would be
understanding of the written text. Reading comprehension is not a single step or easily
acquired skill. By Prado and Plourder (2005) in Harvey (2010), it is a process that
involves thinking, teaching, past experiences, and knowledge.
One of the factors that affect one’s reading comprehension is the process of reading being
practiced using the text being read. There are 3 processes of reading and it include:
BOTTOM-UP, TOP-DOWN, and INTERACTIVE.
 Bottom-up
This is the process of reading from TEXT TO MIND in which the reader only interprets what
he or she understands from the material. This is used when the reader doesn’t have an idea
yet about the topic and that all the understanding comes from the text.
 Top-down
This is the process of reading from MIND TO TEXT in which the reader incorporates his or
her prior knowledge to the text he or she is currently reading. This is used when the reader
already has a background idea about the topic of the text.
 Interactive
This is the combination of bottom-up and top-down processes. How does this happen?
This process is commonly used when the reader already has prior knowledge about some
parts of the text that he is able to interpret it from mind to text. Moreover, the reader is
still able to gain new knowledge from which he is able to use the bottom-up process
What Do We Do with Messages?

Messages come from the texts being read. These could be evaluated by the readers in
different ways; hence, they begin to have different levels of reading comprehension.
Messages may also come from different materials such as printed texts (i.e., magazines,
articles, newspapers, journals, research, books, and the like) and online texts. These may
be shown in different ways and may be given various interpretations based on their
presentations.
But how do culturally diverse learners respond to these texts?

Hamp-Lyons (1998) in Kroll (2003) found that essay readers from different cultures
responded to essays in different ways. This appeared to be a partial attribute to their
linguistic/ rhetorical backgrounds. This becomes an issue, then.
Factors Affecting Varied Interpretation of Texts
 Social Environment
 Home Environment’
 Cultural Environment
 Experiences
 Intellectual Level
 Language Differences
Ways Used o Convery Messages from Various Texts Read in

There are different ways by which we can interpret messages from various texts and these
ways may also vary based on our level of understanding. For example, kids would interpret
the meaning of a story based on images that they see from the text. In this time that
everybody has been facing globalization, kids normally look for pictures, graphs, charts, or
symbols since most them are visual/ global learners. Hence, the use of images would be
very useful in writing to elicit a number of responses from them.
This also applies to students in the higher level. Sometimes, they prefer to see and get
meaning of a text through images. These students are considered global learners- those
who can analyze things through illustrations.
They would probably choose reading materials which are presented below:

In addition, readers may also use images as symbols of how they understand the
meaning of a text. They give responses through pictures. When we ask them to describe
their families, one of them may get a family picture to tell us how his/her family looks like.
For youngsters who are inclined of using social media, one way by which they can interpret
a text, or any observation is through their own stories.
Stories can help clarify key values and also help demonstrate how certain tasks are
performed within an organization. With this, their interpretations of things may also be sent
and delivered to other people through social media sites. There are instances that they
include a photo to give emphasis.
People use images of objects which they want to emphasize or sometimes, things that
they want to advertise. Visual narratives are also being created by many of these readers/
interpretations/ presenters. These have also been used in Semiotics, as mentioned by
Molnar (2011).
The Target Audience

We normally consider our audience whenever we write a letter, a book, or any scholarly
materials. Yes, we find it difficult to begin writing due to lack of appropriate vocabulary
of terms to be used but this would be easier if we become specific of our target audience.
As cited by Kranz (2007), knowing the audience will also help to determine the degree
of formality with which we should write. He added that knowing who we are writing for

should dictate whether to use conventions like
contractions for informal writing or those mechanics for formal/ technical writing.
The messages which we would like to deliver should fit the target audience of the
material. With this, we should have knowledge about their backgrounds; hence, they
would understand the material which we prepared.
Love your audience:
Different ways to help them understand your message

(Everse, 2011)
 Keep the message simple, but deep in meaning.

 Inspire, educate, and reinforce them.
 Use 21st-century media and be unexpected.
Key Concepts of Media Literacy

The Key Concepts of Media Literacy framework serves as a basis for developing a critical
understanding of the content of mass media, the techniques used, and the impact of
these techniques. Also, the Key Concepts of Media Literacy can be very helpful in the
construction of media texts for different purposes.
The term “text” includes any form of written, spoken, or media work conveying
meaning to an audience. Text may use words, graphics, sounds, and images in presenting
the information. It may be in oral, print, visual, or electronic form.
KEY CONCEPTS GUIDE QUESTIONS IN MEDIA TEXT ANALYSIS
1. All media messages are constructed. a. What is the message of the text?
How effectively does it represent
b.
reality?
c. How is the message constructed?

What lifestyles, values, and points

2. Media have embedded values and points
a. of view are represented in the
of view.
text?
b. Who or what is missing?
What message do you perceive

3. Each person interprets the message a. from the text?
differently. How might others understand it
b.
differently? Why?
What is the purpose of the text?
a.
4. Media have commercial, ideological, or Who is the target audience of the
b.
political interests. text?
c.
Who might be disadvantaged?
d. Who created the text and why?
What techniques are used and
5. Media messages are constructed using a a. why? How effective are the
creative language having its own rules. b. techniques in supporting the
messages or themes of the text.
What are the other ways of
c.
presenting the message.

What is the Role of Technology in Communication?

Communication and Technology have become essential in
today’s generation. All around the world, government, education
system, researchers, community leaders, teachers, and parents
consider technology to be critical part of child’s communication CHAPTER 2
competence and skills development. These advances in
technology have influenced the way people create, share, use, and
develop information in society, and young people need to be
COMMUNICATION
highly skilled in their use of information and communication
AND TECHNOLOGY
technologies
Technology-assisted communication or machine-assisted

interpersonal communication combines characteristics of both Objectives:
interpersonal and mass communication situations (Dominick,  Convey ideas
1999). In this setting, one or more people are communicating be through oral, audio-
means of a mechanical device or devices with one or more visual, and/ or web-
receivers. One of the important characteristics of technology- based presentations
assisted communication is that it allows the source and the for different target
receiver to be separated both by time and space. audiences in local
and global settings
Learning the history of communication is very significant because using appropriate
knowing what happened many years ago will help people registers
understand what is going on now. Modern communicators needed  Adopt awareness of
to trace human civilization to better appreciate the tools of audience and
communication they are currently using. Human’s early ancestors context in
must have had some means of non-verbal communication long presenting ideas
before they have learned and eventually developed the spoken
language.
Seven Milestones in the Evolution of Human Communication

1. Language
2. Writing
3. Printing
4. Telegraphy and Telephony
5. Photography
6. Radio and Television
7. Computer and Internet
With the evolution of the seven milestones of human communication and technology, in
general, it is difficult to predict the ultimate shape of a new communication medium. It
appears that the emergence of a new communication tool changes but does not extinct
those advances that came before it. Each advance in communication increases the power
to convey and record information, and each has played a significant role in creating the
culture and society that people have nowadays.
The Meaning of Relational Technology
Technological devices play a vital role in the way people communicate nowadays. Personal
and relational identities are created and maintained using these technologies. Duck and
McMahan (2009) refer to cellphones, iPod, and other technological devices as relational
technologies to emphasize the relational functions and implications of their use is society
and within specific groups.

Media and Technology Generations
The progress of technology plays a major influence in identifying the perceptions and
experience of generations. Media scholars Gary Gumpert and Robert Cathart (1995) have
maintained that the traditional notion of separating generations according to time can be
replaced by separating generations according to their media experience.
What separates generations is not just the chronological era in which they were born but
also the media and technology that encompass their world. Media generations (Duck and
McMahan, 2010) are differentiated by unique media grammar and media consciousness
based on the technological environment in which they were born.
Online Communication
Experts say online communication is the new face to face communication. Upper and lower
cases of text messages and emojies have carried almost similar meanings and intent as in
a face-to-face communication. The advent of computer-mediated communication has given
man greater freedom and heavier responsibility to survive in an online environment. While
communication is easy, online environment arise from the fact that cyber communication
has also expanded opportunities for online users to hide under different and fraudulent
identities.
Several factors contribute to the construction of identities by communicators in an online
setting. They help shape communication styles that take place in the internet (Duck &
McMahan, 2010)
Screen Names
Identity development is accompanied in part through the selection of screen names which
are frequently selected when participating in chat rooms but are also evident when playing
games, uploading videos, leaving online comments, and evaluations, and even selling items
online. A person is sometimes known to others by his or her screen name, which may or
may not provide an accurate presentation of the person behind the screen.
Users may select screen names based on genuine perceived characteristics of the self or
uncharacteristic traits they wish to establish online. Such screen names as “shyguy21” or
“toughgirl17” may be used by those who view themselves as outgoing or aggressive, as
well as by those who see themselves as introverted or passive offline but wish to create a
unique online persona. People may select a screen name based on genuine characteristics
as a neutral extension of the self-,but they may choose unrepresentative traits as way to
develop untapped aspects of the self and to test these characteristics in what may be an
anonymous and nonthreatening environment.
E-mail Addresses
Also connected to identity instruction, e-mail addresses have these main parts, all of which
can convey personal information to others: the username (sometimes a person’s screen
name), the domain name, and the top-level domain. The username comes before the @
symbol; the domain name comes immediately after the @ symbol. And the top-level domain
follows the dot (.).
Much of what has been discussed about screen names also applies to usernames. You
can convey multiple aspects of the self through the selection of a username, and other
people form impressions of you based on the name you select. Screen an usernames may
also create undesired impressions.: “2Sexy4U” or “YourKindOfGuy”, for example, may be
fine with corresponding and interacting with friends online but not in professional

situations. Keep this in mind when creating your resume. Potential employers may reject a
job candidate whose contact information includes an e-mail address like “LazyBug93”.
The domain name can reveal service provider, profession, or affiliations. Domain names
often display a person’s Internet service provider which may be selected based on how
people wish to portray themselves to others. For instance, some people may select a
relatively small and unfamiliar internet provider as opposed to a large and recognizable
one in an effort to be unique or to display disapproval of large corporations. Individuals
wishing to convey internet experience and capability may use high-speed internet e-mail
addresses with pride. Many of you reading this may have an e-mail account through a
school that connects you symbolically to that institution. Many university alumni
organizations allow former students to retain their college e-mail addresses after
graduation to signify their association with their alma mater.
The top-level domain material spearing at the end of the e-mail addresses also reveals
personal information to others. Such codes as .edu, .gov, .mil, .org may also indicate to
others a connection to an environment with education, government, military, or an
organization. E-mail addresses originating in countries other than the United States come
with a two-digit country code, such as .ph, .uk, which provides further information about
their owners.
Online Content Creation and Identity
The internet has been become both an instrument and a site for social expression ,
especially for younger generation. Personal web pages, blogs, and the posting of share
and display of their thoughts, interests, talents, and other characteristics of the self. While
internet users of all ages perform these activities, younger people use the internet for self-
expression more than adults. In fact, more than half of online teenagers are considered
content creators, internet users who have developed or maintained a Web site or blog or
shared creative work online. (Lenhart and Madden, 2005 as mentioned in Duck &
McMahan, 2010).
Personal Web Pages and Blog
The material and information on personal Web sites and blogs are usually provided for
specific reasons. People may incorporate content specifically for personal expression and
a desire to share it with others, for example, and they frequently use personal Web pages
o maintain connections with their social networks by providing information about the latest
events in their lives. The majority of bloggers cite expressing themselves creatively as the
primary reason for maintaining a blog, with documenting and sharing personal experiences
a close second (Lenhart & Fox, 2006).
Social Networking Sites
Social Networking Sites such as Skype, Twitter, Instagram, Facebook, and Messenger allow
people to connect with friends, families, and others in an existing social network while
establishing new connections and forming relationships with people from around the world.
Equally, important as establishing and maintaining connections with others, social
networking sites are becoming important tools in the display and creation of personal and
relational identities, as well as the disclosure of personal information.
Mediated Communication and its Impact on Personal Relationships
A closer look at the pace of technology has revolutionized communication says a lot about
human relationships. Kraut, Bryanin, and Kiesler (2006) as mentioned in Dave and
McMahan (2009) revealed that “on one level, changes in technology simply allow people

to achieve relatively stable relational goals in new ways.” Cards and small mails have been
replaced by e-cards and e-mails. Correspondence takes place through phone calls rather
than letters. These authors also maintain, however, “that more than simply altering how
traditional goals are met, technological transformation also changes what can be
accomplished, creating new relational goals and norms.
Cellphones and Personal Relationships
Cell phones have come to represent a constant connection to those who possess your
number, and how freely people give out of their cell phone numbers varies.
Giving or denying someone access to your cell phone number establishes both the
boundaries and the degree of closeness desired ad expected within the relationship.
Limiting the availability of contact with a person establishes specific relational boundaries.
How that person views and evaluates such limits depends on your relationship. Refusing
to provide a cell phone number to a friend may be viewed as legitimate (Duck & McMahan,
2009).
On the other hand, providing another person with your cell phone number suggests a
desire for connection with that individual and perhaps an indication of the type of
relationship you wish to establish. For instance, making your number available to an
acquaintance could imply a desire to develop a closer type of relationship. The evaluation
and meaning of providing an acquaintance your number generally depend on your
relationship with that person.
Connection and Availability
Cell phones allow people to be in “perpetual contact” with others (J. Katz & Askhus, 2002).
The ability to make instant contact with another person regardless of geographic location
creates a symbolic connection unlike the one created by any previous communication
technology. If you have your cell phone with you, you have your social networks as well
(Duck, 2007). This constant connection with others can provide comfort and security in a
relationship or can lead to challenges. Relationships require connections between people,
as well as autonomy and independence (Baxter & Montgomery, 1996). While the feeling of
constant connection made possible through cell phones can be beneficial, it may decrease
feelings of autonomy, equally important and necessary in relationships.
Shared Experience
Shared experience can be derived from the use of cell phones. First, the actual use of cell
phones constitutes a shared technological experience. Especially when people correspond
through text messages, they engage in the use of the same technology. Groups assign
great significance and meaning to the use of particular technology, and younger
generations adapt more quickly to changing technology. More than simply transmitting
information, the act of sending and receiving text messages both announces and
establishes shared membership and acceptance into a group.
Personal Relationships and Social Network
Online communication enables people to maintain existing relationships, enhance existing

relationships, and create new relationships and is dramatically changing social networks
(Boase, Horrigan, Wellaman, & Rainie, 2006). Contrary to fears that the internet will hinder
personal relationships, the majority of internet users indicate that it has improved the
quality of their relationships (Howard, Rainie, & Jones, 2002). In fact, increased use of the
internet allows for increased interaction with friends and family not only online but also
face-to-face and over the telephone.
Online communication is dramatically changing the construction and nature of social

networks. Boase, Horrigan, Wellman, & Rainie (2006) have examined online
communication’s impact on social networks and the development of social capital, or the
availability of other people to fulfill the needs and provide assistance. Their findings indicate
that massive changes in the size and the configuration of social networks are taking place
as a result of online communication.
One consequence of online communication is the ability to maintain larger social

networks. Internet users report over-all larger numbers of people in their social networks
than non-users, made possible in part by how easily contact can be maintained through
online communication. As part of their study, Boase, Horrigan, Wellman, & Rainie (2006)
distinguished two types of connection in social networks: Core ties and Significant ties.
CORE TIES include people with whom you have a very close relationship and are in
frequent contact. You often discuss important matters in life, with core ties, and you often
seek their assistance in times of need.
SIGNIFICANT TIE though more than mere acquaintances represent a somewhat

weaker connection. You make less contact with significant ties and are less likely to talk
with them about important issues in your life to seek help from the, but they are still there
for you when needed.
Competence and Challenges in Mediated Communication
 Leaner Messages
Social scientists use the term richness to describe the abundance of

nonverbal cues that add clarity to a verbal message. Face-to-face communication
is rich because it abounds with nonverbal cues that give communicators cues about
the meanings of one another’s words and offer hints about their feelings. By
comparison, most mediated communication is a much leaner channel for conveying
information. Because most mediated communication are leaner that the face-to-
face variety, they can be harder to interpret with confidence. Irony and attempts at
humor can easily be misunderstood, so as a receiver, it is important to clarify
interpretations before jumping to conclusions. As a sender, think about how to
send unambiguous messages so you aren’t misunderstood.
 Disinhibition
Sooner or later, most of us speak before we think, blurting out remarks that
embarrass ourselves and offend others. The tendency to transmit uncensored
messages can be especially great in online communication, where we don’t see,
hear, or sometimes even know the target of our remarks. This disinhibition can
take two forms.
Sometimes, online communicators volunteer personal information that they
would prefer to keep confidential from at least some receivers. Consider the example
of social networking sites like Facebook, Twitter, and Instagram. A quick scan of
home pages there shows that many users post text and images about themselves
that could prove embarrassing in some contexts.
Examples:
“Here I am soon after I got drunk.”
“This is me in Boracay after a long break from work.”
This is not the sort of information most people would be eager to show their
prospective employers or certain family members.

A second form of disinhibition is increased expressiveness. A

growing body of research shows that communicators are more direct- often in a
critical way- when using mediated channels than in face-to-face contact. Sometimes,
communicators take disinhibition to the extreme, blasting-off angry- even vicious-
e-mails, text messages, and website postings. The common term for these outbursts
is flaming.
 Permanence
Common decency aside, the risk of hostile e-messages- or any inappropriate

mediated messages- is their permanence. It can be bad enough to blurt out a private
thought or lash out in a person, but at least there is no permanent record of your
indiscretion. By contrast, a regrettable text message, e-mail, or web posting can be
archived virtually forever. Even worse, it can be retrieved and forwarded in ways
that can only be imagined in your worst dreams. The best advice, then, is to take
the same approach with mediated messages that you do in person: Think twice
before saying something you may later regret.
SOCIAL MEDIA ETTIUETTE: WHAT’S SAFE TO SHARE ON SOCIAL NETWORKS? By

Scott Steinberg
Social networks- self-contained online forums where users can share their lives and
careers and engage in ongoing dialogue with others in the forum of text, photos, videos,
comments, and other forms of high-tech communication- have grown by leaps and bounds
over the past decade. Billions of people worldwide now regularly turn to social networks
to provide friends and strangers alike with snapshots and updates of their daily life and, in
turn, wee what friends, family, and acquaintances are doing at any given moment. In fact,
it’s fair to say that today, we’re juggling two lives: real and virtual. But what do basic rules
of online etiquette look like, and which information and viewpoints are OK to share on
these most public of forums? As we note in the new book Netiquette Essentials: New Rules
for Minding Your Manners in a Digital World, answers are often hard to come by.
Read more:
https://www.huffpost.com/entry/social-media-etiquette-wh_b_14500916 Multimodal
Advocacy
Look at the pictures and state what immediately comes to your mind.

The images shown are examples of an advocacy campaign. An advocacy is

a strategic series of actions designed to influence those who hold governmental, political,
economic, or private powers to implement public policies and practices that benefit those
with less political power and fewer economic resources- usually the affected group.
An advocacy campaign is a long-term set of activities that includes research, planning,

and acting, monitoring, and evaluating advocacy efforts. By practice, advocacy campaigns
are delivered through different platforms of media- television, print, and radio. However,
contemporary technology has enabled advocates to use digital media such as the
internet, mobile devices, and Social Media as tools for pushing an advocacy as well.
Jumpstarting your Advocacy
 Developing your message
Your advocacy message is what you choose to say about your issue, its solution
and who you are. To develop a message, you will need the information to back up
the arguments you see. To do this, you should:
a. Know your audience

b. Know your political environment and moments (controversies, issues, fear, etc.)
c. Keep your message simple and brief
d. Use real-life stories and quotes
e. Use precise, powerful language and active verbs
f. Use clear facts and numbers creatively
g. Adapt the message to the medium you are going to use
h. Allow your audience to reach their own conclusions
i. Encourage the audience to take action
j. Present a possible solution
 Delivering your message
Message delivery involves careful attention to how the information will be

transmitted and to whom or what the message will convey. Choices about delivery
differ depending on the audience and the community. In places where access to
electronic or printed information is limited, people trust ithe nformation they receive
face-to-face from a person they regard as knowledgeable or an authority in the
community. Other information sources simply do not reach them.
 Choosing the right medium
Your choice of a medium to deliver the message depends on who you are speaking
to, what you want to say, your purpose, and your ability to work with that medium.
Mass media can be both a tool and a target of your advocacy. On the other hand,
because mass media reaches so many people, it is a powerful tool to inform and
build support around your issue. Its influence over public opinion and values makes
it a prime target.

Traditional Mediums for Advocacy
 Press Release
 Radio and Television
 Theater and Songs
 Pamphlets, Comic Books, and Photos
SPEECH TO INFORM
An informative speech is one whose goal is to explain or

describe facts, truths, and principles in a way that stimulates CHAPTER 3
interest, facilitates understanding, and increases the likelihood
of remembering. In short, informative speeches are designed
to educate audiences. Thus, most classroom lectures are
basically informative speeches (although they may range from COMMUNICATION
excellent to poor in quality). FOR VARIOUS
PURPOSES
Informative speeches answer the questions about a topic,
such as those beginning with who, when, what, where, why,
how to, and how does. For example, your informative speech Objectives:
might describe who popular singer-songwriter Adele is, define
 Convey ideas
Scientology, compare and contrast the similarities and
through oral, audio-
differences between Twitter and Facebook, narrate the story visual, and/ or web-
of basketball professional Kobe Bryant, rise to fame, or based presentations
demonstrate how to create and post a blog or video on a for different target
website like Youtube. audiences in local
Informative speaking differs from other speech forms (such as and global settings
speaking to persuade, to entertain, or to celebrate) in that using appropriate
your goal is simply to achieve mutual understanding about an registers
object, person, place, process, event, idea, concept, or issue  Create clear,
(Verderver, 2015). coherent, and
effective
The purpose of informative communication is to add to a communication
listener’s understanding. In order to achieve this goal, a materials
speaker must communicate information clearly and  Present ideas
interestingly. There are many different ways to categorize persuasively using
informative speeches, and these will be discussed in this part. appropriate
language registers,
tone, facial
expressions, and
gestures
 Adopt awareness of
audience and
context in
presenting ideas

Techniques in Delivering an Informative Speech
TECHNIQUES USE EXAMPLE
Presentational Aids To provide the opportunity for A diagram of the process of

the audience to retain a visual making ethanol
as well as an audio memory of
important or difficult material.
Repetition To give the audience a second “The first dimension of

or third chance to retain romantic love is passion; that
important information is, it can’t really be romantic
by repeating or paraphrasing love if there is no sexual
it. attraction.”
Transition To increase the likelihood that “So the three characteristics of
the audience will retain the romantic love are passion,
relationships among the intimacy, and commitment.
information being presented, Now, let’s look at each of the
including which information is five ways you can keep love
primary and which is alive. The first is through small
supporting. talk.”
Humor and other To create an emotional “True love is like a pair of

Emotional memory link to important socks: you’ve got to have two,
Anecdotes ideas. and they’ve got to match. So
you and your partner need to
be mutually committed and
compatible.”
Mnemonics and To provide an easily “You can remember the four

Acronyms remembered memory criteria for evaluating a
prompt or shortcut to diamond as the four C’s:
increase the likelihood that a Carat, Clarity, Cut, and
list is retained. Color.”
“As you can see, useful goals
are SMART: Specific,
Measurable, Action-oriented,
Reasonbale, and Timebound.
That’s SMART.”
Characteristics of Effective Informative Speaking
 Intellectually Stimulating
 Relevant
 Creative
Methods of Informing
 Description
 Definition

 Comparison and Contrast
 Narration
 Demonstration
Description
Description is a method used to create precise, vivid, verbal picture of an object,
geographic feature, setting, event, person, or image. This method usually answers and
overarching “who”, “what”, or “where” questions. If the thing to be described is simple and
familiar (like a light bulb or a river), the description may not need to be detailed. But if the
thing to be described is complex and unfamiliar (like a sextant or holograph), the
description will be more exhaustive. Descriptions are of course easier if you have a
presentational aid, but vivid verbal descriptions can also create informative mental pictures.
Definition
Definition is a method that explains the meaning of something. There are four ways to
define something:
• By classifying and differentiating
• By derivation or etymology
• By explaining its use or function
• By using synonyms of antonyms
Comparison and Contrast

Comparison and Contrast is a method of informing that centers on how something
is similar to and different from other things. Use of Venn Diagram can be a good technique
to organize your ideas in developing an informative speech using the comparison and
contrast method.
Narration
Narration is a method that retells an autobiographical or biographical event, myth,
or other story. Narratives usually have four parts. First, the narration tells the listener by
describing when and where the event took place and by announcing the essential
characters. Second, the narration discusses the order of events that led to a complication
or problem, including details that enhance the progression. Third, the narration explains
how the complication or problem affected key characters. Finally, the narration recounts
the manner by which the complication or problem was solved. The features of a good
narration comprise a strong story line; use of descriptive language and details that improve
the plot, people, setting, and events; effective use of dialogue; pacing that builds, suspense;
and a powerful voice.
Demonstration
Demonstration is a method that shows how something is done, displays the stages
of a process, or exhibits how something works. Demonstrations range from very simple
with few easy-to-follow steps (such as how to iron a shirt) to very complex (such as
demonstrating how a nuclear reactor works). Whether you present a simple or difficult
subject, to demonstrate effectively requires you to be an expert in doing it. Use orderly
sequencing, clear language, and visual aids.

PATTERN USE WHEN POSSIBLE TOPICS
Chronological you want to show a step-by-step Vacation to the Province

progression and/ or you want to Growth of Banana Tree
discuss an event, phenomenon, or
concept over time.
Spatial you want to help the audience visualize An Interesting Island
something you are describing and/ or The New Gym
you want to describe something by The Park at the Neighborhood
moving from point to point through
space.
Categorical You want to emphasize the significance Departments of the ABS

of the categories or divisions in some Company
way or you are interested in flexible
approach to organization
Causal you want your audience to understand The Effects of Bad Study
those factors (causes) that have Habits
contributed to some outcome (effects) Good Study Habits
or you want your audience to Advantages
understand the impact
(effects) of some problem or Healthy Diet and its
phenomenon. Consequences
Problem-Solution you want to make your audience Noise Pollution

understand a problem more fully while Water Pollution
acknowledging associated solutions or Scarcity of Resources
you want to help your audience
become aware of diverse solutions to a
problem without advocating any one of
them.
SPEECH TO PERSUADE
PERSUASION is the process of altering or reinforcing attitudes, beliefs, values, or behavior.

Although knowing your listener’s attitudes, beliefs, and values can help you write any
message, these three variables when explaining psychological audience analysis are
especially necessary to include when drafting and presenting a persuasive message. Your
attitude exhibit our likes and dislikes. Technically speaking, a mental outlook is a learned
choice to reply positively or negatively toward something. In your task to persuade, you
might want to influence your listeners to like or propose new shopping mall, to like bats
because of their ability to eat insects, or to disapprove an increase in tax.

Ways to Present Persuasive Ideas
SPEECH TO ENTERTAIN
The speech to entertain usually happens in an after-dinner situation, or at a time

when the audience does not expect to be asked to think very hard or to take a very
serious action.
Purposes and Challenges of the Speech to Entertain
The overarching purpose of the speech to entertain is to help listeners enjoy

themselves. The speaker whose purpose is not the same as a stand-up comedian. Rather,
in the context of enjoyment, most speakers seek also to impart some sort of memorable
message. In many ways, the speech to entertain is a very difficult speech to give. Humor is
a hard to plan; professional humorist is likely to employ teams of writers, and even they
can and often do flop. Also, what may seem funny to you or to a few of your friends one
night may not seem funny the next morning.
Enjoyment Versus Humor
Creating enjoyment, it should be pointed out, does not always mean being funny. In
fact, most successful speeches to entertain will probably include a lot of informative material,
they will stick to a central theme or point, and, however lighthearted, many, like a good
fable, will have a moral at the end.
For the audience, enjoyment comes from being relaxed and interested in the point
of moral communication, and not necessarily from being amused. Furthermore, different
people enjoy different things.
What people enjoy is not always easy to predict, and the clues you can get from
audience analysis may or may not be helpful. Obviously, listeners will bring diverse tastes
and preferences to any speaking situation. Even so, if you think about it, you can probably
guess with some accuracy what kind of music many college students find enjoyable, what
sorts of television programs most people watch, what movies are popular, and what the
serious interests are of those in particular majors, and so forth.
Many speeches to entertain are developed inductively, as the speaker shares

amusing, meaningful, and interesting stories. Of course, the strategy to be used depends,
as always, on the speaker’s specific worthy goal. But only those speeches that aim primarily
at enjoyment can be successful when the overarching result is enjoyment.
Preparing and Presenting the Speech to Entertain
If you have the talent, interest, and opportunity to develop and deliver a speech to
entertain, here are some tips to keep in mind:
 Aim to stimulate enjoyment in your audience.

 Make your presentation brief.
 Provide a memorable message.
Basic Parts of Speech to Entertain
 Introduction
 Body
 Conclusion
Introduction. Your task as a speaker in the speech to entertain is to start it by

stimulating the audience’s attention, setting the mood, and creating the main point.
Do not attempt to present a serious or complicated concept/ idea that makes your
audience think because your only goal is to give the listeners a total entertainment
experience.
Body. Always remember the kind of audience you have, the occasion, and your
speaking skill as well as limitations when you plan your speech. Several variations
can be used in organizing your speech to entertain topical order and descriptions.
Conclusion. The conclusion is usually very short and maintains to carry robust and
joyful mood that was maintained throughout the speech. Specific devices for
concluding were discussed in the previous lessons and should be reviewed as a
means of determining which technique best suits the specific occasion you are to
speak at (Samovar, 1998).

Communication Networks
In an organization, the manager has to read, speak, write, listen,

observe, and supervise are all means of communication. You
CHAPTER 4
should know how to make letters, reports, proposals, and memos
and other communication. In order to do so, you must improve
your communication skills. It can be the most important step you COMMUNICATION
can make in your career, the ability to communicate is an essential FOR WORK
skill that employers expect employee to have when they enter the PURPOSES
workforce.
Ambition and great ideas aren’t enough, people in every field

need to communicate with people in order to succeed in their
Objectives:
career. They often need to share ideas with colleagues and  Create clear,
connect with people outside their field. coherent, and
effective
Communication in the workplace primarily involves a system of communication
managing the flow of information within an organization. You will materials
appreciate it more if you understand how confusing unregulated  Present ideas using
communication is, even in small organization with barely 20 appropriate
employees. If each were to pass information to everyone, each language registers,
employee will have to send and receive information- possibly tone, facial
conflicting information- from all those employees. expressions, and
gestures
With this degree of complexity, there is come system for
structuring who will communicate with whom. These systems are
called communication networks- regular patterns of person-to-
person relationships through which information flows in an organization.
Formal Communication Networks (Adler & Ehlmorst, 1999)
Formal communication networks are systems designed by management to dictate who

should talk to whom to get a job done. In a small organization, networks are so simple that
they may hardly be noticeable; in larger organizations, they become more intricate. The most
common way of describing formal networks is with organizational charts.
They are more than a bureaucrat’s toy; they provide clear guideline of who is responsible
for a given task and which employees are responsible for other’s performance. A typical
organization chart shows that communication can flow in several directions: downward,
upward, horizontally, and lateral.

Types of Formal Communications in the Organization
DOWNWARD UPWARD HORIZONTAL/

LATERAL
Definition Superior to Subordinate Between
Subordinate to Superior coworkers with
different areas
or responsibility
Types Job instructions What Coordinated
Rationale for subordinates tasks
job are doing Solve Problems
Organizational Unsolved Share
procedures and work information
practices Problems Manage conflicts
Feedback to Suggestions Build a rapport
subordinates for
Indoctrination to improvement
Organization Subordinate’s
culture feelings about
job and
coworkers
Potential Prevention/ Prevention of Increased
Benefits correction of new cooperation
employee errors problems and
aming employees
Greater job solution of
with different
satisfaction old ones
Increased duties Greater
Improve Morale understanding or
acceptance of
management organization’s
decisions mission

Potential Insufficient or Superiors Rivalry may

Problems unclear messages may occur between
Message discourage, employees from
overload disregard or different areas
Message downplay
Specialization
importance of
distorted makes
subordinates’
as it passes messages understanding
through one or Supervisors difficult
more may unfairly Information
intermediaries blame overload
subordinates discourages
for contacts
unpleasant Physical barriers
news discourage
contacts
Lack of
motivation
Business Letter
From paper to e-mail, letter dominates the world of business and are the most often used
in communicating. Historically, business letter was sent via postal mail or courier but the
rapid innovations on technology change our way in sending business letters. Business
correspondence needs to be polished and professionally formatted.
BASIC PARTS OF A BUSINESS LETTER
 Heading/Letterhead/Return Address
 Dateline
 Inside Address
 Salutation
 Body of the letter
 Complimentary Close
 Signature Block
 Reference Initials
Heading/Letterhead/Return Address
The heading or letterhead includes the sender’s details such as the name, address,
contact details (mobile number, e-mail address) and even the logo of the company where
the sender is part of. It is also called return address for it contains the address where the
recipient will refer when sending the response. This is typed 2 spaces above the dateline.
Dateline
The date of a letter when a letter was written should be placed spaces below the writer’s
return address information. It is the final component in the heading of a business letter.
Format it using the month, day and year or you can also format it using the day, month and
year. Date of letter shouldn’t be abbreviated and must be indicated completely.

Inside Address
Inside Address as a counterpart of the letter head, contains the receiver’s details. These
contain information such as the name of the receiver, his or her position, company, and
company address. This is typed 2 spaces below the dateline.
Salutation
Salutation is the initial greetings of the sender to the receiver of the letter. In writing the
salutation, it is very important to consider proper titles for the person to which the letter
will be sent. In a business letter, a colon is being used as the punctuation mark for the
salutation. This part is typed 2 spaces after the inside address.
Body of the letter
The body is the most important part because it is the essence of the letter. It contains the
message of the sender to the receiver. In writing the body of the letter, the sender must
take into consideration several factors. There are actually six qualities of effective business
letter.
Complimentary Close
It is considered to be the closing greetings of the sender to the receiver. It is typed 2 spaces
below the body of the letter. In writing the complimentary close, it is only the first letter of
the first word which should be typed in uppercase letter, the rest should be in lower case
only. Punctuation mark to be used must be comma (,).
Signature Block
This part identifies the sender. It shows the full name of the sender of the letter with his or
her signature above. It is typed 3 to 5 spaces below the complimentary close to give space
for the sender’s signature. This makes the letter valid and reliable.
Reference Initials
It is the TYPIST’S INITIALS. Therefore, if the sender is not the same person who typed the
letter, it is not the sender’s initials which will appear on the letter, rather, the typist’s initials.
This commonly happens in business letters. For instance, the company president asked his
secretary to type a letter, it is the secretary’s initials which will appear on the letter. However,
the company president will remain the sender of the letter whose details and name will
appear on the same letter. Reference initials can be typed 2 spaces below the signature
block.
Download and view the example of business letter with its labeled parts on the
uploaded file in google classroom.
File name:
PARTS OF BUSINESS LETTER
STYLES OR FORMATS OF BUSINESS LETTER
 Full-block Style
 Modified Block Styles
 Semi-block Style
 Simplified Style

Full-block Style
This is the format that will work well in every situation and can be used for formal as
well as in informal correspondence. This block format business letter illustrates how quick
and easy communications can be to type. This format has no indention at the beginnings of
paragraphs and all the information is typed flushed left, with one-inch margins all around.
Modified Block Style
This modified block business letter format differs from the full block style for some
parts of it are moved to the right side. However, the beginnings of the paragraphs remain
not indented. Modified block style are just a little less formal than full block style. The
dateline, complimentary close, and the signature block all start near the center of the page,
proceeding to the right side. On the other hand, the other parts remain on the left.
Semi-block Style
The semi-block business letter format looks very much like the modified block style,
except that the paragraphs have been indented. Semi-block letter format letters are just a
little formal than modified block style. If you are using this format, the dateline must be
placed at the right center of the page, type the inside address and salutation flush left. The
complimentary close and signature block must be aligned also with the dateline. For formal
letters, avoid abbreviations, indent the first line of each paragraph one-half inch.
Simplified Style
This is another modification of the full block format. This is used when you write a
letter and you don’t know the name and title of the person you are writing the letter.
The format is widely used when the writer of the letters does not want to give
importance to formality; this format give more importance to the core matter of the letter.
This format omits the salutation and the complimentary close; all lines are flush with the left
margin; dateline is placed six spaces below the letterhead, inside address is placed 4 spaces
below dateline; subject is typed in capital letters, 3 spaces below the inside address; and
writer’s name and official title/ position are types in capital letters, 4 or 5 spaces below the
body of the letter.
Download and view the example of business letters following the four
difference styles on the uploaded file in google classroom.
File name:
STYLES OR LAY OUT OF BUSINESS LETTER
COMMON TYPES OF BUSINESS LETTERS
 Absence letter
 Appreciation letter
 Congratulations letter
 Cover letter
 Follow-up letter
 Job-offer letter
 Resignation letter

Absence letter
Absence letter is a formal notification when you plan to miss work. This is the
correspondence that every employee may need to provide an excuse letter when they miss
time from work to interview or for other reason.
Appreciation letter
Sending thank you notes to everyone who helps with your career or job search goes a
long way. It is a great way to reach out and make others aware of your gratitude for their
help.
Congratulations letter
This is the type of correspondence that you send someone who has just gotten a
promotion or a new job, retirement, or when someone has done a great job at work,
congratulate them to let them know they are appreciated.
Cover letter
A cover letter is a one-page document that explains why you are an ideal candidate for
the job. Attach cover letter with your resume when you apply for jobs to show your
passion for the position or company and highlight relevant qualifications that could add
value to the company.
Follow-up letter
A follow-up letter is sent after an interview to check on the status of a resume or a job
application you have submitted. It gives you the chance to re-introduce yourself if you
received no response to an earlier correspondence.
Job-offer letter
Formal job-offer letter confirms the details of the offer of employment including some or
all of the following job description, salary, benefits, paid time-off, work schedule, reporting
structure, etc.
Resignation letter
Resigning professionally and gracefully, whenever possible, is the best way to leave a job.
A resignation letter will ease the transition over the job and will help you maintain a
positive relationship with your employer even after you are no longer with the company.
There is a variety of circumstances, including basic and formal resignation letters, two
weeks notice, no notice, short notice, retirement, and farewell letter.
Download and view the example of business letters following the four
difference styles on the uploaded file in google classroom.
File name:
TYPES OF BUSINESS LETTER

RESUME
A resume is a structured summary of a person’s education, employment

background, job qualifications and accomplishments which highlights the aspects that
would be of interest to a prospective employer.
Where to start?
First, you should decide on the format that you will use. It can be Chronological and
Functional. Each format has its own advantages and disadvantages.
Chronological Format
This format presents the traditional type of a resume that emphasizes career progression
that provides a quick, orderly overview of your candidate’s work and educational
experience. This format is used when a candidate wants to apply for a similar field and
wants to promote upward career mobility.
Functional Format
This format focuses on the abilities and skills of a candidate. It emphasizes the applicant’s
qualifications. Functional format is more suitable for those candidates with an expert level
of experience. This format is used when a candidate has gaps in employment and if the
candidate wants to change career path and wants to highlight a specific skill set.
THE ORDER OF INFORMATION
 Name
 Mailing Address
 Telephone Number
 Email Address
 Picture
 Resume Introduction
 Key Skills and Strengths
 Technical/ Software Skills
 Educational History
 Employment History
 References/ Referees
Download and view the example of RESUME on the uploaded file in google
classroom.
File name:
RESUME
INTERVIEW
Interview is a two-party conversation in which at least one person has a specific, serious
purpose. This definition makes it clear that interviewing is a special kind of conversation,
differing from other types in several ways. Most important, interviewing is always
purposeful. Unlike more spontaneous conversations, an interview includes at least one
participant who has a serious, pre-determined reason for being there.

There are two parties involved in an interview: the interviewer and the interviewee.
INTERVIEWER is the one who initiates the interview. It refers to the person who delivers
the questions to the other part who is called the interviewee. INTERVIEWEE is the one who
responds to the questions being asked by the interviewer.
PLANNING THE INTERVIEW
A successful interview begins before the parties face each other. Whether you are
the interviewer or the respondent, background work can mean the difference between
success and disappointment. In planning the interview, the steps on the left side of this
slide are being considered.
 Identify and analyze other party.

 Prepare a list of topics.
 Choose the best interview structure. ▪ Consider possible questions.
CONDUCTING AN INTERVIEW
The environment where an interview takes place greatly determines the success or
failure of its conduct. With some planning of time and place, you can avoid the frustrations
of trying to discuss a confidential matter with a co-worker within earshot of people who
would love to overhear your conversation or of trying to stop your boss in the hall to ask
for a raise when she’s on her way to a meeting and the easiest way to get free of you is to
say no.
After careful planning, the interview itself takes place. An interview consists of three
stages:
 Opening (Introduction)
 Body
 Closing
(Adler & Elmhorts, 1999)
Opening
A good introduction can shape the entire interview. Research suggests that people
form lasting impressions of one another in the first few minutes of a conversation. Deaver
(1986) describes the importance of its impressions in a job interview this way: “The first
minute is all-important in an interview. Fifty percent of the decision is made within the first
30 to 60 seconds. About 25 percent of the evaluation is made during the first 15
minutes. It’s very difficult to recover the last 25 percent if you’ve blown the first couple of
minutes”. These initial impressions shape how a listener regards everything that follows.
Body
It is here that questions and answers are exchanged. While a smooth interview might
look spontaneous to an outsider, you have already learned the importance of preparation.
It is unlikely that an interview will ever follow your exact expectations, and it would
be a mistake to force it to do so. As an interviewee, you will think of important questions-
both primary and secondary- during the session. As a respondent, you will be probably be
surprised by some of the things the interviewer asks. The best way to proceed is to

prepare for the general areas you expect will be
covered and do your best when expected issues come up.
Closing
An interview should not end with the last answer to the last question. As with most other
types of communication, certain functions need to be performed to bring the interview to
a satisfactory conclusion.
 Review and clarify the results of the interview.

 Establish future actions.
 Conclude with pleasantries.
ETHICS OF INTERVIEWING
The exchange of information that goes on between interviewer and interviewee

should be guided by some basic ethical guidelines and responsibilities (Wilson & Goodall,
Jr., 1991) as mentioned in Adler & Elmhorst (1999). In addition to the moral reasons for
following these guidelines, there is often a pragmatic basis for behaving ethically. Since
the interview is likely to be part of an ongoing relationship, behaving responsible and
honorably will serve you well in future interactions. Conversely, the costs of developing a
poor reputation are usually greater than the benefits of gaining a temporary advantage by
behaving unethically or irresponsibly.
Obligations of the Interviewer
 Make only promises you are willing and able to keep.

 Keep confidence.
 Allow the interviewee to make free responses.
 Treat every interviewee with respect

Obligations of the Interviewee
TYPE OF INTERVIEW DOs DON’Ts
FACE-TO-FACE •• Make research • Never be late.

INTERVIEW This about the profile Being tardy is
is the most of the company never excusable.
common type and you are applying • Do not be too
often called a • • to. cocky. Wait for
“Personal • Dress the interviewer
interview”. The to offer you a
professionally. •
interviewer gets to • • seat. Do not
see to interviewee Arrive on time.
• slouch. Good
up close and Greet
•
personal. He/ She interviewer • posture reflects
with a smile. confidence.
can keep an eye on
the body language Sit upright. • Always be
of the interviewee modest when
Maintain eye
to assess his/ her contact. Be • answering. Do
sincerity, yourself. Thank • not be
flexibility, and
the • desperate.
commitment. It can Do not fidget.
be formal or interviewer after
Never lie, Do
informal and the interview.
not speak bad
its usually things about
conversational. your company
or colleagues.
• Do not reveal
personal
information
or make
unprofessional
remarks.

PANEL • Be sure to do • Don’t rush your

INTERVIEW some research on answers.
This type of both the • Don’t act
interview involves interviewers. Know pressured
two or more their roles within because of the
interviewers. They •
the company. “firing squad”.
try to gauge the
group management The key to a
and panel interview is
group presentation to keep all the
skills of the interviewers
• involved by
interviewee since •
this type is mostly maintaining eye
used when contact. Build
•
interviewing rapport. Engage
applicants for the group with
senior level your responses.
positions. When responding,
direct your initial
answer to the one
who asked you the
question, but as
you elaborate your
examples, address
other interviewers.

GROUP • • Dress • Do not arrive

INTERVIEW appropriately. unprepared. Do
It is also known as Instead of • not talk too
Group Discussion emphasizing much to
of GD. It involves other people’s overpower your
bringing an weaknesses, fellow
applicant with highlight the interviewees, but
• do not talk very
positive things
several other
you can do for little,
candidates who are •
the company. too. Know when
vying for the same
• Listen to your to strike a
position. All of peers’ answers. balance.
them are This will help you
interviewed Do not ask what
• • think and answer • the company
simultaneously. The better. Support does, how much
main purpose of some pay you would be
this type of cointerviewees’ getting, or if you
interview is to • statements. got the job.
evaluate how Smile and nod a Do not bully other
different lot. Ask brilliant applicants.
interviewees react questions. This
and interact with will make you
others and how stand out from
they influence the rest. Greet
others with their and thank the
knowledge and interviewer and
reasons. interviewees.

TYPE OF DOs DON’Ts

INTERVIEW
TELEPHONE • Remember • Do not search
INTERVIEW telephone the internet
This type of etiquettes. while talking
interview is • Make a research over the phone.
about the • Do not use
conducted via
telephone. Usually, company in slang or
• advance, Make informal
companies do this •
as an initial step the interviewer language.
before inviting an feel that you are Do not
•
applicant for a listening well by interrupt the
face-to-face being alert in interviewer.
answering the Don’t be afraid
interview. Because
• questions. to ask
the interviewer
Practice being questions for
cannot see the
interviewed over clarification.
applicant’s body
the phone by
language, it is asking your
important that the • friends to call
interviewee has you. Be
positive and • professional and
concise answers upbeat. Maintain
and speaks with professional
enthusiasm to tone throughout
impress the • the interview.
interviewer. Take down
notes.
DON’T MISINTERPRET THE FACTS OR YOUR POSITION
Whether the setting is an employment, a performance review session, or an information-

gathering survey, it can be tempting to tell interviewers what they want to hear. The
temptation is especially great if your welfare is at stake. But besides, being unethical,
misrepresenting the facts is likely to catch up with you sooner or later and harm you more
than telling the truth in the first place would have.
DON’T WASTE THE INTERVIEWER’S TIME
If the choice exists, be sure you are qualified for the interview. For example, it would be a
mistake to apply for a job you have little chance of landing or to volunteer for a customer
survey if you are not a member of the population being studied. If the preparation for the
interview is necessary, be sure to do your homework. Once the interview has begun, be
sure to stick to the subject in order to use the time most wisely.

1. BOOK REVIEW
You have just taken a journey. Maybe you went to meet Mr.
CHAPTER 5
Darcy. Or perhaps, you went back in time or visited a foreign land.
Perhaps you shook hands with Mother Theresa. Or witnessed the
Declaration of Philippine Independence on June 12, 1898 in the COMMUNICATION
then Cavite el Viejo (now Kawit, Cavite). How did you do these FOR ACADEMIC
wonderful things? You read a book, of course. PURPOSES
You think you and your friends should visit the world in
the book you have just read. You can show your friends this world
by writing a book review. Simply stating your personal feelings Objectives:
about a book is not enough. You need to support your statements
 Write and present
with explanations and references to the work.
academic papers
using appropriate
The Prewriting Process tone, style,
 Look at the cover. Is there something that makes you conventions, and
interested in the book? reference styles
 Read the book jacket summary. What does the summary  Adopt awareness of
tell you? audience and
context in presenting
 Skim some pages. Do you like the way the characters are ideas
shown? Do you see any interesting action taking place?
 Convey ideas
 Consider what you have found. Does the book look
through oral, audio-
interesting? Do you want to know more about the
visual, and/or web-
characters?
based presentations
for different target
Planning A Book Review or Report (Little, 2009)
audiences in local
Take brief notes as you read the material you will respond and global settings
to. You might note your favorite parts, parts that puzzle you, and using appropriate
parts that you disagree with. Afterwards, ask yourself questions registers
to help you analyze and evaluate the material:
 Whose point of view does the work present? Which parts reveal the point of view?
 What might the work’s purpose be? Which parts reveal the purpose?
 What is the author’s thesis?
 What are the most and least effective aspects of the work?
 What might readers and reviewers learn from the work?
Think about the Purpose and Audience

You have read your book and you are ready to tell people what you think. Before you
begin, think about:
 The purpose of your book review

 The people who will be reading it (your audience)
Your purpose for writing a book review will be closely linked to your audience and to their
purpose for reading the review. Here are some questions and possible responses to help
you think about your audience and their purpose.

Gather and Organize Details

YOU GET THE IDEA
If you want people to read the book you have chosen, you need to say more about
it than simply, “It’s good.” You need to give them a summary of the book. A summary of a
piece of writing includes only the key ideas of the piece. When you summarize a novel, you
will briefly retell the important events. The notes that you took while you read your novel
will help you write your summary.
THERE IS MORE TO THE STORY
If a story were plot alone, it would not be much fun to read. Readers will be more
interested in plot events if they know something about the people and places involved.
When you write a summary include a description of the characters and the setting.
WRITING A BOOK REVIEW: ITS PARTS

 Introduction
 Body
 Conclusion
Introduction
In your first paragraph, identify the material that you are responding to. Name the
author and date of publication. To help your readers, provide a summary or brief description
of the work. You might also state your thesis in your opening paragraph.
Body
Devote at least a paragraph to each main point. Support each point with details from
your planning notes- including your won responses- and with examples from the work itself.
Conclusion
If you haven’t stated your thesis in the first paragraph, do so in the conclusion. Sum
up your judgment of the work’s main ideas and the way they are presented.
2. LITERATURE REVIEW
A literature review is not an annotated bibliography in which you summarize briefly
each article that you have reviewed. While a summary of what you have read is contained
within the literature review. It goes well beyond merely summarizing professional literature.
It focuses on a specific topic of interest to you and includes a critical analysis of the
relationship among different works, and relating this research to your work. It may be written
as s stand-alone paper or to provide a theoretical framework and rationale for a research
study such as a thesis or dissertation (Helen Mongan-Rallis, 2014).
It is an evaluative report of information found in the literature related to your selected
area of study. The review should describe, summarize, evaluate, and clarify this literature. It
should give a theoretical base for the research and help you (the author) determine the
nature of your research. Works which are irrelevant should be discarded and those which
are peripheral should be looked at critically.
A literature review is more than the search for information, and goes beyond being
a descriptive annotated bibliography. All works included in the review must be read,
evaluated, and analyzed (which you would do for an annotated bibliography), but

relationships between the literature must also be identified and articulated, in relation to
your field of research.
In writing the literature review, the purpose is to convey to the reader what knowledge
and ideas have been established on a topic, and what their strengths and weaknesses are.
The literature review must be defined by a guiding concept (e.g your research objective, the
problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive
list of the material available, or a set of summaries.
READ MORE:
https://www.writing.utronto.ca/advice/literature-review
Steps in Writing a Literature Review

 Writing the introduction
 Writing the body
 Writing the conclusion
Writing the Introduction

The introduction should:
 Define or identify the general topic, issue, or area of concern, thus providing an
appropriate context for reviewing the literature.
 Point out overall trends in what has been published about the topic; or conflicts in
the theory, methodology; or a single problem, or new perspective of immediate
interest.
 Establish the writer’s reason (point of view) for reviewing the literature; explain the
criteria to be used in analyzing and comparing the literature and the organization of
the review (sequence); and when necessary, state why certain literature is or not
included (scope).
Writing the Body

The body should:
 Group research studies and other types of literature work (reviews, theoretical
articles, case studies, etc.) according to common denominators such as qualitative
versus quantitative approaches, conclusions of authors, specific purpose or objective,
chronology, etc.
 Summarize individual studies or articles with as much as little detail as each merits
according to its comparative importance in the literature, remembering that space
(length) denotes significance.
 Provide the reader with strong “umbrella” sentences at the beginning of paragraphs,
“signposts” throughout, and brief “so what” summary sentences at intermediate
points in the review to aid in understanding comparisons and analyses.
Writing the Conclusion

The conclusion should:
 Summarize major contributions of significant studies and articles to the body of

knowledge under review, maintaining the focus established in the introduction.

 Evaluate the current “state of the art” for the body of knowledge reviewed, pointing
out major methodological flaws or gaps in research, inconsistencies in theory and
findings, and areas or issues pertinent to future study.
 Conclude by providing some insight into the relationship between the central topic
of the literature review and a larger area of study such as a discipline, a scientific
endeavor, or a profession.
READ MORE:
https://writing.wisc.edu/Handbook/ReviewofLiterature.html
3. RESEARCH REPORT
Have you ever written a report in which you used several different sources? I f so, you
have already produced a research report. A research report is written report that
presents the results of a focused, in-depth study of a specific topic. Its writer chooses a
topic, gathers information about the topic from several sources, and then presents that
information in an organized way.
Steps in Developing a Research Report

• Choosing your subject
• Doing Premilinary Research
• Limiting your subject to a specific topic
• Finding an angle and writing a statement of controlling purpose
• Preparing a list of possible sources
• Taking notes and developing a rough, working outline
• Organizing your notes and making a final outline
• Writing your first draft
• Revising your draft
• Writing the final draft with complete list of works cited
Choosing a Subject that you care about

One of the most important parts of doing a research is choosing a topic. By choosing wisely,
you can ensure that your research will go smoothly and that you will enjoy doing it. A
subject is a broad area of interest, such as Philippine History or animal behavior. One way
to approach the search for a research-report topic is to first choose a general area of interest
and then focus on some part of it. Make sure that you have a real reason for wanting to
explore the subject. Often, the best subjects for research-reports are the ones that are
related to your own life or to the lives of people you know.
Use Freewriting Techniques

• Freewriting or Clustering
• Brainstorming
• Questioning
• Discussing
Limiting your Subject to a specific topic

Once you have come up with a list of ideas for possible topics, you need to evaluate and
limit them- that is on the basis of certain criteria. Here are some criteria for judging a
research topic:

• The topic should be interesting.

• The topic should be covered in readily available sources.
• The topic should be significant.
• The topic should be objective.
• You should not simply repeat material available in other sources.
• The topic should be narrow enough to be treated fully.
Writing a Statement of Controlling Purpose

Once you have decided on a specific topic, your next step is to write a statement of
controlling purpose. This is a sentence or pair of sentences that tells you what you want to
accomplish in your report. It is called a statement of controlling purpose because it controls
or guides your research. The statement of controlling purpose usually contains one or more
key words that tell what the report is going to accomplish. Key words that often appear in
statements of controlling purpose include analyze, classify, compare, contrast, define,
describe, determine, establish, explain, identify, prove, ands support.
To come up with a statement of controlling purpose, you will probably have to do a
good deal of preliminary research. That is because before you can write a statement of
controlling purpose, you need to know enough about your topic to have a general idea of
what you want to say in your report.
Preparing a List of Possible Sources

Once you have written a statement of controlling purpose, you are ready to put
together a list of potential sources. The list of sources that might be useful to you in writing
your paper is called a working bibliography. You will have to use some sources during your
preliminary research, and you will probably want to include some or all of those sources in
your working bibliography. As you continue to research and draft, you might find new
sources to add to the list. Before you decide to add a new source to your list, however, be
sure to evaluate it.
Both print and non-print sources will be available to you, and you will want to take
advantage of both. Here are some good places to start looking for information:
▪ Other people
▪ Institutions and organization
▪ The government
▪ The library/ media center
▪ Bookstores
▪ Bibliographies
▪ Online information services
▪ Reference works
▪ Other sources
4. PROJECT PROPOSAL
A proposal is a written report that seeks to persuade the reader to accept a

suggested plan of action. For example, a manager may write a project proposal that
seeks to persuade a potential customer to purchase goods or services from the writer’s
firm, persuade the government to locate a new research facility in the headquarters city
of the writer’s firm, or persuade a foundation to fund a project to be undertaken by the
writer’s firm.

Proposals may either be solicited or unsolicited. Government agencies and many

large commercial firms routinely solicit proposals from potential suppliers. For example,
the government may publish an RFP (request for proposal) stating its intention to
purchase 5, 000 microcomputers, giving detailed specifications regarding the features
it needs on these computers, and inviting prospective suppliers to bid on the project.
Similarly, the computer manufacturers that submits the successful bid might publish an
RFP to invite parts manufacturers to bid on supplying some component the
manufacturer needs for these computers.
The unsolicited proposal differs from solicited proposal in that the former typically
requires more background information and more persuasion. Because the reader may
not be familiar with the project, the writer must present more evidence to convince the
readers of the merits of the proposal.
The proposal reader is typically outside the organization. The format for these
external documents may be a letter report, a manuscript report, or even a form report,
with the form supplied by the soliciting organization. If the soliciting organization does
not supply a form, it will likely specify in detailed language the format required for the
proposal. The reader’s instructions should be followed explicitly. Despite the merits of
a proposal, failure to follow such guidelines may be sufficient reason for the evaluator
to reject it.
When writing a proposal, the writer must keep in mind that the proposal may become
legally binding on the writer and the organization. In spelling out exactly what the
writer’s organization will provide, when, under what circumstances, and at what price,
the report writer creates the offer part of a contract which, if accepted, becomes binding
on the organization (Ober, 2006).
Techniques in Writing Project Proposal

 Give ample, credible evidence for all statements.
 Do not exaggerate.
 Provide examples, expert testimony, and specific facts and figures to support your
statements.
 Use simple, straightforward, and direct language, preferring simple sentences, and
active voice.
 Stress reader benefits. Remember that you are asking for something, usually a
commitment of money; let the reader know what he or she will get in return.
SECTIONS OF A TYPICAL PROJECT PROPOSAL

 Background
 Objectives
 Procedure
 Qualifications
 Request for Approval
 Supporting Data
Background
Introduce the problem you are addressing and discuss why it merits the reader’s
consideration. Provide enough background information to show that a problem exists and
that you have a viable solution.

Objectives
Provide specific information about what the outcomes f the project will be. Be detailed
and honest in discussing what the reader will get in return for a commitment of resources.
Procedure
Discuss in detail exactly how you will achieve these objectives. Include step-by
step discussion of what will be done, when, and exactly how much each component phase
will cost.
Qualifications
Show how you, your organization, and any of others who would be involved in
conducting this project are qualified to do so. If appropriate, include testimonials or other
external evidence to support your claims.
Request for Approval

Directly ask for approval of your proposal. Depending on the reader’s needs, this
request could come either at the beginning or at the end of the proposal.
Supporting Data
Include as an appendix to your proposal any relevant but supplementary information
that might bolster your arguments.
5. POSITION PAPER
There may have been instances when you were required to explain a variety of positions
on an issue, possibly including those in favor of it, those against it, and those with various
views in between. These patterns used for expository papers (narration, description,
exemplification, etc.) can be expanded for a position paper. The objective for a position
paper is to take a stand on the issue, organize materials and notes, and write a paper that
is convincing to your reading audience.
Organization, or deciding on a framework of ideas for your paper is the first step, then
you will need to think about: (1) how the material can be divided into parts, (2) how these
parts can be placed in an order, and (3) what the logical relationships are among the ideas
and parts. To help accomplish this, let us look first at the advice classical writers give on
these matters.
PARTS OF CLASSICAL ORGANIZATION OF ARGUMENTS

 Introduction
 Statement of Proposition and Division
 Narration
 Proof
 Refutation
 Conclusion
Introduction
Make the subject and purpose clear at the start. Also, include information that will
interest the audience so that they will want to keep reading.
Statement of Proposition and Division
State claim at or near the end of the introduction. Sometimes, name the major
sections of the paper so that is easier for readers to follow along.

Narration
Provide background about the subject and the events that have led to the
controversy. Indicate why the subject is important. Offer reasons for an interest in the subject
and cite qualifications for writing about it.
Proof
Establish reasons and evidences that are acceptable to the audience to prove the
proposition or claim.
Refutation
Refute opposing positions. It may be placed after the proof, before the proof, or at
various points among the items of proof.
Conclusion
Emphasize the important point and remind the audience of the other important
points.
USE ORGANIZATIONAL PATTERNS TO HELP YOU THINK AND ORGANIZE
Organizational patterns represent distinct ways to think about the parts of your reaction
paper, the order in which you place them, and the relationships among the ideas and parts.
They can be incorporated into the overall structure of the classical model, particularly in the
proof section (body) of the paper. Use the patterns alone or in combinations accompanied
by an introduction and a conclusion. Use these formats to help you think about your ideas
as well to organize them.
 Claim with Reasons (or Reasons followed by Claim)

 Cause and Effect (or Effect and Cause)
 Chronology or Narrative
 Deduction
 Induction
 Compare and Contrast

WHO IS THE AUDIENCE WHY MIGHT THESE WHAT TYPES OF

FOR MY BOOK DID PEOPLE READ MY DOES INFORMATION
REVIEW? BOOK REVIEW? INTEREST MY
AUDIENCE?
Classmates To decide whether to What is the book about?

read a book
Community Librarian To decide whether to get What type of book is it?

a book for the library (Mystery, general fiction,
and so on)
Parents To decide if a book is How easy (or difficult) is
right for young readers it to read?
Gift Shoppers To decide whether to buy How much does it cost?
a book as a gift


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Pamantasan ng Cabuyao

College of Education, Arts, and Sciences

Course Code: COM101

Course Description: Purposive Communication

COURSE LEARNING OUTCOMES:

Course: PURPOSIVE COMMUNICATION

Chapter 1: Understanding 21st Century Communication

Chapter 2: Communication Aids and Strategies using tools of Technology

Chapter 3: Communication for Various Purposes

Chapter 4: Communication for Work Purposes

Chapter 5: Communication for Academic Purposes

Course: PURPOSIVE COMMUNICATION

Oral vs. Written Communication

The communication in which the message is transmitted in written or printed form

Course: PURPOSIVE COMMUNICATION

 We communicate to meet needs.

Communication Ethics (Berko, 1995)

1. Speaks with sincerity.

Course: PURPOSIVE COMMUNICATION

Strategies to Become an Effective Communicator

Ethics Across Cultures (Kale, 1997)

 Ethical communicators seek to describe the world as they perceive it as

 Ethical communicators encourage people of other cultures to express

 Ethical communicators strive for identification with people of other cultures.

Course: PURPOSIVE COMMUNICATION

Communication Approach to Intercultural Communication

Barriers to Intercultural Communication

 Assuming Similarity instead of Differences

 Prejudice refers to the irrational dislike or hatred of a particular

Characteristics of Intercultural Communication

people from other cultures report a greater number of friends from

 Tolerance for Ambiguity

 Knowledge and Skill

Course: PURPOSIVE COMMUNICATION

Characteristics of Spoken Language

Course: PURPOSIVE COMMUNICATION

Varieties of Spoken Language

A: Hi! How are you today?

Course: PURPOSIVE COMMUNICATION

Characteristics of Spoken Language

 The written variety presupposes the absence of an interlocutor.

Spoken and Written Language

Both varieties, however, may be different in terms of their phonetics, morphology,

Course: PURPOSIVE COMMUNICATION

COLLOQUIAL NEUTRAL LITERARY

daddy father parent

get out go away retire

guys friends associates

Forms/ Types of Spoken and Written Language

Course: PURPOSIVE COMMUNICATION

Culturally Responsive, Engaging, and Appropriate Language

“Calling an illegal alien an undocumented immigrant is like calling a drug dealer an

Ways on How to Choose Appropriate Language

 Notice and reflect on disrespectful language, thoughts, and actions.

Political correctness has an important purpose: it promotes equality by demonstrating an

Housewife Domestic Engineer

Global Warming Climate Change

Broken Home Dysfunctional Family

Slum Area Economically Deprived Area

Wanted Criminal Person of Interest

Lazy Motivationally Deficient

Course: PURPOSIVE COMMUNICATION

Dustman Sanitation Engineer