PC Module

ST. PAUL COLLEGE FOUNDATION, INC.
“Doctrina Praecellentes Commissum”

Bulacao, Pardo / Ramos / Mandaue Campuses
COURSE PACKET
For
GEN 05
(Purposive Communication)
College of Education
WEEK NO. MODULE TOPIC PAGE NO.
1 Course-Independent Learning Guide 3

1 Communication processes, elements and
principles
Communication Ethics
2
Communication and Globalization
3
Local and Global Communication in Multicultural
4 Settings and Varieties and registers of spoken
and written language
Evaluating Messages and/ or images
5
Communication aids and strategies using tools of
6 technology
Communication for Work Purposes
7
8 Communication for Academic
Purposes
9 Public Speaking
ST. PAUL COLLEGE FOUNDATION, INC.
“Doctrina Praecellentes Commissum”
Bulacao, Pardo / Ramos / Mandaue Campuses
College of Education
Bulacao Campus
COURSE-INDEPENDENT LEARNING GUIDE

(For Asynchronous, Self-Directed Distance Learning)
Course No. GEN 05

Course Title: Purposive Communication
Credit Units: Three (3)
No. of Weeks:
Day:
Time:
To Course Learning Learning Materials (PDF-Links) Required Output (Graded)

pi Topics Objectives (Internet Links, Links for Youtube videos, Note: Output submission in 1
c# Links for Articles, Journals, Case Studies and modular output every week.
other materials are shown here)
1 Introducti  Define https://www.skillsyouneed.com/ips/what-is- Output: Mind Map
on to communicat communication.html A. Mind Map
Communi ion and toppr.com/guides/business-studies/directing/ Directions:
cation terms communication/ Create your own mind map,
related to it http://thecommunicationprocess.com/models-of-
summarizing all the concepts
 Familiarize communication/#:~:text=Traditionally%20speaking%2C
you’ve learned for this particular
the different %20there%20are%20three,perspective%20on%20the
%20communication%20process. lesson. Be creative. Refer to the
models of
mind map outline in the module
communicat
for reference
ion
 Illustrate
how the
models of
communicat
ion can be
applied in
real- life
scenarios
2 Ethics in  Describe https://www.slideshare.net/mobile/Kitlaserna/ Output: Slogan

Communi the different communication-ethics Directions:
cation ethics of Create a slogan that will summarize
communicat https://youtu.be/93lZui5GR8Q the communication ethics in the
ion in online community.
various Principles & Ethics
situation https://www.slideshare.net/mobile/drjayeshpatidar/
 Know how communication-process-26090063
to
communicat https://www.slideshare.net/mobile/SruthiBalaji/
e in an communication-31071323
ethical
manner https://www.slideshare.net/mobile/Kitlaserna/
 Apply these communication-ethics
ethical
principles to https://sites.google.com/site/communicationskill4you/
their element-of-communication#:~:text=The%20basic
communicat %20elements%20of%20communication,or%20send%20out
ion process %20a%20message
3 Communi  Explain https://www.nytimes.com/2012/04/22/opinion/sunday/ Output: Reaction Speech
cation how cultural the-flight-from-conversation.html Directions:
and and global 1. In response to Sherry Turkle’s
Globalizat issues https://youtu.be/t7Xr3AsBEK4 TED talk “Connected, but Not
ion affect Alone” talk about your response
communicat https://youtu.be/ASZJE15E0SY
and answer the following question
ion below:
 Appreciate https://youtu.be/v8vFKaKjYz8
A. What opinions of Sherry Turkle
the impact
do you agree and disagree with?
of
communicat B. How do you use technology? Do
ion on you use it too much?
society and C. What do you use it for? Do you
the world use it to hide or to open up more?
Which do you feel more when you
go online, friendship/ relationship
or isolation?
2. Your speech should include an
introduction, main argument and
conclusion. You can follow the plan
below or you can personalize it as
you wish.
A. Introduction: Summary of
Sherry turkle’s TED Talk, definition
of terms that was used in the
video
B. Main Arguments: Your answers
to the guide question
C. Conclusion: Overall opinion,
advice
3. Your speech can be in the form
of script (docx), podcast (mp3) or
short video clip (mp4). For the
latter option, make sure it’s a
minimum of 2- minute talk and not
more than 3 minutes.
4. Submit it on the given deadline.
4 Local and  Determine https://www.slideshare.net/mobile/RyanBuer/local-and- Output (considered as your
Global culturally global-communication-in-multicultural-setting Terminal Output): Comprehensive
Communi appropriate Report
cation in terms, https://youtu.be/ROgFmb3oTLo Directions:
Multicultu expressions 1. Choose a country from the list
ral and images that will be provided to you.
Settings (sensitive to 2. Research and various modes of
and gender,
communication that their
Varieties race class,
nationalities used ( e.g.words/
and etc.)
registers  Adopt gestures in their country to show
of spoken cultural and respect)
and intercultural 3. List the sensitive and/or taboo
written awareness topics and issues in their country
language and and how we can address this for
sensitivity in effective communication.
communicat 4. Report should be in powerpoint
ion of ideas slideshow and should be self-
explanatory. Animations,
voiceovers are accepted.
5. Submit it on the given deadline.
Prelim Examinations (face-to-face assessment) for Higher Education
For Basic Education, face-to-face assessment is monthly for the next 10 months
NOTE: EXAMINATION PERMIT IS REQUIRED.
5 Evaluatin  Evaluate Output: Memes
g multi- modal https://www.slideshare.net/mobile/RyanBuer/local-and- Directions:
Message texts global-communication-in-multicultural-setting 1. Create 5 memes that showcases
s and/ or critically to some toxic culture of Filipinos.
images enhance https://youtu.be/ROgFmb3oTLo
2. In 150-200 words explain briefly
receptive how we can improve on this
skills https://www.britishcouncil.org/voices-magazine/which-
variety-english-should-you-speak attitude.
 Convey
3. Share your memes on the group
ideas
through https://www.slideshare.net/mobile/kbecker100/language- page.
oral, audio- registers-50074369 4. Like and/or comment on your
visual classmates outputs, as well.
and/or web- (optional)
based 5. Submit it on the given deadline.
presentation
s for
different
target
audiences
in local and
global
settings
using
appropriate
registers
 Adopt
awareness
of audience
and context
in
presenting
ideas
7 Communi  Convey https://www.google.com/url? Output(considered as Terminal
cation ideas sa=t&source=web&rct=j&url=https://g- output for Midterms): Filipino
aids and through kenneth.blogspot.com/2019/10/communication-aids-and- Culture, Tradition and Heritage
strategies oral, audio- strategies-using_15.html%3Fm%3D1%23:~:text%3DThese Promotional Event
using visual %2520include%2520gesture%252C%2520signing%252C
1. Make a group of 3 people.
tools of and/or web- %2520symbols,does%2520not%2520use%2520additional
2. List down Filipino cultural values,
technolog based %2520equipment.&ved=2ahUKEwiryNOWjdvqAhWIF6YKH
YEmAyEQFjACegQICxAJ&usg=AOvVaw041Y3dBlu7GZxWGSi traditions and heritage that you
y presentation
YMh0Z want to preserved.
s for
https://prezi.com/p/dj9pdvveqgdk/communication-aids- 3. Createa promotional output
different
target and-strategies-using-tools-of-technology/ showcasing how to best preserved
audiences http://creatingmultimodaltexts.com them and encouraging people to
in local and continue the tradition.
global 4. Outputs may be in the form of
settings video or informercial posters.
using 5. Share your outputs on the group
appropriate page.
registers 6. Submit it on the given deadline.
 Adopt
awareness
of audience
and context
in
presenting
ideas
Midterm Examinations (face-to-face assessment) for Higher Education
8 Communi  Create https://www.indeed.com/career-advice/career- Output: Letter of Proposal
cation for clear, development/how-to-write-a-proposal- Directions:
Work coherent letter#:~:text=Proposal%20letter%20template&text= 1. Choose an issue in your local
Purposes and %5BThis%20first%20sentence%20should%20include,the community that needs to be
effective %20purpose%20of%20your%20proposal.
addressed.
communicat https://www.slideshare.net/mobile/RyanBuer/ 2. Write a proposal letter to your
ion material communication-for-work-purposes local government with the
 Present
following information:
ideas
problem/issue, suggested
persuasivel
y using solution/action. Follow the letter
appropriate format provided in the module.
language 3. Submit it on the given deadline.
registers,
tone, facial
expressions
and
gestures
 Adopt
awareness
of audience
and context
in
presenting
and
communicat
ing ideas
9 Communi  Write and https://prezi.com/p/1f8bjfeo_l_c/communication-for- Output: Ted- Talk
cation for present academic-purposes Directions:
Academic research https://speakupforsuccess.com/how-are-ted-talks-and- Choose a topic that you know well
Purposes paper using business-presentations-different/amp/ and something that you can teach
appropriate to others. Talk about it in a video.
tone, style, Your presentation should not be
conventions less than 3 minutes and not more
and than 5 minutes. Refer to the Ted-
reference Talk guidelines in your module for
styles
guide.
 Adopt
awareness
of audience
and context
in
presenting
ideas
 Convey
ideas
through
oral, audio-
visual
and/or web-
based
presentation
s for
different
target
audiences
in local and
global
settings
using
appropriate
registers
Semi-Final Examinations (face-to-face assessment) for Higher Education
10 Public  Convey https://www.slideshare.net/mobile/ptjose1/public- Output (considered as Final
Speaking ideas speaking-37860286 Terminal Output): Eloquest Show
through https://open.lib.umn.edu/publicspeaking/chapter/14-1- Directions:
oral, audio- four-methods-of-delivery/#:~:text=Impromptu 1. With the whole class, plan the
visual %20speaking%20involves%20delivering%20a,style
public speaking event.
and/or web- %20most%20speeches%20call%20for. 2. Choose the participants for the
based https://www.google.com/url?
following category:
presentation sa=t&source=web&rct=j&url=https://www.write-out-
loud.com/declamation- Extemporaneous, Impromptu,
s for
different speech.html&ved=2ahUKEwi7_8rwsdvqAhVUHaYKHbHMA Oration, Declamation.
target 80QFjAkegQIBRAB&usg=AOvVaw30nqfp6V35uoEyT2yBY_x 3. The Eloquest Show shall be done
audiences Q&cshid=1595232986383 on the day of the final exam either
in local and virtually or face- to- face.
global 4. Aside from the main event, you
settings should submit a poster ad/
using campaign ad for the show,
appropriate invitation and programme sheet.
registers
 Create
clear,
coherent,
and
effective
communicat
ion
materials
 Present
ideas
persuasivel
y using
appropriate
language
registers,
tone, facial
expressions
and
gestures
 Adopt
awareness of
audience and
context in
presenting
ideas
Add more topics here in order to satisfy the required number of hours in a semester.
Final Examinations (face-to-face assessment) for Higher Education
Lesson 1
INTRODUCTION TO COMMUNICATION
At the end of the lesson, the student should be able to:
1. Define communication and terms related to it

2. Familiarize the different models of communication
3. Illustrate how the models of communication can be applied in real- life scenarios
LESSON 1
Module Topic Introduction to Communication
Intended Learning Outcomes (ILO) 1. Define communication and terms

related to it
2. Familiarize the different models of
communication
3. Illustrate how the models of
communication can be applied in real-
life scenarios
Number of Hours 3 hours (1-2 hours synchronous; 1 hour

asynchronous/ independent learning
time)
Delivery Mode Self-directed learning like readings,

distance learning, e-learning,
synchronous and asynchronous teaching
Learning Resources Required: Course module on Purposive

Communication, College of Education, St.
Paul College Foundation, Inc.
Learning Activity 1. Students must read through the

content of the lesson in the module.
2. Once they’ve deemed themselves

familiar with the terms presented,
students will answer the exercises and
short quiz provided for this particular
lesson..
3. For the output, the students will

create a mind map to summarize what
they have learned for this unit.
4. The students will respond and/or

comment on the discussion threads to
further engage on the topic and theme
of the lesson. This will serve as their
reflection and evaluation of the lesson
topic.
Required Output  Exercises and short Quiz
 Mind Map
 Response to the Discussion Thread
Assessment Tool/s  Rubric for grading mind maps
 Short Answer Rubric (for discussion

threads)
Target Competency critical and analytical thinking, effective

communication, accuracy in the written
language, fluency, reading
comprehension
LESSON 1: Introduction to
Communication
Terms and Definitions *Communication Process *Verbal vs Non-Verbal Communication
What is “Communication”?
Question to consider:
* How do you define “communication”?
* What are some keywords that you can associate with communication?
* What factors affect communication?
* What are the different ways of communicating in certain scenarios and venues? (e.g. Teacher
to student; workplace)
*Why is communication and learning communication important?
Reading Task:
Communication
Communication is simply the act of transferring information from one place, person or group
to another.
Communication (from Latin communicare, meaning "to share") is the act of conveying
meanings from one entity or group to another through the use of mutually understood signs,
symbols, and semiotic rules.
As this definition makes clear, communication is more than simply the transmission of
information. The term requires an element of success in transmitting or imparting a message,
whether information, ideas, or emotions.
A communication therefore has three parts: the sender, the message,

and the recipient.
1. Sender
The sender or the communicator generates the message and conveys it to the receiver. He is
the source and the one who starts the communication
2. Message
It is the idea, information, view, fact, feeling, etc. that is generated by the sender and is then
intended to be communicated further.
3. Recipient
He is the person who is last in the chain and for whom the message was sent by the sender.
Once the receiver receives the message and understands it in proper perspective and acts
according to the message, only then the purpose of communication is successful.
These are the other elements that are involved in the communication process:
* Encoding
The message generated by the sender is encoded symbolically such as in the form of words,
pictures, gestures, etc. before it is being conveyed.
*Media
It is the manner in which the encoded message is transmitted. The message may be transmitted
orally or in writing. The medium of communication includes telephone, internet, post, fax, e-
mail, etc. The choice of medium is decided by the sender.
*Decoding
It is the process of converting the symbols encoded by the sender. After decoding the message
is received by the receiver.
*Feedback
Once the receiver confirms to the sender that he has received the message and understood it,
the process of communication is complete.
* Noise
It refers to any obstruction that is caused by the sender, message or receiver during the process
of communication. For example, bad telephone connection, faulty encoding, faulty decoding,
inattentive receiver, poor understanding of message due to prejudice or inappropriate gestures,
etc.
How We Communicate
3 Models of Communication
The purpose of a “model” is to offer a visual representation of a concept with the intent of
facilitating the understanding of it. Traditionally speaking, there are three standard models of
the communication process: Linear, Interactive, and Transactional, and each offers a slightly
different perspective on the communication process.
Linear communication Model
The linear model’s behavior is belied by its name, where a sender encodes a message via a
channel and the message is decoded by the receiver. It is straight-line communication found
typically in mass communication; think television, radio, newspapers, etc. According to this
model, there is no means for immediate feedback.
It’s a straightforward communication model that’s used across businesses to assist with
customer communication-driven activities such as marketing, sales and PR.
The sender, channel and receiver play crucial roles in linear communication. The sender puts an
idea, thought or feeling into a message, and transmits this message via a ‘channel’. This channel
acts as the medium and will change the message into a tangible form, for instance speech,
writing or animation. In its new form, the message is transmitted to the receiver, who then
decodes it.
According to the model, many things can affect the one-way communication process. For
instance, the choice of channel selected may affect the way a receiver interprets a message.
Also, a number of disruptions can occur at any point – they're known as ‘noise’. It can include
‘psychological noise’, whereby the psychological state of the receiver will affect the
interpretation of the message, including stress, anxiety, anger and so on.
Although straightforward, there are criticisms of the model. The theory assumes
communication is a turn-taking process where a person sends and receives at a time. Yet other
theorists support the notion that communication is actually a more complicated process, where
sending and receiving messages take place simultaneously between both parties.
Interactive Communication Model
Interactive model (also known as convergence model) deals with exchange of ideas and
messages taking place both ways from sender to receiver and vice-versa.
Simply put, the Interactive Model takes the Linear Model and multiplies it times two with a
quick flip of the return message. It now allows for a feedback element because after a message
is encoded and sent to the decoding receiver, the roles then reverse and the receiver encodes
and sends a response to the original sender who has now turned receiver. It sounds more
confusing than it is. Envision an exchange of text messages whereby your friend sends you a
message and you respond to it. The same thing happens during a telephone call, or even an
email exchange. A message is sent and received, then the roles reverse.
Components of Interactive Model
Interactive Model of Communication requires different following components for the
communication process to work:
a. Encoder-Source-Decoder: The person who originates a message is the source. The encoder
and decoder are the same person/source. The second source is also encoder as well as decoder.
The source acts as an encoder while sending the message and as decoder while receiving the
message.
The second source decodes the message, then originates another message, encodes it and
sends it to the first source. The source is known to be encoder and decoder during the act of
encoding and decoding.
b. Message: Message is the information sent during the interaction.
c. Feedback: The decoder forms a second message after receiving the first which is known as
feedback.
d. Field of Experience: Field of experience is the experience and knowledge that the source
possesses which affects the message formation and interpretation. For example, the source’s
culture, social behavior, etc.
Transactional Model of Communication

The Transactional Model becomes more sophisticated yet. This model depicts face-to-face
interaction, or “trans-action” as a dynamic and changeable process that is not limited to simple
definition. In the Transactional Model, receiver and sender can play the same roles
simultaneously, as sometimes happens, as messages can be sent back and forth simultaneously.
It appears chaotic and ineffective, but sometimes communication is just that. Throw in some
noise, and it would be a wonder whether any message is conveyed successfully in this
environment.
Transactional model is the process of continuous change and transformation where every
component is changing such as the people, their environments and the medium used. Due to
this, it assumes the communicators to be independent and act any way they want.
Since both sender and receiver are necessary to keep the communication alive in transactional
model, the communicators are also interdependent to each other. For example, transactional
communication is not possible if the receiver is not listening to sender.
The transactional model is the most general model of communication. Everyday talk and
interactions are also a form of transactional model communication. It is more efficient for
communicators with similar environment and individual aspects. For instance, communication
between people who know each other is more efficient as they share same social system.
In transactional model, efficiency and reliability of communicated message also depends on the
medium used. For example, the same message might not be perceived by a person the same
way when it is send through a phone and when it is provided face to face. It is because of
possible loss of message on a phone call or absence of gestures.
Factors Affecting Transactional Model

There are many factors directly or indirectly affecting the communication process in transaction
model. These can be environmental noise or communication barriers. Environmental Noises
can be Physical noise, physiological noise or psychological noise.
Transactional model relates communication to social reality of an individual or a group of

people in social, cultural and relational contexts. Their responses cannot be predicted because
they all have different backgrounds and mental conditions. Communication pattern depends on
various factors such as physical, cultural, environmental, social, psychological, emotional, etc.
Cultural systems, social systems and relational situations are the most over-powering elements
of the communication in transactional model, while physical and psychological context has
considerable effect on the communication, enhancing or undermining it.
A. Social Context
Social context in communication refers to the norms, values, laws and other restrictions of a
society to communicate within a specific limit. It also includes rules that bind people’s ability to
communicate. Society shapes the way a person communicates. Some of the examples are:
greeting people when meeting, thanking, apologizing, etc.
People can also learn communication from trial and error method, and its consequences ranges
from social exclusion to embarrassment. This model also adds that it’s not just social reality
that help people in the communication process but communication also shapes self and social
reality in return. Communication is not only for exchanging messages but also to create and
establish relationship helping people in the formation of a community.
B. Cultural Context
Cultural context is the lifestyle and identity of a person. Caste, class, race, ethnicity, gender, etc
are the contexts which promotes communication. If two people are from the same cultural
group, they will have better communication with each other.
Cultural identities are made by communication. It changes the communication pattern of a

person. Marginalization of cultural groups oppress their communication with the other parts of
the society. People become unsure of themselves when they communicate with intercultural
groups. Some people also take it as unacceptable.
People have a closed mindset about the other groups of people they communicate with
displaying the trait of Ethnocentrism. Experiences, attitudes, moods, cultural beliefs, social up-
bringing, mindset, their sense of reality and many other factors affect the responses and the
message exchange.
C. Relational Context
Relational context of communication relates to relationship history and manners.
A person talks with an old friend differently than a stranger. Manners take the role of
communication when it is with strangers. Manners come from pre-established norms and
values, and are more scripted making interaction difficult. Type of relationship and the roles of
people create differences in the way people communicate. Communication always occurs on
the common systems of both the parties.
Is one model better than the other? No, not at all. It’s a matter of choosing the best model
under the circumstances and for the type of message. You must also realize that
communication can move back and forth between the models. For example, a training session
might start with a lecture (the linear model), followed by a question and answer session (the
transactional model). It might then go back to a lecture (linear), and finish with a group
discussion (transactional).
Is one model better than the other? No, not at all. It’s a matter of choosing the best model
under the circumstances and for the type of message. You must also realize that
communication can move back and forth between the models. For example, a training session
might start with a lecture (the linear model), followed by a question and answer session (the
transactional model). It might then go back to a lecture (linear), and finish with a group
discussion (transactional).
Barriers in communication
 Noise
 Assumptions/ Misconception
 Inappropriate medium
 Language differences
 Emotions
 Poor listening skills
 Distractions
Exercise
Fill in the table below with the needed information.
Communication Notable 2 Pros 2 Cons 3 Example Situations

Model Features When You Can Use This
Specific Model
Verbal and Non-Verbal Communication
Questions to Consider:
 What is the difference between verbal and non-verbal communication?

 What are the merits and demerits for each type of communication?
 How to effectively communicate in both?
Categories of Communication
There are a wide range of ways in which we communicate and more than one may be
occurring at any given time.
The different categories of communication include:
 Spoken or Verbal Communication, which includes face-to-face, telephone, radio or
television and other media.
 Non-Verbal Communication, covering body language, gestures, how we dress or act,
where we stand, and even our scent. There are many subtle ways that we communicate
(perhaps even unintentionally) with others. For example, the tone of voice can give
clues to mood or emotional state, whilst hand signals or gestures can add to a spoken
message.
 Written Communication: which includes letters, e-mails, social media, books,
magazines, the Internet and other media. Until recent times, a relatively small number
of writers and publishers were very powerful when it came to communicating the
written word. Today, we can all write and publish our ideas online, which has led to an
explosion of information and communication possibilities.
 Visualizations: graphs and charts, maps, logos and other visualizations can all
communicate messages.
Verbal Communication vs Non-Verbal
Defining Verbal Communication

When people ponder the word communication, they often think about the act of talking. We
rely on verbal communication to exchange messages with one another and develop as
individuals. The term verbal communication often evokes the idea of spoken communication,
but written communication is also part of verbal communication. Reading this book you are
decoding the authors’ written verbal communication in order to learn more about
communication. Let’s explore the various components of our definition of verbal
communication and examine how it functions in our lives.
Verbal communication is about language, both written and spoken. In general, verbal
communication refers to our use of words while nonverbal communication refers to
communication that occurs through means other than words, such as body language, gestures,
and silence. Both verbal and nonverbal communication can be spoken and written. Many
people mistakenly assume that verbal communication refers only to spoken communication.
However, you will learn that this is not the case. Let’s say you tell a friend a joke and he or she
laughs in response. Is the laughter verbal or nonverbal communication? Why? As laughter is not
a word we would consider this vocal act as a form of nonverbal communication. For
simplification, the box below highlights the kinds of communication that fall into the various
categories. You can find many definitions of verbal communication in our literature, but for this
text, we define verbal communication as an agreed-upon and rule-governed system of symbols
used to share meaning. Let’s examine each component of this definition in detail.
Verbal Communication Nonverbal Communication
Oral Spoken Language Laughing, Crying, Coughing,

etc
Non-oral Written language/ sign Gestures, body language, etc

language
Types of Verbal Communication

a. Oral communication
- spoken words are used
- includes face- to- face conversations, speech, telephonic conversations, video, radio,
television, voice over internet.
- influenced by pitch, volume, speed, and clarity of speaking.
b. Written communication
- written signs or symbols are used to communicate
- can be transmitted via email, letter, report, memo, etc.
- influenced by the vocabular and grammar used, writing style, precision, clarity of language
used.
Barriers in Verbal Communication
a.) symbols with different meanings
b.) badly expressed message or use of jargon
c.) unclarified assumptions
d.) same word having different meanings
e.) organizational barriers
f.) psychological barriers
Functions of Verbal Communication

Our existence is intimately tied to the communication we use, and verbal communication
serves many functions in our daily lives. We use verbal communication to define reality,
organize, think, and shape attitudes.
 Verbal communication helps us define reality.

 Verbal communication helps us organize complex ideas and experiences into meaningful
categories.
 Verbal communication helps us think.
 Verbal communication helps us shape our attitudes about our world.
Discussion Questions
1. How do advances in technology impact verbal communication? What are
some examples?
2. How does popular culture impact our verbal communication? What are some
examples?
3. When you use text messages or email, are you formal or informal?
4. To what extent do you believe that verbal communication drives thought, or
vice versa?
Defining Nonverbal Communication

Burgoon, Buller, and Woodall (1996) define nonverbal communication as nonverbal
behaviors that are “typically sent with intent, are used with regularity among members of
a social community, are typically interpreted as intentional, and have consensually
recognized interpretations.” This sounds too much like verbal communication, and might
best be described as symbolic and systematic nonverbal communication.
Mead (1934) differentiated between what he termed as “gesture” versus “significant

symbol,” while Buck and VanLear (2002) took Mead’s idea and argued that “gestures are
not symbolic in that their relationship to their referents is not arbitrary,” a fundamental
distinction between verbal and nonverbal communication. Think of all the ways you
unconsciously move your body throughout the day. For example, you probably do not sit
in your classes and think constantly about your nonverbal behaviors. Instead, much of the
way you present yourself nonverbally in your classes is done unconsciously. Even so,
others can derive meaning from your nonverbal behaviors whether they are intentional or
not. For example, professors watch their students’ nonverbal communication in class
(such as slouching, leaning back in the chair, or looking at their phone) and make
assumptions about them (they are bored, tired, or worrying about a test in another class).
These assumptions are often based on acts that are typically done unintentionally.
While we certainly use nonverbal communication consciously at times to generate and

share particular meanings, when examined closely it should be apparent that this channel
of communication is not the same as verbal communication which is a rule-governed,
shared system of symbols. Rather, nonverbal communication is most often spontaneous,
unintentional, and may not follow formalized symbolic rule systems.
Types of Nonverbal Communication

a. Kinesics is the study of how we use body movement and facial expressions. We interpret a
great deal of meaning through body movement, facial expressions, and eye contact. Many
people believe they can easily interpret the meanings of body movements and facial
expressions in others. The reality is, it is almost impossible to determine an exact meaning for
gestures, facial expressions, and eye contact. Even so, we rely a great deal on kinesics to
interpret and express meaning. We know that kinesics can communicate liking, social status,
and even relational responsiveness (Mehrabian, 1981). Facial expressions are a primary method
of sharing emotions and feelings (Ekman & Friesen, 1967; Scherer, Klaus, & Scherer, 2011). For
example, imagine yourself at a party and you see someone across the room you are attracted
to. What sort of nonverbal behaviors do you engage in to let that person know? Likewise, what
nonverbal behaviors are you looking for from them to indicate that it’s safe to come over and
introduce yourself? We are able to go through exchanges like this using only our nonverbal
communication.
b. Haptics is the study of touch. Touch is the first type of nonverbal communication we

experience as humans and is vital to our development and health (Dolin & Booth-Butterfield;
Wilson, et al., 1993). Those who don’t have positive touch in their lives are less healthy both
mentally and physically than those who experience positive touch. We use touch to share
feelings and relational meanings. Hugs, kisses, handshakes, or even playful roughhousing
demonstrate relational meanings and indicate relational closeness. In western society, touch is
largely reserved for family and romantic relationships. Generally, girls and women in same-sex
friendships have more liberty to express touch as part of the relationship than men in same-sex
friendships. However, despite these unfortunate social taboos, the need for touch is so strong
that men are quite sophisticated at finding ways to incorporate this into their friendships in
socially acceptable ways. One such example is wrestling among adolescent and young-adult
males. Do you ever wonder why you don’t see as many women doing this? Perhaps it’s because
wrestling is socially acceptable for men whereas women are more likely to hug, hold hands, and
sit touching one another. In contrast, an exchange student from Brazil recognized the
differences in touch between cultures when arriving in the United States. She was surprised
when someone hesitated to remove an eyelash from her face and apologized for touching her.
In her country, no one would hesitate to do this act. She realized how much more physical
touch is accepted and even expected in her culture. Cultural norms determine appropriate
touch and represent gender constructs.
c. Personal Appearance, Objects, and Artifacts are types of nonverbal communication we use

to adorn our bodies and surroundings to communicate meaning to others. Consider your
preferences for hairstyle, clothing, jewelry, and automobiles, as well the way you maintain your
body. Your choices express meanings to those around you about what you value and the image
you wish to put forth. As with most communication, our choices for personal appearance,
objects, and artifacts occur within cultural contexts and are interpreted in light of these
contexts. Consider the recent trendiness and popularity of tattoos. While once associated
primarily with prison and armed services, tattoos have become mainstream and are used to
articulate a variety of personal, political, and cultural messages.
d. Proxemics is the study of how our use of space influences the ways we relate to others .
Edward Hall (1966) developed four categories of space we use in the U.S. to form and maintain
relationships. Intimate space consists of space that ranges from touch to eighteen inches. We
use intimate space with those whom we are close (family members, close friends, and intimate
partners). Intimate space is also the context for physical fighting and violence. Personal space
ranges from eighteen inches to four feet and is reserved for most conversations with non-
intimate others (friends and acquaintances). Social space extends from four to twelve feet and
is used for small group interactions such as sitting around a dinner table with others or a group
meeting. Public space extends beyond twelve feet and is most often used in public speaking or
social situations like a party or concert. A fun exercise to do is to go to a public space and
observe people. Based on their use of the above categories of space, try to determine the type
of relationship the people have: romantic, familial, or friendly.
e. Environment acts as a nonverbal through our use of perception in the surroundings or

conditions we occupy. Think of your home, room, automobile, or office space. What meanings
can others perceive about you from these spaces? What meanings are you trying to send by
how you keep them? Think about spaces you use frequently and the nonverbal meanings they
have for you. Stimuli in your environment can trigger memories and affect your mood, changing
or influencing your emotional responses and actions. The environment can produce
physiological responses also.
f. Chronemics is the study of how people use time. Are you someone who is always early or on
time? Or, are you someone who arrives late to most events? Levine (1997) believes our use of
time communicates a variety of meanings to those around us. Think about the person you know
who is most frequently late. How do you describe that person based on their use of time? Now,
think about someone else who is always on time. How do you describe that person? Is there a
difference?
In the U.S., we subscribe to a monochronic orientation of time, placing a high value on being on

time, and responding more positively to people who are punctual. However, other cultures
such as Arab and Latin American countries subscribe to a polychronic orientation, viewing time
more loosely. Punctuality is not necessarily a goal to achieve. Some cultures are more flexible
and believe that activities will commence when everyone is present and ready; not according to
an arbitrary schedule based on a clock or calendar. Neither approach is better than the other,
but the dissimilar uses of time can create misunderstandings among those from different
cultural groups. (Hall, 1959)
g. Paralanguage is the term we use to describe vocal qualities such as pitch, volume, inflection,
the rate of speech, and rhythm. While the types of nonverbal communication we’ve discussed
so far are non-vocal, some nonverbal communication is actually vocal (noise is produced). How
we say words often expresses greater meaning than the actual words themselves. Sarcasm and
incongruency are two examples of this. The comedian Stephen Wright bases much of his
comedy on his use of paralanguage. He talks in a completely monotone voice throughout his
act and frequently makes statements such as, “I’m getting really excited” while using a
monotone voice, accompanied by a blank facial expression. The humor lies in the incongruency
—his paralanguage and facial expression contradict his verbal message. When you use sarcasm,
your paralanguage is intended to contradict the verbal message you say.
h. Silence serves as a type of nonverbal communication when we do not use words or

utterances to convey meanings. Have you ever experienced the “silent treatment” from
someone? What meanings did you take from that person’s silence? Silence is powerful because
the person using silence may be refusing to engage in communication with you. Likewise, we
can use silence to regulate the flow of our conversations. Silence has a variety of meanings and,
as with other types of nonverbal communication; context plays an important role in
interpreting the meaning of silence. For example, the Day of Silence protest which has taken
place every year since 1996 is a day which students use their silence as a tool to get people to
stand up for LGBT rights. Here, like in the Women in Black movement, the participants believe
that silence sends a louder message than anything they could say. Do you think they are right?
What do you think are the advantages and disadvantages of using silence as a political
strategy?
Functions of Nonverbal Communication

We use verbal communication to express ideas, emotions, experiences, thoughts, objects, and
people. But what functions does nonverbal communication serve as we communicate (Blumer,
1969)? Even though it’s not through words, nonverbal communication serves many functions to
help us communicate meanings with one another more effectively.
 We use nonverbal communication to duplicate verbal communication.

 We use nonverbal communication to replace verbal communication.
 We use nonverbal cues to complement verbal communication.
 We use nonverbal communication to accent verbal communication.
 We use nonverbal communication to regulate verbal communication.
 We use nonverbal communication to contradict verbal communication.
 We use nonverbal communication to mislead others.
 We use nonverbal communication to indicate relational standing.
 We use nonverbal communication to demonstrate and maintain cultural norms.
 We use nonverbal communication to communicate emotions.
1. Have you ever communicated with someone outside of your culture? How was their
nonverbal communication similar to your own, or different?
2. Have you ever had your nonverbal cues misinterpreted? For example, someone thought
you liked them because your proxemics suggested an intimate relationship. How did you
correct the misinterpretation?
3. What kind of nonverbal communication do you use every day? What does it accomplish for
you?
4. Which do you consider has greater weight when interpreting a message from someone
else, verbal or nonverbal communication? Why?
Output:
Mind Mapping
Mind mapping is a highly effective way of getting information in and out of your brain. Mind
mapping is a creative and logical means of note-taking and note-making that literally "maps
out" your ideas.
All Mind Maps have some things in common. They have a natural organizational structure that
radiates from the center and use lines, symbols, words, color and images according to simple,
brain-friendly concepts. Mind mapping converts a long list of monotonous information into a
colorful, memorable and highly organized diagram that works in line with your brain's natural
way of doing things.
One simple way to understand a Mind Map is by comparing it to a map of a city. The city center
represents the main idea; the main roads leading from the center represent the key thoughts in
your thinking process; the secondary roads or branches represent your secondary thoughts,
and so on. Special images or shapes can represent landmarks of interest or particularly relevant
ideas.
The great thing about mind mapping is that you can put your ideas down in any order, as soon
as they pop into your head. You are not constrained by thinking in order. Simply, throw out any
and all ideas, then worry about reorganizing them later.
The mind map is the external mirror of your own radiant or natural thinking facilitated by a
powerful graphic process, which provides the universal key to unlock the dynamic potential of
the brain.
The Five Essential Characteristics of Mind Mapping:
 The main idea, subject or focus is crystallized in a central image

 The main themes radiate from the central image as 'branches'
 The branches comprise a key image or key word drawn or printed on its associated line
 Topics of lesser importance are represented as 'twigs' of the relevant branch
 The branches form a connected nodal structure
How to Make a Mind Map
 Think of your general main theme and write that down in the center of the page. i.e.
Food
 Figure out sub-themes of your main concept and draw branches to them from the
center, beginning to look like a spider web i.e. Meats, Dairy, Breads
 Make sure to use very short phrases or even single words
 Add images to invoke thought or get the message across better
 Try to think of at least two main points for each sub-theme you created and create
branches out to those
Directions:
Create your own mind map, summarizing all the concepts you’ve learned for this particular
lesson. (Note: Rubrics for this written output will be posted.)
Lesson 2
COMMUNICATION ETHICS
1. Describe the different ethics of communication in various situation

2. Know how to communicate in an ethical manner
3. Apply these ethical principles to their communication process
LESSON 2
Module Topic Communication Ethics
Intended Learning Outcomes (ILO) 1. Describe the different ethics of

communication in various situation
2. Know how to communicate in an
ethical manner
3. Apply these ethical principles to their
communication process

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Required Output  Exercises and Discussion Questions
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comprehension
LESSON 2: Communication Ethics
Terms and Definitions of Ethics *Principles of Interpersonal Communication* Ethical Framework
Questions to be Considered:
1. What is ethics?
2. why do you think there should be ethics in communication?
3. What problems can arise when people are not ethical in their communication practices?
What is Communication Ethics

 Communication – act or process of communicating; fact of being communicated
- the imparting or interchange of thoughts, opinions, or information by speech, writing, signs
and actions.
 Ethics- a system of moral principles

- deals with values relating to human conduct, with respect to the rightness and wrongness of
certain actions and to the goodness and badness of the motives and ends of such actions.
 Communication Ethics- the principles governing communication, the right and wrong aspects of
it
- the moral- immoral dimensions relevant to interpersonal communication
It is important to understand that whatever we communicate should be guided by certain

ethical principles. Ethical communication is fundamental to responsible thinking, decision-
making, and the development of relationships and communities within and across contexts,
cultures, channels and media. Moreover, ethical communication enhances human worth and
dignity by fostering truthfulness, fairness, responsibility, personal integrity, and respect for self
and others. We believe that unethical communication threatens the quality of all
communication and consequently the well- being of individuals and the society in which we live.
Fundamentals of Ethical Communication
 Responsible thinking
 Decision- making
 Development of relationships and communities
- contexts
- cultures
- channels
- media
Principles of Ethical Communication

1. Advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of
communication
2. Endorse freedom of expression, diversity of perspective, and tolerance of dissent to achieve
the informed and responsible decision- making fundamental to a civil society
3. Strive to understand and respect other communicators before evaluating and responding to
their messages
4. Promote access to communication resources and opportunities as necessary to fulfill human
potential and contribute to the well-being of families, communities and society.
5. Promote communication climates of caring and mutual understanding that respect the
unique needs and characteristics of individual communicators.
6. Condemn communication that degrades individuals and humanity through distortion,
intimidation, coercion and violence, and through the expression of intolerance and hatred.
7. Being committed to the courageous expression of personal convictions in pursuit of fairness
and justice.
8. Advocate sharing of information, opinions and feelings when facing significant choices while
respecting privacy and confidentiality
9. Accept responsibility for the short and long- term consequences for our own communication
and expect the same of others.
Discussion Questions:
1. Why is it important to be ethical in communicating today?
2. Is honesty still a virtue valued today? Why or why not?

3. Can you give historical examples that show how intolerance of dissent has been
a problem for a certain sector?
4. Can you give historical examples that show why hate speech is a problem?
5. When you think of politicians today, , would you say that they have been
communicating in ethical manner?
6. Who comes to mind on the subject of violating the ethics of communication?
7. Why do people communicate in an unethical manner?
8. What consequences can you think of because of this?
Learning Task
Applied Ethics
In pairs, you should prepare a skit that will show one ethical principle and what could happen
when it is violated.
Interpersonal Communication
Interpersonal communication refers to communication with another person. It is a process of exchange
where there are desire and motivation on the part of those involved to get to know each other as
individuals. The level of one’s interpersonal communication skills is measured through the effectiveness
of meaning transferred through the message.
It is subdivided into:
a. dyadic communication- means the interrelationship between two people, but in practice, this
relationship refers to dialogic relations or face-to-face verbal communication between two persons
involving their mutual ideas, thoughts, behavior, ideals, liking and disliking, and all the queries and
answers concerning life and living in nature. It’s a person to person transaction and one of the
commonest forms of speech communications. It provides ideal conditions for close range continuous
feedback.
b. public communication- happens when individuals and groups engage in dialogue in the public sphere
in order to deliver a message to a specific audience. Public speaking events, newspaper editorials and
billboard advertisement are a few forms of public communication.
c. small group communication- refers to interactions among three or more people who are connected
through a common purpose, mutual influence, and a shared identity.
Principles of Interpersonal Communication

 Inescapable
 Irreversible
 Complicated
 Contextual
- psychological context
- relational context
- situational context
- environmental context
- cultural context
Functions of Interpersonal Communication

 Gaining information
 Building a Context of Understanding
 Establishing Identity
 Interpersonal Needs
- inclusion
- control
- affection
Interpersonal Responsibility
Interpersonal responsibility begins with each person’s commitment to active care for the interpersonal
relationship, owned by neither and nurtured with or without the support of the other.
It adheres to the insight of Emmanuel Levinas, ‘abandoning the expectation of reciprocity for
attentiveness to a call to responsibility with or without the approval of the other.
It involves:
 Caring
 Sympathy
 Empathy
Ethical Frameworks
Deontological Ethics
- a set of ethical theories that place special emphasis on the relationship between duty and the morality
of human actions
- a universal set of rules and is always applicable to whatever the circumstance is
- an action is considered morally good because of some characteristic of the action itself, not because
the product of the action is good.
Utilitarian Ethics
- an action is right if it tends to promote happiness and wrong if it tends to produce the reverse of
happiness—not just the happiness of the performer of the action but also that of everyone affected by
it.
- In the notion of consequences, the utilitarian includes all of the good and bad produced by the act,
whether arising after the act has been performed or during its performance.
Virtue Ethics
- primarily concerned with traits of character that are essential to human flourishing, not with the
enumeration of duties.
- concerned with moral character and places more weight or value on the dignity of an individual and a
humanity’s task of caring for one another
Situational or Contextual Ethics
- right and wrong depend upon the situation.
- rejects 'prefabricated decisions and prescriptive rules'.
- teaches that ethical decisions should follow flexible guidelines rather than absolute rules, and be taken
on a case by case basis.
Exercise
How will each ethical theory react to “Lying”?

Deontological Utilitarian Virtue Situational
Ethical Communication in Certain Aspects
A. In the Workplace
There’s a set of code of conduct in every profession that must be followed to ensure the integrity of
your job. Breaking such set of rules can lead to consequences both moral and legal. Certain
specifications of ethical conduct vary from one professional to another, but certain things are universal.
Types and examples of unethical communication that are held to bet true across all types of work are as
follows:
Type Example
Coercive Intimidation and threatening others
Destructive Backstabbing and inappropriate jokes
Deceptive Euphemism and lying
Intrusive Eavesdropping, tapping telephones or monitoring

Internet use
Secretive Hoarding information and cover-ups
Manipulative- exploitative Acts which attempt to gain compliance or control

through exploitation
B. Freedom of Expression
Free speech and expression is the lifeblood of democracy, facilitating open debate, the proper
consideration of diverse interests and perspectives, and the negotiation and compromise necessary for
consensual policy decisions. Efforts to suppress nonviolent expression, far from ensuring peace and
stability, can allow unseen problems to fester and erupt in far more dangerous forms. It a basic right
and is protected both by national and international governments and organizations.
Ethical Approach to Freedom of Expression
a. must be balanced against society’s need to maintain order, protect general welfare and public
morality
b. must have limits, but only when it involves harm to others
c. refrain from hate speech, public use of derogatory and offensive language denigrating others
especially those of minorities
c. Mass Communication
Littlejohn and Foss define mass communication as “the process whereby media organizations produce
and transmit messages to large publics and the process by which those messages are sought, used,
understood, and influenced by audience. McQuail states that mass communication is, “only one of the
processes of communication operating at the society-wide level, readily identified by its institutional
characteristics” (7). Simply put, mass communication is the public transfer of messages through media
or technology-driven channels to a large number of recipients from an entity, usually involving some
type of cost or fee (advertising) for the user.
Mass Communication Ethics
 Truth
 Censorship
 Laws
 Privacy
 Appropriateness
 Sensitivity to other cultures
 Respect dignity, privacy and well- being of a person
Ethics Codes
Ethics code or Ethical Codes are moral guidelines that are used to help assist people in making decisions,
to tell the difference between right and wrong and to utilize this understanding to make ethical choices.
There are 3 levels:
 Code of Ethics
 Code of conduct
 Code of Practice
Output:
Slogan
Slogan is a short and striking or memorable phrase used in advertising. It can also be a motto associated
with a political party or movement or other groups.
The online community has been expanding over the years. It’s been accessible to almost everyone. It’s a
vibrant, diverse community that promotes freedom of expression in all forms. Since it’s free to air out all
opinions in the cloud, the majority has slowly lost their consideration for others. They post their
sentiments online with no regards for others who might get affected with it. And sometimes, they post
this not just because they want their opinion out there, but most of time, it’s just for the clout. SNS is
not flooded with rude and insensitive media. As a fellow media consumer and user, how can you
promote proper online ethics without trampling their freedom of expression?
Directions:
1. Create a slogan that will summarize and promote the communication ethics in the online
community.
2. It should be a catchy, one- liner phrase/ sentence and could be in any language that you
want. Be creative in your output. You may add doodles, pictures or layout. Personalize it as you
please.
3. Outputs should be submitted on the given deadline. It may be in the form of jpeg, pdf, docx,
or physical copy. Just make sure that the text is readable.
4. Share your output to the group and react and/or react to your classmates’ outputs, as well.
Lesson 3
COMMUNICATION AND GLOBALIZATION
1. Explain how cultural and global issues affect communication

2. Appreciate the impact of communication on society and the world
3. explain the notion of World Englishes in the context of English being a global
language
LESSON 3
Module Topic Communication and Globalization
Intended Learning Outcomes (ILO) 1. Describe the different ethics of

communication in various situation
2. Know how to communicate in an
ethical manner
3. Apply these ethical principles to their
communication process

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lesson.


topic.
Required Output  Exercises and Discussion Questions
 Output:

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comprehension
LESSON 3: Communication and

Globalization
Communication and Globalization * World Englishes *Culturally Sensitive and Bias-Free Language
Communication and Globalization

What is globalization?
It is a process of interaction and integration among people, companies, and governments of different
nations, a process driven by international trade and investment and aided by information technology.
This process has effects on the environment, on culture, on political systems, on economic development
and prosperity, and on human physical well-being in societies around the world.
Exercise
In The Story of English discuss the “success story” of the rise of English. They also provide a variety of
examples that demonstrate the global presence of English. The questions that follow help the reader
explore the implications of the language’s wide reach.
Watch the video entitled The History of English in 10 Minutes and consider the questions/
activities below.
(Link: https://www.youtube.com/watch?v=SfKhlJIAhew)
1. How did English come to be a global lingua franca or an international language?
2. After watching the video, come up with your own list of the factors that led English on its
global status.
3. Do some quick Internet research to find out how the English came to have an official status in
the Philippines.
4. How do you feel about the role and status of English in the Philippines?
Reading Task: World Englishes
Read “Speak English: The story of a Once- Obscure Language and How It Become the Last Word in Global
Communication” excerpted from the Chicago Tribune from The Story of English (McCrum, et.al, 1986).
Read only up to the first paragraph of page 2 of the article. The first and final paragraphs of your
assigned readings are given below for your reference.
[First Paragraph]
The rise of English is a remarkable success story. When Julius Caesar landed in Britain nearly 2,000 years
ago, English did not exist. Five hundred years later, Englisc, incomprehensible to modern ears, was
probably spoken by about as few people as currently speak Cherokee--and with about as little influence.
Nearly a thousand years later, at the end of the 16th Century, when William Shakespeare was in his
prime, English was the native speech of between 5 and 7 million Englishmen, and it was, in the words of
a contemporary, ''of small reatch, it stretcheth no further than this iland of ours, naie not there over all.''
[Final Paragraph]
The emergence of English as a global phenomenon--as either a first, second or foreign language--has
recently inspired the idea (undermining the above claims) that we should talk not of English but of many
Englishes, especially in Third World countries where use of English is no longer part of the colonial
legacy but the result of decisions made since their independence. Throughout the history of English
there has been a contest between the forces of standardization and the forces of localization, at both
the written and the spoken levels. The appearance of the first substantial English dictionaries in the 18th
Century was a move towards written standardization. It was Victorian England that realized the idea of
''the Queen`s English,'' a spoken standard to which the ''lesser breeds'' could aspire. The industrial
revolution meant roads, canals and, above all, trains: People traveled more, both geographically and
socially. The pressures of class ambition speeded the emergence of a standard form of English speech.
(Read the full article here: https://www.chicagotribune.com/news/ct-xpm-1986-09-07-8603070293-

story.html)
Discussion Questions:
1. Based on McCrum’s essay and some additional researchon your part, why is the rise of English such a
remarkable “success story”? What led to English taking on the role of a global language?
2. Can you add the evidence given by McCrum in paragraphs 3 to 7 that English is the most widespread
language in the world?
3. David Crystal (2003) says that “a language achieves a genuinely global status when it develops a
special role that is recognize in every country”. What is the special role of English in the Philippines?
4. Why does McCrum say that “we should not talk of English but of many Englishes”?
Question number 4 is an important one. It is now a more widely accepted fact that there are many
World Englishes, sometimes referred to as “varieties of English” used in the world. All are equal in the
sense that each is best suited to the communication needs of its speakers. However, not all are equal to
prestige, Some varieties are more prestigious than others because of social attitudes about the speakers
of these varieties.
The two most well- known varieties of English are those of colonial superpowers: British English and
American English. But there are many multilingual countries around the world in which varieties of
English have developed.
As mentioned earlier, all of these World Englishes are equal in functionality, but not in prestige. The
idea, however, in writing, is to adhere to the Standard English of one’s country because each variety,
including those of the United States and United Kingdom, has its own peculiar or individual features.
These features include differences in spelling, punctuation, favored words and expressions, and
sometimes, grammatical constructions. The table that follows gives an example of some of these
differences for American English and British English.
Aspect American English (US) British English (UK)
Punctuation She said, “I’ll be at work by 8 a.m.” She said, “I’ll be at work by 8 a.m.”
Date March 2, 2017 2 March 2017
Spelling Center, color, organize, program Centre, colour, organise,

programme
Words Elevator, pants, diaper Lift, trouser, nappy
Expression/ Local idiom Ruffled feathers (agitated) Knickers in a twist (agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation (irrelevant in Vase / vɑːz/ Vase / veɪs/

writing)
The fact that all varieties of English have individual or peculiar usages is why its important-----to follow a
standard. This standard advocates the use of a consistent spelling and punctuation system. I also avoid
colloquial and informal usages, eschewing these in favor of a more widely understood uses or explaining
such usages for the reader if it becomes necessary to use them in writing.
The label for this variety is Standard English or, depending on the region, Standard American English.
Standard British English or Standard Philippine English. To use this kind of English means to follow a
spelling or punctuation system that is consistent with the prescribed standard.
In summary, in everyday speech and informal contexts, one is free to use his or her own variety in
English. However, in more formal writing contexts, one should be able to identify which features of this
variety may not be understood by other speakers of English and to use alternatives that will be
understood by a wider audience.
Usages Unique to a Variety of English More Widely Understood Alternative
Philippine English- “I bought some dirty ice cream for

you.”
Canadian English- “I’m going to write a test today in

English.”
Australian English- “That book has good oil.”
South African English- “She is coming just now.”
Singapore English- “He always likes to action in front

of the ladies.”
Culture and Communication

Think about culture and communication as a reciprocal process: culture affects communication
and communication affect culture. Both works together to shape how we identify as belonging
to one culture or another, how we feel about belonging to a particular cultural group, how we
communicate with other cultural groups, and how that group is regarded in the larger social
system. As you will see, this is often a reflection of the language used to refer to a particular
group of people or the relative value placed on their communication practices.
In this global society, it is a must that you understand how culture, identity and diversity are
related. It comprises a very crucial skill in the 21 st century which is intercultural communication.
But before we can achieve it, we ought to learn about cultural awareness first.
What Do We Mean by Cultural Awareness?

Before going any further, let us spend some time discussing what we mean by cultural
awareness. When you were reading this chapter what did you think we meant by the word
culture? Your answer probably had something to do with people from different countries or of
different racial and ethnic backgrounds. You are right—to a certain degree. Culture does
include race, nationality, and ethnicity, but goes beyond those identity markers as well. The
following are various aspects of our individual identity that we use to create a membership with
others to form a shared cultural identity: race, ethnicity, nationality, gender, sexual orientation,
ability, disability, religion, and social class. In addition to explaining the above identities, we will
also discuss ethnocentrism, privilege, advantage, disadvantage, power, whiteness, co-culture,
and political correctness as these terms are relevant to understanding the interplay between
communication and culture.
When we talk about culture we are referring to belief systems, values, and behaviors that
support a particular ideology or social arrangement. Culture guides language use, appropriate
forms of dress, and views of the world. The concept is broad and encompasses many areas of
our lives such as the role of the family, individual, educational systems, employment, and
gender.
Understanding Race
Race is often difficult to talk about, not because of the inherent complexity of the term itself,
but because of the role, that race plays in society. Race is what we call a loaded word because it
can bring up strong emotions and connotations. Understandings of race fall into two camps: a
biological versus a sociopolitical construction of what it means to belong to a particular racial
group. A biological construction of race claims that “pure” races existed and could be
distinguished by such physical features as eye color and shape, skin color, and hair. Moreover,
these differences could be traced back to genetic differences. This theory has been debunked
by numerous scientists and been replaced with the understanding that there are greater
genetic differences within racial groups, not between them. In addition, there is no scientific
connection between racial identity and cultural traits or behaviors.
Instead of biology, we draw on a sociopolitical understanding of what it means to be of a
particular race. This simply means that it is not a person’s DNA that places them into a
particular racial grouping, but all of the other factors that create social relations—politics,
geography, or migration. We can also examine the reality that the meanings of race have
changed across time and space.
Noting the change from the biological to the sociopolitical understanding, we refer to race as “a
largely social—yet powerful— construction of human difference that has been used to classify
human beings into separate value-based categories” (Orbe and Harris, 2012).
Related to race are three other distinct concepts: racial prejudice, racial
discrimination, and racism. Racial prejudice refers to the practice of holding
false or negative beliefs of one racial group for the purpose of making another
racial group (usually one’s own) appear superior or normative. Racial
discrimination is the outward manifestation of racial prejudice: it is when people
act upon their negative beliefs about other races when communicating or setting
policy. Note, it is possible to be prejudiced without acting upon those beliefs and
that all races can discriminate against other races. The final concept, racism,
combines racial prejudice with social power. Racism is institutional, rather than
individual, meaning it occurs in large institutional contexts such as the
representations of particular groups within media or the fact that racial minorities
do not have equal access to educational or legal opportunities (Orbe and Harris,
2012). Racism often involves the unequal accessibility to resources and power.
Where Do You Come From?

Two other concepts that are often confused with race are ethnicity and
nationality. Ethnicity refers to a person’s or people’s heritage and history and involves shared
cultural traditions and beliefs. A person may identify as Asian-American racially while their
ethnicity is Chinese. Nationality refers to a people’s nation-state of residence or where they
hold citizenship. Most often, nationality is derived from the country where one was born, but
on occasion, people give up their citizenship by birth and migrate to a new country where they
claim a national identity. For example, an individual could have been born and raised in another
country but once they migrate to the United States and have American citizenship, their
nationality becomes American.
Global Nomads
People who move around a lot may develop a multicultural identity as a result of their
extensive international travel. International teachers, business people, and military personnel
are examples of global nomads. One of the earlier theories to describe this model of
development was called the U-curve theory because the stages were thought to follow the
pattern of the letter U. This model has since been revised in the form of a W or a series of ups
and downs; this pattern is thought to better represent the up and down nature of this process.
 Stage 1: Anticipation and Excitement. If you have ever planned for an international trip,
what were some of the things you did to prepare? Did you do something like buying a
guide book to learn some of the native customs, figure out the local diet to see if you
would need to make any special accommodations, learn the language, or at least some
handy phrases perhaps? All of these acts characterize stage one in which people are
filled with positive feelings about their upcoming journey and try to ready themselves.
 Stage 2: Culture Shock. Once the excitement has worn off or you are confronted with an
unexpected or unpleasant event, you may experience culture shock. This is the move
from the top of the U or W to the bottom. Culture shock can result from physical,
psychological, or emotional causes often correlating with an unpleasant and unfamiliar
event. When individuals have spent most of their lives in a certain country, they will
most likely experience culture shock when they travel overseas. Culture shock explains
the differences in cultural language, customs, and even food may be overwhelming to
someone that has never experienced them before.
 Stage 3: Adaptation. The final stage at the top of the U and W is a feeling of
comfortableness: being somewhat familiar with the new cultural patterns and beliefs.
After spending more time in a new country and learning its cultural patterns and beliefs,
individuals may feel more welcomed into the society by accepting and adapting to these
cultural differences.
Gender and Sexual Orientation
Sexual orientation refers to a person’s preference for sexual or romantic relationships;
one may prefer a partner of the same sex, the opposite sex, or both. Sexual orientation
influences one’s worldview or politics because while all societies include members who
identify as gay or lesbian, these members do not always receive the same social or
health benefits as heterosexual couples. On top of these specific benefits, those with a
nondominant sexual orientation might still have to contend on a daily basis that some
people think they are deviant or somehow less than heterosexual people and couples.
This may result in strained family relationships or discrimination in the workplace.
The Role of Money

You are probably familiar with the concept of class—what do the labels working class,
middle-class, and upper-class bring to mind? Money? Economic standing is only one
variable that influences class or socioeconomic standing. As the label suggests, one’s
socioeconomic status is influenced by monetary and social factors. In essence,
socioeconomic standing is “your understanding of the world and where you fit in; it’s
composed of ideas, behaviors, attitudes, values, and language; class is how you think,
feel, act, look, dress, talk, move, walk”. In some middle-class families, for example,
children are expected to go to college just as their parents and grandparents had done.
It may also be expected for the children to attend reasonably priced state colleges and
universities as opposed to Ivy League Universities, which may be the norm in many
upper-class families.
By now you are probably able to think of some other identity markers that shape a
person’s culture or worldview. How about spirituality or religion, profession, hobbies,
political persuasion, age, abilities? These too are aspects of cultural identity and may be
identified as co-cultures exist within the larger culture but are marginalized by the
dominant society. Spend some time thinking about how these aspects would influence a
person’s culture as we have done above.
Not surprisingly, language is a key factor in shaping our own self-perception as well as
the attitudes and beliefs we hold about other cultural groups. In the next section, we
will explore the role that language plays in intercultural communication.
Understanding Intercultural Communication
Collectivist versus Individualistic
Of particular importance to intercultural communication is whether the culture has a collectivist
or individualistic orientation. When a person or culture has a collective orientation they place
the needs and interests of the group above individual desires or motivations. In contrast, the
self or one’s own personal goals motivate those cultures with individualistic orientation. Thus,
each person is viewed as responsible for their own success or failure in life. It is important to
remember that no culture is purely one or the other. Individuals and co-cultures may exhibit
differences in individualism/collectivism from the dominant culture and certain contexts may
highlight one or the other.
High Context versus Low Context

Think about someone you are very close to—a best friend, romantic partner, or sibling. Have
there been times when you began a sentence and the other person knew exactly what you
were going to say before you said it? For example, in a situation between two sisters, one sister
might exclaim, “Get off!” (which is short for “get off my wavelength”). This phenomenon of
being on someone’s wavelength is similar to what Hall (1976) describes as high context. In high-
context communication, the meaning is in the people, or more specifically, the relationship
between the people as opposed to just the words. Low-context communication occurs when
we have to rely on the translation of the words to decipher a person’s meaning.
While some cultures are low or high context, in general terms, there can also be individual or
contextual differences within cultures. In the example above between the two sisters, they are
using high-context communication; however, America is considered a low-context culture.
Countries such as Germany and Sweden are also low context while Japan and China are high-
context cultures.
Power Distance
Hofstede (1997) defines power distance as “the extent to which less powerful members of
institutions and organizations within a country expect and accept that power is distributed
unequally” Hofstede believes that power distance is learned early in families. In high power
distance cultures, children are expected to be obedient toward parents versus being treated
more or less as equals. In high power distance cultures, people are expected to display respect
for those of higher status. For example, in countries such as Burma (Myanmar), Cambodia,
Laos, and Thailand, people are expected to display respect for monks by greeting and taking
leave of monks with ritualistic greetings, removing hats in the presence of a monk, dressing
modestly, seating monks at a higher level, and using a vocabulary that shows respect. Power
distance also refers to the extent to which power, prestige, and wealth are distributed within a
culture. Cultures with high power distance have power and influence concentrated in the hands
of a few rather than distributed throughout the population. These countries tend to be more
authoritarian and may communicate in a way to limit interaction and reinforce the differences
between people. In the high power distance workplace, superiors and subordinates consider
each other existentially unequal. Power is centralized, and there is a wide salary gap between
the top and bottom of the organization.
Feminity versus Masculinity

Hofstede (1980) found that women’s social role varied less from culture to culture than
men’s. He labeled as masculine cultures those that strive for the maximal distinction
between what women and men are expected to do. Cultures that place high values on
masculine traits stress assertiveness, competition, and material success. Those labeled
as feminine cultures are those that permit more overlapping social roles for the sexes.
Cultures that place a high value on feminine traits stress quality of life, interpersonal
relationships, and concern for others.
Uncertainty Avoidance
The extent to which people in a culture feel threatened by uncertain or unknown
situations. Hofstede explains that this feeling is expressed through nervous stress and in
a need for predictability or a need for written and unwritten rules (Hofstede, 1997). In
these cultures, such situations are avoided by maintaining strict codes of behavior and a
belief in absolute truths. Cultures strong in uncertainty avoidance are active, aggressive,
emotional, compulsive, security seeking, and intolerant; cultures weak in uncertainty
avoidance are contemplative, less aggressive, unemotional, relaxed, accepting of
personal risks, and relatively tolerant. Students from high uncertainty avoidance
cultures expect their teachers to be experts who have all the answers. And in the
workplace, there is an inner need
to work hard, and there is a need for rules, precision, and punctuality. Students from
low uncertainty avoidance cultures accept teachers who admit to not knowing all the
answers. And in the workplace, employees work hard only
when needed, there are no more rules than are necessary, and precision and
punctuality have to be learned.
Long-term Orientation versus Short-term Orientation
In 1987, the “Chinese Culture Connection,” composed of Michael H. Bond and others,
extended Hofstede’s work to include a new dimension they labeled Confucian work
dynamism, now more commonly called long-term orientation versus short-term
orientation to life. This dimension includes such values as thrift, persistence, having a
sense of shame, and ordering relationships work dynamism refers to dedicated,
motivated, responsible, and educated individuals with a sense of commitment and
organizational identity and loyalty.
Indulgence versus Restraint

In 2010 a sixth dimension was added to the model, Indulgence versus Restraint. This
was based on Bulgarian sociologist Minkov’s label and also drew on the extensive World
Values Survey. Indulgence societies tend to allow relatively free gratification of natural
human desires related to enjoying life and having fun whereas Restraint societies are
more likely to believe that such gratification needs to be curbed and regulated by strict
norms. Indulgent cultures will tend to focus more on individual happiness and well
being, leisure time is more important and there are greater freedom and personal
control. This is in contrast with restrained cultures where positive emotions are less
freely expressed and happiness, freedom, and leisure are not given the same
importance. The map below broadly reflects where indulgence and restraint tend to
prevail.
Hopefully, you now have a greater understanding of how culture influences communication in a
global society. We began with an overview and description of the various aspects of personal
identity and how they work together to determine a person’s culture. Next, we traced the
process of coming to an understanding of one’s individual identity through cultural dimensions.
1. Intercultural communication is all about a knowing a person and all the factors that
surrounds them that may contribute to the formation of their entire being. But before you
understand others, you must understand yourself and what makes you. If you know yourself
well, it’s easier to make people understand you and the things you mean. In relation to that,
among the aforementioned characteristics, which is inherent to you and the nationality that
you belonged in? Do you think it affects how you communicate to others in general? How?
2. Describe a situation in which you attempted to diverge or converge your communication with
others? What did you do? What were you attempting to accomplish by doing so? What was the
result?
3. How is your major going to be impacted by being culturally competent?
4. The Philippines is an archipelago of culture, languages/ dialects and different types of

people. Regionalism has become an apparent issue (e.g. Tagalog vs Bisaya; One is more
superior than the other.) In your opinion, does this thinking holds back Filipinos from growth
and opportunity? How might this have affected progress and innovation in the Philippines over
time? How do you think learning intercultural communication can help with this?

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ST. PAUL COLLEGE FOUNDATION, INC.

“Doctrina Praecellentes Commissum”

1 Course-Independent Learning Guide 3

COURSE-INDEPENDENT LEARNING GUIDE

Course No. GEN 05

To Course Learning Learning Materials (PDF-Links) Required Output (Graded)

2 Ethics in  Describe https://www.slideshare.net/mobile/Kitlaserna/ Output: Slogan

At the end of the lesson, the student should be able to:

1. Define communication and terms related to it

Module Topic Introduction to Communication

Intended Learning Outcomes (ILO) 1. Define communication and terms

Number of Hours 3 hours (1-2 hours synchronous; 1 hour

Delivery Mode Self-directed learning like readings,

Learning Resources Required: Course module on Purposive

Learning Activity 1. Students must read through the

2. Once they’ve deemed themselves

3. For the output, the students will

4. The students will respond and/or

Required Output  Exercises and short Quiz

 Response to the Discussion Thread

Assessment Tool/s  Rubric for grading mind maps

 Short Answer Rubric (for discussion

Target Competency critical and analytical thinking, effective

A communication therefore has three parts: the sender, the message,

Interactive Communication Model

Transactional Model of Communication

Factors Affecting Transactional Model

Transactional model relates communication to social reality of an individual or a group of

Cultural identities are made by communication. It changes the communication pattern of a

Communication Notable 2 Pros 2 Cons 3 Example Situations

 What is the difference between verbal and non-verbal communication?

Verbal Communication vs Non-Verbal

Defining Verbal Communication

Verbal Communication Nonverbal Communication

Oral Spoken Language Laughing, Crying, Coughing,

Non-oral Written language/ sign Gestures, body language, etc

Types of Verbal Communication

Functions of Verbal Communication

 Verbal communication helps us define reality.

Defining Nonverbal Communication

Mead (1934) differentiated between what he termed as “gesture” versus “significant

While we certainly use nonverbal communication consciously at times to generate and

Types of Nonverbal Communication

b. Haptics is the study of touch. Touch is the first type of nonverbal communication we

c. Personal Appearance, Objects, and Artifacts are types of nonverbal communication we use

e. Environment acts as a nonverbal through our use of perception in the surroundings or

In the U.S., we subscribe to a monochronic orientation of time, placing a high value on being on

h. Silence serves as a type of nonverbal communication when we do not use words or

Functions of Nonverbal Communication

 We use nonverbal communication to duplicate verbal communication.

 The main idea, subject or focus is crystallized in a central image

How to Make a Mind Map

At the end of the lesson, the student should be able to:

1. Describe the different ethics of communication in various situation

Module Topic Communication Ethics

Intended Learning Outcomes (ILO) 1. Describe the different ethics of

Number of Hours 3 hours (1-2 hours synchronous; 1 hour

Delivery Mode Self-directed learning like readings,

Learning Resources Required: Course module on Purposive

Learning Activity 1. Students must read through the

2. Once they’ve deemed themselves

3. For the output, the students will

4. The students will respond and/or

Required Output  Exercises and Discussion Questions