CHAPTER 1: Communication:
highly sought-after skills in new hires is
An Overview
A. Speaking and Listening in
Communication
B. Communication Process, Principles and
The Ethical Responsibilities of
Ethics
Public Speaking
C. The Power of Public Speaking
D. The Ethical Responsibilities of Public
Ethics
Speaking
E. Public Speaking as Communication
The Power of Public Speaking
Public speaking skills…
● Empower us to participate in
democratic processes.
- The policies a democratic government
adopts are a direct result of the debates
that occur across the nation.
- Effective public speaking skills give us
the confidence to voice our ideas on
important public issues.
● Empower us to communicate our ideas
and opinions in ways that all audience
members can understand.
- When we can express our ideas clearly,
we are more likely to share them. When
others understand our ideas, they learn
from us.
● Empower us to persuade others.
- We can convince others to agree with us
or to take action regarding important
issues ranging from personal to local to
global.
● Empower to achieve our career goals.
- For almost any job, one of the most
oral communication skills.
- set of moral principles held by a society,
group, or individual that differentiate
right from wrong.
- reflect what we believe we "ought to"
and "ought not to"
● Ethical communication involves both
speaking and listening.
● Both speakers and audience are
expected to behave ethically.
● FIVE generally agreed-upon ethical
standards for public speaking are:
1. Honesty
2. Integrity
3. Fairness
4. Respect
5. Responsibility
● Ethical communicators are honest.
- Tells the truth in ways that demonstrate
empathy for others.
- Effective public speakers research a
topic carefully and accurately present all
sides of controversial issues.
- Honest speakers do not plagiarize.
Instead, they properly credit the ideas of
others they use in their speech. (Citation)
Cyberplagiarism - reference material
found on the Internet.
- As a result, university instructors use
plagiarism-detection software programs.
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Tips to remember so you don't plagiarize
unintentionally:
1. Do not change a few words at the
beginning, in the middle, or at the end
of the material.
2. Paraphrase the idea of another person
and do not forget to credit them.
3. Do not present as original speech or
essay if a part is purchased, borrowed,
or used from another person.
● Ethical communicators act with
integrity.
- "Practice what they preach"
- A listener who espouses (support,
adopt) the importance of civility (formal
politeness) but then interrupts and
heckles (disrupts) speakers who lack
integrity.
● Ethical communicators behave fairly.
- Attempt to act impartially (treat all
rivals equally) and acknowledge any
potential bias they might have regarding a
topic.
- For speakers: means researching and
accurately reporting all sides of an issue.
- For audience: means considering all of
the evidence a speaker presents, even the
evidence contradicts the listener's beliefs.
● Ethical communicators demonstrate
respect.
- showing regards to others (including
their point of view, rights, and feelings)
- Speakers show respect for their
audience by choosing language that is
inclusive and not offensive.
- Listeners show respect by giving full
attention to the speaker.
- Sending or reading text/emails, using
social media, or multitasking while the
speech is ongoing is DISRESPECTFUL.
● Ethical communicators are
responsible.
- recognize the power of words
- Ethical speakers only advocate for things
that they believe are in the best interest
of audience members.
- Ethical listeners critically evaluate the
positions that speakers advocate and do
not blindly accept positions that they may
not be interested in.
Public Speaking as Communication
Communication
- the process of creating a shared
meaning.
Two Basic Types of Communication
Oral Communication
- face to face, you use your audience
- has only one hearing
- use vocal apparatus
Written Communication
- you use of pen and paper
- takes long of time to get response
- can always go back to read
Similarity: Both oral and written communication
make use of language in transmitting messages.
● Participants
- individuals who assume the roles of
senders and receivers during an
interaction.
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 A) Senders - form and transmit messages - any stimulus that interferes with the
using verbal symbols (words), nonverbal process of achieving shared meaning.
behaviors, and visual images. - can be:
B) Receivers - interpret the messages sent A) Physical noise - external sight or
by senders.
sound that distracts us from the
Although all participants act as both senders
message.
and receivers, in public speaking, there is a
ex. When someone enters the room,
primary sender (presents an extended message)
and main receiver (listens, interprets, and a phone rings when the speaker is
provides feedback). talking
B) Psychological noise - the thoughts
● Messages and feelings we experience which
- verbal utterances, visual images, and makes us out of focus instead of
nonverbal behaviors used to communicate. putting attention to what the speaker
- In public speaking, it is typically says.
speeches. ex. Daydreaming
A. Encoding - process of creating
messages.
● Contexts/Settings
B. Decoding - process of interpreting
- Communication contexts - the
them.
environment in which communication
occurs.
● Feedback
- differs based on number of participant
- consists of messages sent by receivers
and their role
to let the sender know the message is
interpreted.
1. Intrapersonal communication
- can be verbally or nonverbally
- "self talk", communicating with yourself.
- When audiences listen to speech,
- done by thinking through choices,
usually most of the feedback is nonverbal.
strategies, and possible consequences of
taking actions.
● Channels
- occurs subconsciously
- both the route traveled by a message
Ex. Sitting for class and thinking of the
and the means of transportation.
things you need to do
- We send and receive messages
through auditory (speaking and hearing), visual
2. Interpersonal communication
(seeing)
- communication between two people
- Virtual presence - phenomenon of
who have an identifiable relationship with
simulated presence made possible through the
each other.
use of digital technology.
- In public speaking, a) it is a
question-and-answer session; b) a
● Interference/Noise
speaker directs remarks to one audience
member.

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 Ex. Talking with a friend, chatting online
with a family member
3. Group Communication
- a dynamic process where a small
number of people engage in conversation.
- usually involves 3 to 8 people
4. Public Communication
- one person speaks to a group of people.
- The speaker may ask questions, and
engage the audience in a discussion.
5. Mass Communication
- sending a simple message to a group
through mass media.
- It allows us to communicate our
message to a large number of people, but
we are limited in our ability to tailor our
message to specific audiences.
PROCESS OF COMMUNICATION
The communication process starts with
the sender which is the person that is going to
be transmitting a particular message. They are
in charge of what's called encoding a particular
message. Encoding is the process of crafting
messages. And encoding is not only determining
what it is that you're going to say but how what
is that you're going to communicate it. This
includes nonverbal communication. Things like
body language and the tone of our voice, the
pace of our voice. The next that we have is the
message, and that is what is encoded by the
sender which gets sent to the receiver.
Depending upon which medium we chose to
communicate with that will transmit a number
of different ways. The receiver is in charge of
decoding that message which means they're
trying to understand, interpret, and assess that
particular message. The last part is feedback
that takes both verbal communication or
auditory and nonverbal communication which
could be through body language. The sender is
looking for some feedback to see whether or
not the receiver actually understood the
material. Feedback allows the sender to ensure
whether or not their messages are being
understood. This process involves two parties
which are the sender and the receiver. There's a
message the sender encodes. The message
provides meaning to it the receiver then
decodes trying to understand that particular
message. We know that there is if she was
involved with that and then in turn the receiver
will send feedback to the sender where they can
confirm whether or not they've understood that
particular message. However, there are
instances that the receiver gets a different
message which could be because of
interference or noise. It could be due to things
that we see physically or the sudden thoughts
we have subconsciously that distract our
attention.
Speaker
● originator of speech.
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 ● What the speaker discusses and how
well they do will depend on their
interests, beliefs, background, and
public speaking skill. Choose a topic
you care about, know about, and
want to inform others about.
Audience
● Specific group of people to whom
the speech is directed.
● Audience analysis - study of diverse
characteristics of intended audience
members.
● Audience adaptation - process of
tailoring a message to address
exigence (begins the cycle of
rhetorical discourse about issues.
Occasion
● Encompasses the expected purpose
for the speech
Setting
● Location, where speech will be
given.
● Speakers tailor their speech to adapt
to their size of the audience.
Ex.
1. When physicians attend professional
meetings, they expect to hear
scientific presentations about new
treatments.
2. The speech you prepare to give in a
large auditorium for 1,000 audience
is likely to be different than the
speech you would prepare to give in
a restaurant to an audience of 20.
Effective Speech Components
When we give a speech, our goal is to
create and achieve shared meaning with
our audience members through rhetorical
appeals of:
● Ethos - everything we say and do to
convey competence and good character.
Ex. Dressing appropriately, being poised
as we speak, citing credible sources
● Pathos - everything we say and do to
appeal emotions (negative: fear /
positive: joy)
● Logos - do to appeal logic and sound
reasoning.
● Content
- comprises the information and ideas
you present.
- includes speech's purpose and main
points, evidence and reasoning to develop
main idea
- Evidence - consists of facts, examples,
and other supporting material; can be
own experience or from research.
Effective evidence has sufficient:
a. Breadth - amount and types of
evidence you use.
b. Depth - level of detail you provide from
each piece of evidence.
- Effective evidence is logically linked to
the main idea it supports.
- Listener relevance links
- statements alerting listeners about
how a main point or subpoint is relevant
to them.
- a statement of why the topic is
connected to or matters to the audience.
- allows you to make sure that you are
being able to recognize, respond to, and
engage with the audience
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● Structure ● Delivery
- the framework that organizes the - how you use your voice and body to
speech content. convey a message.
- helps listeners to follow the ideas of - Effective speakers are conversational,
speaker as they listen. intelligible, poised, and expressive in their
● Macrostructure delivery.
- overall organizational framework used to a.) Conversational - sounding as though
present the speech content. you are having a spontaneous
- It is more even important when crafting conversation with your audience.
speech than writing essay. b.) Intelligible - use a rate, volume, and
- compose of introduction, body, pitch that are easily understood.
conclusion, and transition c.) Poised - stand confidently without
a.) Introduction fidgeting, swaying, or using any other
- tell them what you are going to tell potentially distracting bodily action;
them making eye contact with the audience
- should build audience interest in your rather than focusing on your notes.
topic and preview main points. d.) Expressive - changing pitch, volume,
b.) Body rate, and so forth to emphasize the
- tell them emotional intent of your ideas.
- should contain main ideas and
supporting material used to develop each
one.
c.) Conclusion
- tell them what you told them
- should remind audience of main ideas
and motivate them to remember what
you said
d.) Transitions
- words, phrases, or sentences that
bridge two ideas.
● Microstructure
- specific language and style you use
within your sentences.
- Effective speeches are understandable
and memorable when speakers use
appropriate, accurate, clear, and vivid
language
- Use of rhetorical devices: alliteration,
onomatopoeia, personification, similes,
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Requirements needed for this course:
1. Assignments
- usually needed only for recitations
- would be your preparation for the next
discussion
2. Outputs
- Needed every after one topic
- If we have the same prof, they want
creative outputs.
- You might want to use Canva or any
other app for editing your output.
3. Evaluation
- Usually, it only needs five to ten
sentences (depends on the instruction)
- MS Word or Google Docs would be fine
but submit it as a PDF file.
LIST OF ASSIGNMENTS:
Assignment 2
● Differentiate World Englishes from
World English
● Explain the global spread of World
Englishes
● Elaborate the categories of World
Englishes using Braj Kachru (1992)
model
● State the importance of English as a
global language
Assignment 3
● Is American English the Standard
English?
● Define:
a. American English
b. British English
c. The standard English
● Explain the difference between
American English and British English:
a. Vocabulary
b. Grammar
c. Spelling
d. Pronunciation
Assignment 5
● Define intercultural communication
cross cultural communication and
ethnocentrism
● Why is intercultural communication
important to know
● Explain the three parts of developing
intercultural communication
● Discuss the effects of ethnocentrism
● How do you share and understand
meaning across cultures?
Assignment #
● Define gender sensitivity in
communication.
● Does language affect gender equality
● Why is gender fair language important?
● How does gender affect language use?
● Enumerate and explain the differences
between male and female in the way
they use language to communicate
Assignment #
● Define Fake News
● How do you spot fake news?
● What makes a trustworthy News
Source?
● How do you determine if a source is
credible?
● How do you evaluate information
sources?
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Assignment #
Read the attached readings, “How to Detect
Propaganda by Clyde R. Miller and “Logic and
Logical Fallacies
LIST OF OUTPUTS:
1. Write an essay on the importance of
developing the ability to speak and to
listen effectively
2. In a paragraph of 3-5 sentences, explain
as to how you can showcase your
practice of your eloquence in oral and
written communication
3. None
4. Analyze any piece of writing (poem or
story). Identify and explain whether the
language register used is formal or
informal.
5. Slogan about English language as the
World’s Lingua Franca
6. A paragraph of not more than 5
sentences, write an essay justifying your
stand as to why you prefer Standard
American English or Standard British
British English or “Learn Standard
English: the US way or the UK way?”
7. A roadmap that illustrates clearly the
principles of effective communication
8. In a paragraph of 3-5 sentences
describe a situation that you or
someone you know experienced either
a successful and unsuccessful
intercultural communication.
9. Create a collage of showing that
understanding differences is the key
towards reconciliation
10. Create adage showing gender fair
language matters
11. Read and paste in your working
portfolio a fake news. Be able to explain
critically why.
12. Write an example of argumentative
speech on the topic “Teenage Marriage”
LIST OF EVALUATIONS
1. Write a reflection on the discussion
“Purposive Communication”
2. In a paragraph of not more than five
sentences, write the important insight/s
you learned about this topic (Vowels)
3. Think about why formality registers are
important speech. How could
misunderstanding arise if someone is
too formal or too informal?
4. Watch the video and discover how
English is like in four countries: England
(UK), Hungary, France and Malaysia?
Then answer the question, “What is
English like in the Philippines?” in a
paragraph of not more than ten
sentences.
5. In a paragraph of not more than five
sentences, write your insights of
learning in this topic (American English
vs British English).
6. Do you consider a euphemist an
effective communicator? Write your
answer in a paragraph of not more than
five sentences.
7. In a paragraph of not more than ten
sentences, answer the question below:
How does globalization affect
intercultural communication?
8. Based on the discussion, what
suggestion/s would you give in order to
avoid interpersonal conflict
misunderstanding. Be able to write your
answer in a paragraph of not more than
five sentences.
9. Answer the question below in a
paragraph of not more than five
sentences. The question is “Can gender
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 language reduce stereotyping and
discrimination?”
10. How to determine whether a news
source is reputable? Or a news story is
reliable?
11. Importance of Speech (five sentences)

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