Lesson Proper for Week 1

The word “communication” is derived from the Latin word “communis,” This can be
divided into two parts, com-munis (common, public). The initial syllable in communia is
com – together and the rest is munia – duties. From this etymology one draws the
sense of “working together.” (Bulan & De Leon, 2002) “Communication is the transfer of
information from a sender to a receiver with the information being understood by the
receiver.” - Koontz and Weihrich
Natures of Communication:
§ Communication is a two-way process.
§ Communication occurs between two or more people (the speaker and the receiver).
§ Communication can be expressed through written or spoken words, actions
(nonverbal), or spoken words and nonverbal actions at the same time.
Types of Communication:
1. Verbal Communication. This type passes information through spoken
words. Moreover, it is done mostly face to face and develops oral
communication skills.
2. Written Communication. This type makes use of written words. Skills
developed are academic writing, revision and editing, critical reading, and
presentation of data skills. Additionally, this establishes Written
communication skills.
3. Non-Verbal Communication. This type does not use spoken language to
convey a message; instead, it uses body language, facial expressions,
touch, posture, eye contact, body language, or hand gestures.
4. Visual Communication. This type makes use of visual forms of messages,
generally through still and moving images. Some widely used forms of this
type are signboards, maps, pictures, displays, charts, graphs, television,
hoardings, and banners.

Illustration 1
Communication is a process of sending and receiving messages through verbal,
nonverbal, written, and visual means.

Verbal Written Nonverbal Visual

Radio and Letters Body language Graphs, charts,

gestures, logos, maps,
telephone emails,
diagrams,
how we dress or act,
books, and flowcharts, and
and
pictures,
magazines
how we look

Basic Elements of Communication:

1. Sender. The person who sends ideas to another person.
2. Message. The idea, feeling, suggestion, guidelines, orders, or content
intended to be communicated.
3. Channel or Media. The medium, passage, or route through which the
sender passes an encoded message to the receiver. Some generally used
forms are face-to-face communication, letters, radio, television, email.
4. Receiver. The person who acquires and responds to the message given.
5. Feedback. The response of the receiver. The response indicates the
completion of the communication process.
 6. Noise/Barrier: The hindrance in the process of communication. It can take
place at any step in the entire process. It reduces the accuracy of
communication.

Two Processes of Communication

1. Encoding: It is the process of turning thoughts into communication.
Moreover, it is the change of conscious thought generally into words,
symbols, diagrams, and actions.
2. Decoding: It is the process of turning communication into thoughts. The
translation of the encoded message is converted into a language that is
suited to the reader.

Illustration 2

The illustration above is an example of successful communication. However, in some

cases, the communication process is not always horizontal. Thus, in this example, the
communication barrier may arise between the sender and the receiver in the form of
technical issues, such as an empty battery, poor internet connection, or any contextual
factor.
Principles of Communication
1. Principle of Clarity – The idea or message to be communicated should be
clear and must not contain any ambiguities.
 2. Principle of Attention – For communication to be effective, the message
should be able to attract the receiver’s attention.
3. Principle of Feedback –The recipient should give feedback to show
whether they have understood the meaning that the sender intended to
send.
4. Principle of Informality –More often the not, formal communication is more
commonly used for the transmission of messages and other information.
However, formal communication may not be effective at all times. Thus,
informal communication may be more suitable and effective in certain
situations.
5. Principle of Consistency – This principle states that the communication
and the sending party's policies, plans, and objectives should be consistent
and should not be in conflict with each other.
6. Principle of Timeliness – With this principle, there are proper times for
communication to be done so that it may help in the implementation of plans
as any delays may render the communication useless.
7. Principle of Adequacy – The information communicated should be
adequate and complete in order for proper decisions and action plans to be
made.

Illustration 3

A student presented her report in front of the class using a PowerPoint

presentation and printed handouts distributed to his teacher and classmates.
During the presentation, he makes sure that his voice and words are heard to
draw attention to his audience’s discussion to be absorbed effectively.
Lesson Proper for Week 2

Globalization is the term used to describe the growing interdependence of the world’s
economies, cultures, and populations brought about by cross-border trade in goods and
services, technology, and flows of investment, people, and information. Countries have
built economic partnerships to facilitate these movements over many centuries.
Effects of Globalization on Global Communication
1. Creation of a Global Village. “Global village” is coined by theorist Marshall
McLuhan when distance and isolation do not matter anymore because people are
connected by technology, widespread telephone and internet access.
2. Increased Business Opportunities. With modernization through technology,
globalization has reached out to many countries. Today, many companies hire
employees that are located in other countries. Communication vehicles make it simple
for people to converse with colleagues across the globe, connect with suppliers and
customers worldwide, order food and products, and perform other transactions at a
massive pace, and shipment is onward. By these means, the economic status of the
country is improved. Thus, globalization is an asset in business; the operation has
become modern at a large scale across the globe.
3. Fewer Cultural Barriers. Culture is crucial in any type of people interface. Through
globalization and global technology, cultural barriers are becoming less prevalent when
interacting with people. Communicating effectively and frequently with various people
across countries contributes to understanding their culture progressively.
Impact of Communication in the Society and the World
Communication plays a significant role in the existence of human life. Science and
information technology prevail in the 21st century. Email, the Internet, phones, and
televisions are now common and make communication across countries easier, faster,
and more reliable than the traditional means of communication.
1. Creates family ties. Communication creates an atmosphere that allows family
members to express their necessities, love, admiration, and differences. It also prevents
conflict among family members.
2. Enables society to be connected. Various organizations use electronic
communication in day-to-day operations, and individuals use it for personal purposes,
such as video conferencing, communicating with customers online, paying bills,
socializing, etc.
3. Reduces distance considerably between countries, eliminating time lags.
4. Transforms the world into a global village.
Illustration 1

Connected, but Alone Excerpt

Jimmy Fischer

In Connected, but Alone Ted talk, Sherry Turkle talks about how technology has a
considerable influence on our social interaction today. The technological world
brings us together but also separates us from the real world. Sherry explains that
many people who look for acceptance, companionship, and interaction mostly go to
their phones to seek that interaction. This phenomenon is becoming a huge
problem in our society because instead of relying on others, people are relying on
their phones. In Sherry’s speech, she explains that when people need to interact
socially, they turn to their phones and do not give their full attention to others who
are present at the time. Friends, coworkers, and family members feel neglected,
and they do not receive the interaction they need. It is not late to change this
behavior. The way we interact with people can be improved if we keep away from
our phone to “help” us with social interaction.

Excerpt is from: https://connectedbutalonesummary.blogspot.com/

The excerpt above raises several insights into how technology touches people’s
lives. We have begun to lean on technology in our day-to-day routine. Everywhere we
are in this world, we are connected in some way via technology devices, such as
phones to text and email, to socialize. Such devices are psychologically powerful that
they change what we do and who we are. Thus, we expect more from technology and
less from each other.
The following article by Sherry Turkle titled, “The Flight from Conversation,” will
help us further understand how technology has changed our ways of communications
(Turkle, 2012).
 The Flight from Conversation
By SHERRY TURKLE

We live in a technological universe in which we are always communicating. And yet

we have sacrificed conversation for mere connection.
At home, families sit together, texting and reading e-mail. At work, executives text
during board meetings. We text (and shop and go on Facebook) during classes
and when we are on dates. My students tell me about an important new skill: it
involves maintaining eye contact with someone while you text someone else; it is
hard, but it can be done.
Over the past 15 years, I have studied technologies of mobile connection and
talked to hundreds of people of all ages and circumstances about their plugged-in
lives. I have learned that the little devices most of us carry around are so powerful
that they change not only what we do, but also who we are.
We have become accustomed to a new way of being “alone together.”
Technology-enabled, we are able to be with one another, and also elsewhere,
connected to wherever we want to be. We want to customize our lives. We want to
move in and out of where we are because the thing we value most is control over
where we focus our attention. We have gotten used to the idea of being in a tribe of
one, loyal to our own party.
Our colleagues want to go to that board meeting but pay attention only to what
interests them. To some this seems like a good idea, but we can end up hiding
from one another, even as we are constantly connected to one another.
A businessman laments that he no longer has colleagues at work. He does not
stop by to talk; he does not call. He says that he does not want to interrupt them.
He says they are “too busy on their e-mail.” But then he pauses and corrects
himself. “I am not telling the truth. I am the one who does not want to be
interrupted. I think I should. But I would rather just do things on my BlackBerry.”
A 16-year-old boy who relies on texting for almost everything says almost wistfully,
“Someday, someday, but certainly not now, I would like to learn how to have a
conversation.”
In today’s workplace, young people who have grown up fearing conversation show
up on the job wearing earphones. Walking through a college library or the campus
of a high-tech start-up, one sees the same thing: we are together, but each of us is
in our own bubble, furiously connected to keyboards and tiny touch screens. A
senior partner at a Boston law firm describes a scene in his office. Young
associates lay out their suite of technologies: laptops, iPods and multiple phones.
And then they put their earphones on. “Big ones. Like pilots. They turn their desks
into cockpits.” With the young lawyers in their cockpits, the office is quiet, a quiet
that does not ask to be broken.
In the silence of connection, people are comforted by being in touch with a lot of
people — carefully kept at bay. We cannot get enough of one another if we can use
technology to keep one another at distances we can control: not too close, not too
far, just right. I think of it as a Goldilocks effect.
‘A Place Where Everybody Can Shop’ Is Closing Its Doors
Why Intellectuals Support Dictators
To Make Orchestras More Diverse, End Blind Auditions
Texting and e-mail and posting let us present the self we want to be. This means
we can edit. And if we wish to, we can delete. Or retouch: the voice, the flesh, the
face, the body. Not too much, not too little — just right.
Human relationships are rich; they are messy and demanding. We have learned
the habit of cleaning them up with technology. And the move from conversation to
connection is part of this. But it is a process in which we shortchange ourselves.
Worse, it seems that over time we stop caring, we forget that there is a difference.
We are tempted to think that our little “sips” of online connection add up to a big
gulp of real conversation. But they do not. E-mail, Twitter, Facebook, all of these
have their places — in politics, commerce, romance and friendship. But no matter
how valuable, they do not substitute for conversation.
Connecting in sips may work for gathering discrete bits of information or for saying,
“I am thinking about you.” Or even for saying, “I love you.” But connecting in sips
does not work as well when it comes to understanding and knowing one another. In
conversation we tend to one another. (The word itself is kinetic; it is derived from
words that mean to move, together.) We can attend to tone and nuance. In
conversation, we are called upon to see things from another’s point of view.
FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we
communicate on our digital devices, we learn different habits. As we ramp up the
volume and velocity of online connections, we start to expect faster answers. To
get these, we ask one another simpler questions; we dumb down our
communications, even on the most important matters. It is as though we have all
put ourselves on cable news. Shakespeare might have said, “We are consumed
with that which we were nourished by.”
And we use conversation with others to learn to converse with ourselves. So, our
flight from conversation can mean diminished chances to learn skills of
self-reflection. These days, social media continually asks us what is “on our mind,”
but we have little motivation to say something truly self-reflective. Self-reflection in
conversation requires trust. It is hard to do anything with 3,000 Facebook friends
except connect.
As we get used to being shortchanged on conversation and to getting by with less,
we seem almost willing to dispense with people altogether. Serious people muse
about the future of computer programs as psychiatrists. A high school sophomore
confides to me that he wishes he could talk to an artificial intelligence program
instead of his dad about dating; he says the A.I. would have so much more in its
database. Indeed, many people tell me they hope that as Siri, the digital assistant
on Apple’s iPhone, becomes more advanced, “she” will be more and more like a
best friend — one who will listen when others will not.
During the years I have spent researching people and their relationships with
technology, I have often heard the sentiment “No one is listening to me.” I believe
this feeling helps explain why it is so appealing to have a Facebook page or a
Twitter feed — each provides so many automatic listeners. And it helps explain
why — against all reason — so many of us are willing to talk to machines that
seem to care about us. Researchers around the world are busy inventing sociable
robots, designed to be companions to the elderly, to children, to all of us.
One of the most haunting experiences during my research came when I brought
one of these robots, designed in the shape of a baby seal, to an elder-care facility,
and an older woman began to talk to it about the loss of her child. The robot
seemed to be looking into her eyes. It seemed to be following the conversation.
The woman was comforted.
And so many people found this amazing. Like the sophomore who wants advice
about dating from artificial intelligence and those who look forward to computer
psychiatry, this enthusiasm speaks to how much we have confused conversation
with connection and collectively seem to have embraced a new kind of delusion
that accepts the simulation of compassion as sufficient unto the day. And why
would we want to talk about love and loss with a machine that has no experience of
the arc of human life? Have we so lost confidence that we will be there for one
another?
WE expect more from technology and less from one another and seem
increasingly drawn to technologies that provide the illusion of companionship
without the demands of relationship. Always-on/always-on-you devices provide
three powerful fantasies: that we will always be heard; that we can put our attention
wherever we want it to be; and that we never have to be alone. Indeed, our new
devices have turned being alone into a problem that can be solved.
When people are alone, even for a few moments, they fidget and reach for a
device. Here connection works like a symptom, not a cure, and our constant,
reflexive impulse to connect shapes a new way of being.
Think of it as “I share, therefore I am.” We use technology to define ourselves by
sharing our thoughts and feelings as we are having them. We used to think, “I have
a feeling; I want to make a call.” Now our impulse is, “I want to have a feeling; I
need to send a text.”
So, in order to feel more, and to feel more like ourselves, we connect. But in our
rush to connect, we flee from solitude, our ability to be separate and gather
ourselves. Lacking the capacity for solitude, we turn to other people but do not
experience them as they are. It is as though we use them, need them as spare
parts to support our increasingly fragile selves.
We think constant connection will make us feel less lonely. The opposite is true. If
we are unable to be alone, we are far more likely to be lonely. If we do not teach
our children to be alone, they will know only how to be lonely.
I am a partisan for conversation. To make room for it, I see some first, deliberate
steps. At home, we can create sacred spaces: the kitchen, the dining room. We
can make our cars “device-free zones.” We can demonstrate the value of
conversation to our children. And we can do the same thing at work. There we are
so busy communicating that we often do not have time to talk to one another about
what really matters. Employees asked for casual Fridays; perhaps managers
should introduce conversational Thursdays. Most of all, we need to remember — in
between texts and e-mails and Facebook posts — to listen to one another, even to
 the boring bits, because it is often in unedited moments, moments in which we
hesitate and stutter and go silent, that we reveal ourselves to one another.
I spend the summers at a cottage on Cape Cod, and for decades I walked the
same dunes that Thoreau once walked. Not too long ago, people walked with their
heads up, looking at the water, the sky, the sand and at one another, talking. Now
they often walk with their heads down, typing. Even when they are with friends,
partners, children, everyone is on their own devices.
So, I say, look up, look at one another, and let us start the conversation.
Excerpt is from:
https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.ht
ml

Lesson Proper for Week 3

Each culture has its own rules and principles for communication, as these cultures
would have varying norms, behaviors, and actions (02A lesson proper, n.d.). Moreover,
the meaning behind actions and behaviors would depend on the context and culture.
According to Hall and Hall (1987, as cited in, 02A lesson proper, n.d.), context cannot
be separated from an event as the context is what gives it meaning. Different cultures
would communicate with varying levels of context.
First, in low-context communication, the information is explicit, and the receiver of the
message would likely understand the information (Barchas-Lichtenstein, 2016). In these
cultures, individuals separate themselves and stay secretive about their lives, and the
burden of meaning would fall on the sender of the message (02A lesson proper, n.d.).
Furthermore, low-context communication is more common in individualistic cultures
(Barchas-Lichtenstein, 2016). Examples of these are Americans and Germans.
Second, in high-context communication, most of the information is implied rather than
explicit (Barchas-Lichtenstien, 2016). Furthermore, the burden of meaning would fall on
the receiver of the message as there is little explicit information is transmitted (02A
lesson proper, n.d.). High-context communication is more common in collectivist
cultures (Barchas-Lichtenstein, 2016). An example of this culture is the Japanese.
 Expressions/statement Meaning in direct culture Meaning in indirect
s culture
(LC)
(HC)

1. Understatement - taken literally - express considerable

interest in the matter.
“I have one small - assume the speaker does
suggestion.” not feel strongly about this
matter

2. Saying “yes” agreement, approval, mere acknowledgment

acceptance, and that the person heard
understanding. you; being polite and
respectful

3. Saying nothing in The person does not - a person objects

response to a proposal object, disagree with, or
or suggestion have a problem with the
proposal/ suggestion.

4. Informing a superior asking for intervention or a routine update and

about something that is help. common courtesy to the
going on. bosses who want to
know everything that is
going on

5. Qualified answers: serve as affirmations The person does not

agree with the matter
"probably,"
and does not want to
"I think so," say so.
"I am almost sure," Says "no" when they
may mean near
and "there is a good
affirmations.
possibility."

Example from 02A lesson proper (n.d.).

Nonverbal Communication
Body language is different and must be learned effectively to communicate the intended
message without giving unintended insults.
Eye Contact. In some cultures, eye contact means honesty and straightforwardness,
while it may come off as challenging and rude in others. In the US, if you have good eye
contact with a person, then it generally shows that you are interested in the person. In
the Middle East, eye contact is much less common and considered less appropriate
than in other countries. In many Asian, African, and Latin American cultures, extended
eye contact can be taken as an affront or a challenge of authority. In western Europe,
maintaining almost constant eye contact with another person is considered proper and
polite.
Gestures. When greeting friends, people in Russia and France kiss each other on the
cheek, while people in other countries greet each other through a firm handshake, a
loving hug, and a bow/nod of the head.
Illustration 1.1

Directionality. Arabic text runs from right to left (RTL), while others’ numbers and Latin
text run from left to right (LTR).
Illustration 1.2
For LTR readers, this laundry detergent advertisement is a sequence of three events,
namely, a dirty shirt, washing, and a resulting clean shirt. Meanwhile, for RTL readers,
the message is a clean shirt, washing, and a resulting dirty shirt.
Cultural awareness is knowing that multiple cultures have different attitudes and
outlooks. Cultural sensitivity is defined as the “awareness and appreciation of the
values, norms, and beliefs characteristic of a cultural, ethnic, racial, or other group that
is not one’s own, accompanied by a willingness to adapt one’s behavior accordingly”
(American Psychological Association, n.d., para. 1).
Cultural Awareness and Sensitivity Guidelines
1. Admit that you do not know. It is okay to tell others that you do not know about
their culture. Be humble and open to learn from others.
2. Develop an awareness of your views, assumptions, and beliefs and how they
are shaped by your culture. One way is to communicate with people or friends of a
different culture. Appreciate and celebrate differences. Do not find ways to beat
differences; instead, respect each other’s culture.
3. Take an interest. Getting to know other people means opening ways of
communication by being interested in their culture.
4. Do not make judgments. Commenting that another’s culture is bad and not
interesting is not polite. Remember that every culture, similar to a person, is unique.
5. Once you have collected information, start to check your assumptions. Find
materials to prove your assumptions. Make sure the facts are verifiable and your proof
is sound.
6. Develop empathy. Be thankful for what you have. Empathize with others who do
not have much in life. Do not be negative toward their misfortune.
Illustration 2
 Example from Study.com
Avery Jones, a 55-year-old African-American woman, has not been feeling well.
Since she is new in town and has not yet had a chance to establish care with a
physician, she decides to go to Dr. James Morrison at her friend's
recommendation. Upon their first meeting, the 32-year-old Dr. Morrison introduces
himself as 'Dr. Morrison' and calls her 'Avery.' Dr. Morrison then assumes that she
is on Medicaid. Avery Jones leaves Dr. Morrison's practice upset and decides to
find a different doctor. Dr. Morrison is obviously confused about her response. So,
what did he do wrong?
DO NOT: Dr. Morrison was not being culturally sensitive. In many cultures, it is
customary to call people by their last names, especially when they are older than
you. Since Dr. Morrison called his patient 'Avery' instead of 'Mrs. Jones,' she took it
as a sign of disrespect. To make matters worse, Dr. Morrison assumed that Avery
was on Medicaid based solely upon his initial impression of her. This not only upset
Mrs. Jones, but also prevented her from getting the medical treatment that she
needed.
DO: So, what would the culturally sensitive approach look like? Instead of calling
her 'Avery,' Dr. Morrison could have asked her how she would like to be addressed.
He could then make a note in her chart so that all of the staff know to address her
as 'Mrs. Jones.' Instead of assuming that Mrs. Jones was on Medicaid, Dr.
Morrison would have asked her if she had medical insurance and who her
insurance provider was. Or maybe, he would have avoided the subject all together,
as most practices have a billing department that handles insurance matters.
(What is Cultural Sensitivity, 2019)

Varieties and Registers of Spoken and Written Language

Variety refers to any variant of a language that can be sufficiently delimited from one
another.
1. Pidgin - These are new languages that are developed when there are individuals
who speak different languages need to communicate, but they do not share a common
language (Language varieties, n.d.). The vocabulary of a pidgin comes from a lexifier or
a particular language. An example of this is West African Pidgin English.
2. Creole – These are languages developed from a pidgin that become the mother
tongue of a community (Language varieties, n.d.). These languages include the
Jamaican Creole (Patois), Krio (Sierra Leone, Africa), and Chavacano in the
Philippines.
3. Regional dialect – These are languages that are spoken in a particular area of a
country (Language varieties, n.d.). Several regional dialects were given traditional
names that would give them a distinction from the standard varieties spoken in that
same area. Ex. Cebuano, Ilocano, and Hiligaynon
4. Minority dialect - A variety used as a marker of identity that is generally with a
standard variety by the members of a particular minority ethnic group (Language
varieties, n.d.). Ex. African American Vernacular English in the USA
5. Indigenized variety - This is mainly used as a second language in former colonies
with multilingual populations (Language varieties, n.d.) Ex. Singlish (spoken in
Singapore)
Register
According to Crystal (2003), a register is the variety of language defined by its use in a
particular social situation.
According to Joos (1968), there are five speech styles.
1. Intimate is a private speech style; that is, it only occurs between or among close
family members or individuals because the language use may not be shared in public.
2. Casual is a speech style that is used among peers and friends; the language used
is generally jargon, slang, or vernacular.
3. Consultative is a speech style that is standard because this is the one used by
professionals in the field. Ex. Newscasting
4. Formal style is one that is used in formal settings, but in contrast to consultative,
this speech style is one-way; no slang words are allowed. Ex. Sermons by priests and
ministers, State of the Nation Address of the President, formal speeches, or
pronouncements by judges.
5. Frozen is a speech style that remains unchanged. Ex. The preamble to the
Constitution or the Lord’s prayer.
Illustration 3
Lesson Proper for Week 4

(iStyleMagazine)

Text
We usually think "text" is anything that is written or typed with letters, words, and
sentences. However, the term "text" in communication studies means anything that can
be analyzed to have meaning. It is made of a combination of signs that convey a
specific meaning. We should view a text as something that is complete and something
that exists in a particular context (Lotman, 1977).
Using the definition above, both pictures below are texts. The Religion clothing
advertisement can be read as a text intended to sell Religion clothes, while the written
letter can be read as a letter of thanks.
 ("Hand written letter from Espen", licensed with CC BY-NC-SA 2.0)
Cultural Text
What is cultural text? Cultural text is a text that reflects a particular culture. It shows a
specific society’s ideas, beliefs, and behaviors (Malley & Hawkins, n.d; Tylor, 1871).
Thus, the cultural text conveys cultural meanings.
The tinikling dance is a cultural text as it conveys a specific meaning. Tinikling dancers
imitate the movements of tikling, a long-legged bird found in Leyte, Philippines. These
birds are known for their grace in balancing on thin grasses of rice while walking.
Tinikling dancers show the Leytenos admiration of the tikling’s grace by dancing
(Philippine Information Agency, 2006; Horowitz, 2009).

("Tinikling (Cabanatuan City, Nueva Ecija)", licensed with CC BY 2.0)

Why Do We Evaluate Text?
Have you ever wondered why only you and your friends understand a funny meme (a
text) while your parents don’t? When you and your friends reach a consensus of what
the meme means, you and your friends have evaluated the meme's comedic meaning.
Unfortunately, your parents did not have enough information why you thought the meme
was funny.
Texts are constructed by someone to tell another person about something. A text
usually has hidden meanings that can be known by analyzing the different aspects of
the text (Thoman & Jolls, 2003). If a person has enough information about the sender,
cultural context, or current events surrounding a text, they will be able to evaluate the
meaning of the text.
Evaluating a text is an important skill, especially when we see, hear, and observe
more texts because of our easy access to communication technology. Also, there are
now more ways to convey messages, such as through film, memes, blurbs, and
computer game graphics. Lastly, texts come from different contexts; meaning, we may
misinterpret a text if we do not consider its contextual or cultural background.
Concepts to Note When Evaluating Text
Before we can evaluate text, we need to take note of the contextual aspects of a text
(Thoman & Jolls, 2003).
· Sender - All texts are constructed by a person. A tree is not sending a message.
On the other hand, an artist can draw a tree to convey a message.
· Rules and Form - Texts are constructed using meaningful signs (language) and
rules of form, grammar, and other rules of communication.
· Reception of the Audience - Different people will receive or understand a text
differently.
· Point of View - Texts are embedded with values, ideas, and points of view.
· Purpose - Texts are made for certain purposes. Messages are placed in the text to
inform, persuade, or entertain the receiver of the message. For instance,
advertisements are made to convince us to buy items. Another example would be why
electoral candidates have their own social media page: to convince voters to vote for
them.
How to Evaluate Text
To evaluate a text, we find information about the contextual aspects of a text. The
following table shows what questions we may ask to study a text. We take the example
of the picture below to demonstrate the evaluation process.
The picture below shows two doors leading to two different bathrooms in a restaurant.
What do the pinned dolls mean?
("Funny Bathroom Signs - Ken and Barbie" licensed with CC BY 2.0)
Contextual Needed Information
Aspects
Sender · What message do the
pinned dolls say?
· Who made the signs?
Rules and · Why use Ken and
Form Barbie?
· Is the use of the dolls
effective in sending the
message?
Information in the Bathroom Signs
(Text)
The message is simple: the door to
the right leads to the men’s restroom,
while the door to the left leads to the
women’s restroom. The signs were
made by the owner of the restaurant
or someone they hired. Also, the
bathrooms may not have a stall for
persons with disabilities (PWDs).
The restaurant used Ken to say
“men’s restroom” because it has a
male form. Barbie has a female form.
It effectively shows us which door
leads to the men’s or women’s
restroom.
Reception of · What can we perceive We can assume that the owner of the
the Audience from the text? restaurant knows who Ken and
Barbie are. They might also think that
· How will other people
both dolls epitomize the male and
from other cultures receive
female forms.
the message?

On the other hand, people of color

may be taken aback by the signs
because the sign makes use of the
traditional (Western and Caucasian)
forms for males and females.

Some children who have an affinity

with Barbies and Kens may approve
of the signs, while children who fear
dolls may be scared of entering the
bathrooms.

Point of View · What ideas are
represented in the text?
· What is missing in the
text?
The sender of the message shows in
the text that they believe that Ken and
Barbie are good models for men and
women.

It might be better to use male and

female icons that do not fit a certain
racial profile.

Purpose · Why did the sender make The main reason for making the text
this text? is to inform customers which door
leads to the men’s or women’s
· What are other reasons
restroom. We may also think that the
why dolls are used?
sender thinks it adds some fun to the
restaurant's interior design.
Lesson Proper for Week 5

Communication aids help an individual to communicate effectively with people around

them (Sadiq, 2017). These aids are also called augmentative and alternative
communication (AAC) devices, which are defined as the large range of techniques that
support or replace spoken communication. These aids include gestures, signing,
symbols, word boards, communication boards and books, and voice output
communication aids (VOCAs).
Different Types of Communication Aids
1. Comprehensive Expressive Aids: These types of aids are designed to cater to
the daily communication needs of a person (Sadiq, 2017). Examples of these aids
include alphabet boards, communication boards, and books that contain multiple
messages that are shown through words, letters, symbols, and photos.
2. Targeted Expressive Aids: These aids, such as community request cards or
object symbols to allow a person to make basic requests, are designed for certain
situations when limited message sets are needed (Sadiq, 2017).
3. Visual Supports: The purpose of visual supports is to help individuals in making
sense of their day, recalling events, and completing their tasks (Sadiq, 2017). Some
individuals would have complex communication needs as it is difficult for them to recall
their memories and understand abstract information. Examples of visual supports are
picture or object calendars, picture shopping lists, and picture social stories.
4. Supports for Communication Partners: These types of support “provide details
about an individual with complex communication needs, their means of communication
and other routine related information that assist a communication partner to consistently
support them throughout the day” (Sadiq, 2017, para. 7). Examples are a book about
me, a personal communication dictionary, or a personal history.
5. Technical Aids or Assistive Technology Devices: The technical aids for
communication must allow the client to reach a significant level of independence.
Regular, off-the-shelf equipment may occasionally compensate efficiently for certain
disabilities and be considered assistive technology devices, but the program does not
systematically cover them.
v The assistive technology devices covered by PMATCOM falls into the following five
categories:
A. Speech aids are devices designed to enhance the use of natural speech.
B. Augmentative and alternative communication aids are devices designed to
replace or augment speech and are mostly used with communication software.
C. Adapted telephones are equipment or accessories that allow telephone use and
adapted phone services at home for people over 12 years (e.g., adapted telephones
with breath control tubes, adapted telephone with scanning access software).
D. Computer access is a device or accessories that enable the functional use of the
computer for writing or communication activities. This type of technology is booming.
Regular keyboard and mouse have many alternatives, such as an oversized keyboard,
keyguards, on-screen keyboard software, and head-pointing devices.
E. Environmental control devices are a kind of technology that allows users to
control electronic or electrical devices at home remotely (e.g., lights, tv, sound systems,
etc.). These aids improve the user’s autonomy and help him stay at home with few
caregivers.
Types of Traditional Visual and Audio Media:
1. overhead transparencies
2. flip chart
3. whiteboard/chalkboard
4. document camera
5. video
6. handouts
7. sound recordings
Illustration 1
1. An alphabet board may be suitable for people who have literacy skills. It can be
explicitly designed to suit the person’s needs, such as using either an ABC or QWERTY
format, with direct access or partner-assisted auditory scanning. A nontech option is
also helpful as a backup for individuals who may have an existing electronic
communication device; remember, batteries do not last forever!
2. A book about me may be suitable for people who can understand photos or
pictures but is the most useful for support workers. It contains current relevant
information about a person’s needs and abilities. It can provide support to people with
information about a person’s daily routine and how to support them consistently with
activities of daily living, such as during mealtimes. It may also provide communication
partners with information on the person’s likes and dislikes.
3. A multilevel communication book allows access to an extensive vocabulary. The
first pages cover the index and will enable the user to “go to” a range of topics. Tabs
make navigating through the pages easy. Each page allows the user to return to the
index. The content may be a picture, word, or photo. Several people also include the
alphabet if they have spelling skills. The vocabulary should be personalized to reflect
the individual’s skills and interests.
4. A personal communication dictionary is helpful for partners unfamiliar with how
a person communicates. It contains information about unique or idiosyncratic
communication behavior. It provides information about what the person does, what this
means, and what the other person should do in response to the communication
behavior seen. A gesture dictionary can also be developed to include the signs and
gestures that people understand or use to communicate.
5. A personal history provides communication partners with information and photos
about a person’s life and family history. They include past and present skills and
interests, likes and dislikes, and future aspirations and dreams. It can be used as a
conversation starter or to gain information about the person, especially when they have
difficulty in expressing themselves and telling their own story.
6. A cues book can be helpful for people who need additional information to make
sense of the “here and now” in their world. Supporting people in the environment can
provide several consistent sensory cues to the person during their daily routines. Cues
can be visual, tactile, olfactory (smell), or auditory. A cues book helps present these
cues in a user-friendly format for communication partners to ensure that consistent
signals are used to show the person that an event or activity will occur.
Three Main Elements of an Oral Presentation:
1. the words you say
2. how you say them
3. the visual support you provide
Guidelines for visual presentation:
ü be creative but keep infographics simple; make your design but keep it as simple and
professional as possible;
ü use good fonts, such as Arial, and its size should be at least 20 pt to be read easily
from a distance;
ü use a high-contrast color scheme (e.g., black on white or white on dark blue
background);
ü each slide must contain one main point or message;
ü bullet points are preferred instead of full sentences; and
ü use graphs and charts to present complex information but make sure to explain their
relevance and significance thoroughly.
Tips in Using Presentation Media:
ü practice with your media
ü consider your room and audience
ü speak to your audience and not your media
Always Remember:
ü 10-20-30 – 10 slides, 20 minutes, and 30 pt font size
ü 1-6-6 – 1 main idea, 6 bullet points, and 6 words per bullet
ü 7-7 –7 lines and 7 words
ü 9 Ps – Prior Proper Preparation Prevents Poor Performance of the Person Putting on
the Presentation
Illustration 2

The following are the reasons for avoiding these mistakes (5 presentation design,
2015).
· Overusing display fonts will make your audience cringe; the text is hard to read.
· Lengthy line spillover throws off the alignment of your slide.
· Using multiple random images makes your presentation look disorganized.
· Formatting inconsistency distracts your audience.
· Slapping solid text boxes over busy images messes up the visual flow.