PCOM Notes

COMMUNICATION FOR VARIOUS PURPOSES
(Prelim)
Learning Outcomes:
Unit I aims to accomplish the following learning outcomes:
1. Define communicative competence;
2. Perform communication analysis;
3. Enumerate differences in intercultural communication;
4. Explain the impact of globalization on communication through critical evaluation of texts including the multi modal
texts;
5. Evaluate the messages in texts produced in different contexts;
6. Design a project which portrays the importance or value of effective communication/communicative competence in
different contexts.
Read the Linguisticator blog (https://linguisticator.com/communicative-competence/) on communicative competence

below; then, express your realization or reflection on how to become effective in communication while you are enrolled
in Purposive Communication, a language course. It is implied in the text that there are competences that you should
develop in order to achieve effective communication.
Communicative Competence
If a language learner is asked what they think the goal of a language course is, they would probably answer that it is to
teach the grammar and vocabulary of that language. However, if they are asked what their goal is as language learners,
they would most probably answer that it is to be able to communicate in that language.
I am not saying that in actuality the goal of a language course is to teach solely grammar and vocabulary – well, at least
it shouldn’t be just that anymore. (I’ve been in a course with such an outdated approach, and the results were, of course,
poor). Fortunately, the focus of second language teaching has moved from purely teaching grammar and vocabulary, to
providing the skills for effective communication. In linguistics terminology, a language course should not only have
“linguistic competence” at its goal, but “communicative competence” in general.
But what do these terms mean? Communicative competence is a term coined by Dell Hymes in 1966 in reaction to
Noam Chomsky’s (1965) notion of “linguistic competence”. Communicative competence is the intuitive functional
knowledge and control of the principles of language usage. As Hymes observes:
“…a normal child acquires knowledge of sentences not only as grammatical, but also appropriate. He or she acquires
competence as to when to speak, when not, and as to what to talk about with whom, when, where, and in what manner.
In short, a child becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to evaluate
their accomplishment by others.”
(Hymes 1972, 227)
In other words, a language user needs to use the language not only correctly (based on linguistic competence), but also
appropriately (based on communicative competence). Of course, this approach does not diminish the importance of
learning the grammatical rules of a language. In fact, it is one of the four components of communicative competence:
linguistic, sociolinguistic, discourse, and strategic competence.
Components of Communicative Competence

Linguistic competence is the knowledge of the language code, i.e. its grammar and vocabulary and also of the
conventions of its written representation (script and orthography). The grammar component includes the knowledge of
the sounds and their pronunciation (i.e. phonetics), the rules that govern sound interactions and patterns (i.e.
phonology), the formation of words by means of e.g. inflection and derivation (i.e. morphology), the rules that govern
the combination of words and phrases to structure sentences (i.e. syntax), and the way that meaning is conveyed through
language (i.e. semantics).
Sociolinguistic competence is the knowledge of sociocultural rules of use, i.e. knowing how to use and respond to
language appropriately. The appropriateness depends on the setting of the communication, the topic, and the
relationships among the people communicating. Moreover, being appropriate depends on knowing what the taboos of
the other culture are, what politeness indices are used in each case, what the politically correct term would be for
something, how a specific attitude (authority, friendliness, courtesy, irony etc.) is expressed etc.
Discourse competence is the knowledge of how to produce and comprehend oral or written texts in the modes of
speaking/writing and listening/reading respectively. It’s knowing how to combine language structures into a cohesive
and coherent oral written text of different types. Thus, discourse competence deals with organizing words, phrases and
sentences in order to create conversations, speeches, poetry, email messages, newspaper articles etc.
Strategic competence is the ability to recognize and repair communication breakdowns before, during, or after they
occur. For instance, the speaker may now know a certain word, thus will plan to either paraphrase, or ask what the
words is in the target language. During the conversation, background noise or other factors may hinder communication;
thus the speaker must know how to keep the communication channel open. If the communication was unsuccessful due
to external factors (such as interruptions), or due to the message being misunderstood, the speaker must know how to
restore communication. These strategies may be request for repetition, clarification, slower speech, or the usage of
gestures, taking turn in conversation etc.
COMMUNICATIVE
LINGUISTIC/ DISCOURSE STRATEGIC

SOCIOLINGUISTIC
GRAMMATICAL COMPETENCE COMPETENCE
COMPETENCE
 Knowledge of the  Knowledge of the  Knowledge of achieving  Knowledge on the use of

language code sociocultural rules of coherence and cohesion communication strategies
language use in a in a spoken or written text to avoid breakdowns in
 Ability to create particular context communication
grammatically  Ability to produce
correct utterances  Ability to produce coherent and cohesive
sociolinguistically utterances  Ability to solve
 Refers to knowledge appropriate utterances communication problems
and skill in using as they arise
language resources  Refers to knowledge and
to form well structured  Refers to knowledge and skills related to discourse,
messages skills on appropriate text types, and genres,  Refers to the knowledge
language use in a social cohesion and coherence and skills on the use of
context verbal and non-verbal
strategies to prevent
breakdowns in
communication
This presentation of the concept of communicative competence is a synthesis of the different frameworks on
Communicative Competence (Canale and Swain (1980,1981), Council of Europe (2001), Hymes (1972),
Savignon, 1983 cited in Bagaric, 2007)
To enrich your knowledge on the concept of Communicative Competence, you are given communication contexts below
to recognize the different components of Communicative Competence.
The following communication situations that happen in different contexts imply issues or competences in
communication. Choose the component of Communicative Competence to which you can associate the implied idea
presented in the context of communication. Your answers must be reflected in Learning Task Sheet # 4.
COMMUNICATION CONTEXT #1. (Video Transcript)

Wife: Ricky Ricardo. Here Honey, I will show what I mean. Now you take this book and pretend that our child has
come to you and said, “Daddy, read me a good night story.”
Husband: All right
Wife: There you are, daddy.( Wife handed the book)
Husband: (Started Reading) “Once upon a time in the woods live a peasant, he was a good man with a noble heart. He
spent his time in the forest, cutting down booges from the trees.”
Wife: (Interrupted the reading) wait, wait, just a minute, what is that booges?
Husband: (pointing the word from the book) “ Booges,” right in there.
Wife: That’s “boughs”.
Husband: B-O-U-G-H is bough?
Wife: Right
Husband: Bough! He spent his time in the forest, cutting down boughs from the trees. Cutting woods all day made his
hands strong and row. “One day..
Wife: That’s rough.
Husband: Spelled the same way as the other: O-U-G-H?
Wife: That’s right, that shows how little you know about the English Language.
Husband: So, I made a little mistake. Made His hands strong and rough. “One day he cut the wood so fast that by 3 in
the afternoon, his day’s work was thruff. When the…
Wife: Hold it Shakespeare.
Husband: Thraugh?
Wife: T-h-r-o-u-g-h is pronounced “Through”
Husband: Through, that’s what I always say, Now stop picking on me , Will you? You’re getting me all confused. His
day’s work was through. “ It started to rain on the way home and he got so wet that his nose became red and he
developed a hacking….( stopped reading with a confused gaze on the book)…coo? Well I know it can’t be “ Cow”
Wife: It’s “cough”
Husband: Oh that did it, I had enough, or should I say, “enu”
Wife: That’s enough
*End of transcript
The communication between the participants presents constraint for effective communication. The problem can
be related to:
A. Language Competence C. Sociolinguistic Competence
B. Discourse competence D. Strategic Competence
COMMUNICATION CONTEXT #2 (Video Transcript)

Tripp: Opens the door.. (Saying his name) Tripp Crosby. . .
Computer recognition device: has joined the meeting.
Beth: Opens the door. (Saying her name) Beth
Beth: Hello?
Tripp: Tyler?
Beth: No, this is Beth, from ICS.
Tripp: Oh, hey, Beth. How are you doing?
Beth: Oh, yeah, good. Makin’ it, you know.
Tyler: Opens the door. (Saying his name) Tyler
Computer recognition device . . has joined the meeting.
Tripp: Alright, well, uhh, this is Tripp. Who’s here?
Tyler; Tyler’s here.
Beth: Beth’s here. OK, well, the purpose of today’s meeting is to discuss the, uhh. . .
John: (Opens the door) Yeah, I’ll be able to do it in, like, thirty minutes. (Saying his name) John
Computer recognition device: has joined the meeting
Tripp: Hi, John. I was just trying to go over the purpose of today’s meeting, which is to discuss the delivery of. . .
Tyler: (Interrupting and saying his name) Tyler.
Tyler: Sorry, guys, I got cut off. Is Paul here? I sent him an invite.
(Someone, knocking by the door)
Beth: (Facing the door, seems giving an instruction) Put in your access code!
John: (Facing the door) No, no, that’s your PIN number!
Tripp: (Facing the door) It should be a nine-digit number!
Tyler: (Facing the door) Try pressing the pound key.
(Door Opens)
Paul: Paul
Tripp: Any questions before we move on?
Beth: Yes, this is Beth. What’s our best plan of attack for the second quarter?
John: (Simultaneously talking with Tripp) I think what we should do. . .
Tripp: The question actually. . .
Tripp: (Gesturing to John to talk ahead of him) Go ahead!
John: (same gesture with Tripp) Go ahead!
John: Well, I think what we should really do is diversify, because. . .
Tripp: (Interrupting) Well, it actually depends on how you really look at it, because the really com...
Tripp: (Gesturing to John) Go ahead.
John: (Gesturing to Tripp) Go ahead.
Beth: Well, given sales. . .
John: (Simultaneous with Tripp) Well, lemme just say. . .
Tripp: OK. That’s a great graph, John. Uhmm . . . Tyler?
Tyler: Well, my main concern with (…) the projections for (…) year (…) was that they’re insufficient. I mean, they’re
not even taking into account the. . .
John: Did we, uhmm, did we lose Tyler again? Hello?
Tripp: John, uhmm, are you guys taking distributions? John?
John: My bad. I was on mute. Lemme, lemme let me start over.
Tripp So, I’ve prepared a presentation. I’m sharing it with all of you. You should be able to see it on your screen right
now.
Beth: Got it! (while playing solitaire on her screen)
Paul: I don’t see a link anywhere.
John: It says I need to download a plug-in.
Tripp: We are all using Macs, I’m assuming?
Everyone: Yeah. Yup (except Paul, who turned his attention to his laptop cover).
Tripp: How can you. . . uhnn. Finances are looking great. Paul, do you have any comments on staffing?
Paul: I was thinking about that, because if we get a few more contractor types in. . . ( Dog Barking) Hold on for a
second. Rex, get down!
Beth: I feel like when . . . tighten that up, and I. . . (Barking Dog in the background) ( Coffee Brewing Sound is heard
also in the background)
Tripp: For me, staffing is a huge. . .
Beth: (Echoing sound is heard in the background) What is that?!
Tripp: Is that me? That’s not me, I don't think. I just want to go over a couple of details as we move into our next section
here.
(Tyler seems tuning out, and is seen gazing on his laptop screen. “Happy hour in 5!” is seen popping on the same
screen)
Tripp: We got three new departments coming on
Tyler: (Attempting to interrupt while shutting his laptop down). . . Breakin’ up a little bit, guys. Driving through a dead
spot
Tripp: . . .by the end of Q3, so I need everyone to give me detailed evaluations each month . . . . .
so that we know. . .
Tyler: (leaves the room, closes the door) Sorry, guys.
Tripp: That’s it, guys. Beth, you’ll send out a recap email that could have basically taken
the place of this whole meeting, correct?
Beth: (Gestures of safekeeping the laptop in her bag) Yup! Always do.
Tripp: Thanks for doing that, Beth. Dave! You been here the whole time?
Dave: Yeah.
Tripp: Ah. Well, thanks everyone, once again. Oh, one more thing …
*end of transcript
The participants in this communication situation manifest inappropriate behavior/actuation during their
business meeting. Which component of communicative competence should be developed so that the meeting
becomes successful?
COMMUNICATION CONTEXT #3
Chris was simultaneously enrolled in a university writing course and working as a co-op student (student internship) at
the Widget Manufacturing plant. As part of his co-op work experience, Chris worked with his supervisor/mentor on a
safety inspection of the plant, and was asked to write up the results of the inspection in a compliance memo. In the same
week, Chris’s writing instructor assigned the class to write a narrative essay based on some personal experience. Chris,
trying to be efficient, thought that the plant visit experience could provide the basis for his essay assignment as well.
He wrote the essay first, because he was used to writing essays and was pretty good at it. He had never even seen a
compliance memo, much less written one, so was not as confident about that task. He began the essay like this:
On June 1, 2018, I conducted a safety audit of the Widget Manufacturing plant in New City. The purpose of the audit
was to ensure that all processes and activities in the plant adhere to safety and handling rules and policies outlined in
the Workplace Safety Handbook and relevant government regulations. I was escorted on a 3-hour tour of the facility
by…
Chris finished the essay and submitted it to his writing instructor. He “aced” the essay, getting an A grade.
He then revised the essay slightly, keeping the introduction the same without changing the narrative style in his writing
and submitted it to his supervisor.
His supervisor told him that the report was unacceptable and would have to be rewritten – especially the beginning,
which should have clearly indicated whether or not the plant was in compliance with safety regulations. Chris was
aghast but eventually he realized that a narrative essay is different from a compliance memo in terms of structure and
content. (The situation is adapted and modified from T.M Georges’ Analytical Writing for Science and Technology)
Chris could have researched the characteristics of compliance memo before he submitted his assignment to his
supervisor. Although he has language competence in writing essays, his language ability alone did not prosper
him in writing a compliance memo. Which component of communicative competence needs to be enhanced?
Our very own Catriona Gray was crowned Miss Universe 2018. But before she claimed the crown, Cat had the
opportunity to give her Final Word on the same question that the Top 3 Finalists answered during the Question and
Answer segment of the pageant:
Question: "What is the most important lesson you've learned in your life, and how would you apply it to your time as
Miss Universe?"
Answer of Miss Philippines: Catriona Gray (Miss Universe 2018)
"I worked a lot in the slums of Tondo, Manila. And the life there…it's poor, and it's very sad. And I've always taught
myself to look for the beauty in it. To look in the beauty in the faces of the children, and to be grateful. And I would
bring this aspect as a Miss Universe to see situations with a silver lining, and to assess, where I could give something,
where I could provide something, as a spokesperson, and if I could teach also people to be grateful, we could have an
amazing world where negativity could not grow and foster, and children would have a smile on their faces."
The answer of Catriona Gray shows that she is well-trained to effectively deliver an impromptu speech. The
impromptu speech contains very substantive content and the ideas are logically organized. Aside from the
language competence that she manifested, another competence stood out when she delivered her speech. Which
competence relates to Catriona’s knowledge and skill in delivering an impromptu speech?
B. Discourse Competence D. Strategic Competence
There are many different ways to blow a job interview and turn off an employer. Some responses to interview questions
reveal flaws in your attitude, preparation, interest in the job, or qualifications to get the work done well. They may also
reflect negatively on your work ethic or your ability to work well with others.
Here are a few examples of the worst types of answers to interview questions, along with tips on what you can say
instead to impress the interviewer.
Why Should We Hire You?
Bad answers: "I don't know." "It sounds like a good job."
Saying you don't know or giving a vague answer is never a good way to respond to any interview question. If you need
to, take a little time to think about an answer before you respond. Instead, respond to the question "Why should we hire
you?" with an answer that illustrates how your qualifications and strengths fit the job, along with some anecdotes to
illustrate your qualifications.
Tell Me About Your Last Job
Bad answer: "Didn't you look at my resume?"
A snide "Didn't you look at my resume?" is not the way to answer questions about your employment history. Be
prepared to discuss your previous jobs with the interviewer, and review your resume ahead of time so you know where
you worked when.
What Did You Like Least About Your Previous Position?

Bad answer: "I hated the job and the company. They were awful to work for."
It's important not to badmouth the companies or people you worked for because you don't know what relationships they
may have with the company you're interviewing with. I once had an applicant who told me that her employer was the
worst place to work ever. That employer happened to be our biggest and most important customer. It's always a good
strategy to focus on the positives when discussing your previous job, including how you grew from your experiences.
What Are Your Strengths?

Bad answers: "I do good work." "I'm the best." "I'm not sure, but I'm a good learner."
Vague answers don't go over well. The interviewer wants to know what strengths you have that specifically relate to the
job you are being considered for. When answering questions about your strengths, talk about the skills you have as they
relate to the job, rather than giving general answers.
(Source: https://www.thebalancecareers.com/worst-interview-answers-2061232)
Job Interview is different from other type of communication context. Thus, there is a need to learn how to
successfully participate in this kind of interaction (interviewee-interviewer interaction). What component of
communicative competence relates to the idea that having a training on Job Interview as a discourse prepares a
student to become successful in Job Interview in the future?
B. Discourse Competence D. Strategic Competence
ON LANGUAGE COMPETENCE
To enrich your idea on LANGUAGE COMPETENCE, you are going to learn the reality of Formal English and
Informal English in communication. Knowing when to use formal and informal English is part of mastering the
language. English is not only one, there is Formal English and Informal English (some references will tell you there is
also neutral English). The grammar rules in standard English that you have learned in your English classes since
elementary years cannot be applied in some contexts of communication.
There are informal contexts where communication happens; therefore, the language that the participants use may also
become informal, personal, and more relaxed. Non-standard English appears in informal contexts. You do not use the
rules in formal English to evaluate the grammaticality of someone’s utterances in informal situations. Specific
grammatical and vocabulary choices can be associated with Formal and Informal English.
FORMAL AND INFORMAL LANGUAGE
Formal Language/Formal English is a type of language resource that is used in formal or serious academic situations.
The following are communication contexts or types of texts that are characterized by formal English or formal language:
research article or scientific journal article, academic essays, college term papers, business reports, textbooks, legal
papers, school documents, research paper (thesis), formal meeting minutes, etc.
Informal Language/Informal English is a language resource which is used to communicate with friends, relatives and
on social media. It usually occurs in casual situations and informal communication contexts such as: family
communications, sports/field interaction, conversation with friends, movie conversations, talk shows, informal social
gathering, birthday parties, jeepney conversations, facebook interactions, messages in messenger, etc.
Features of Formal and Informal language (Source: helpteaching.com)
Informal English Formal English

Contraction No Contraction
Personal pronouns lack of personal pronouns
Slang and idioms longer and more complicated sentences
Fillers (er, umm, uh) bigger and more sophisticated words
Shorter sentences follow etiquette guideline
Shortened or less complicated words sound extremely polite
Sometimes less proper or less polite
INFORMAL FORMAL
(Source: BBC English Masterclass/BBC Learn English)
Common words formal words
Phrasal verbs full form
Short forms passive structures
Short and simple sentences complex sentences
VIDEO TRANSCRIPT #1 for FORMAL AND INFORMAL LANGUAGE
Hi, Sian here for BBC Learning English. In this Masterclass we're going to look at some differences between formal and
informal English. Hey, how's it going? Good afternoon, how are you? Sometimes formal and informal can seem like
two different languages. In the same way you wouldn't normally wear shorts and a t-shirt to a job interview, if you use
language that's too formal or too informal, you can give a bad impression. Let's look at some differences between formal
and informal English. Now, I received an email this morning. Have a look at this email - do you think the language is
formal or informal - and why? Dear Mrs Brown, I'm writing to find out whether you have any jobs in your company this
summer. At the mo I'm studying Economics at uni. I have been working part-time in a shop and recently they promoted
me to the role of manager. I am enthusiastic. I work hard. I pay attention to detail. Ok, so that email used informal
language and it's too informal for this style of letter. We're going to look at four features that make this informal and
we're going to change it to make it more formal.
Number one choice of vocabulary. In informal English we use more common words and more phrasal verbs. For
example here we have a phrasal verb find out. It would be better to use a more formal equivalent like enquire. Same
with jobs, this is quite informal, so instead let's use vacancies here. Instead we have "I'm writing to enquire whether you
have any vacancies."
Number two. It's more common in informal language to use abbreviations, contractions, shortened forms of verbs. Let's
have a look. So, here we have at the mo, which is short for at the moment. This is OK when you're speaking, but not
when you're writing. Here, we could use currently which is even more formal. Same here, uni is short for university, so
don't use this short form in a letter. "Currently, I am studying Economics at university."
Quite often in formal language we choose passive structures over active. Let's have a look here. The active sentences
they promoted me is quite informal - it'd be much better to use a passive form here to make it more formal I was
promoted. So, "Recently I was promoted to the role of manager." This doesn't mean don't use active structures in a
formal letter, but have a think about whether a passive one is more appropriate. Finally, in informal English, short,
simple sentences are much more common. Whereas in formal English, we use more complex structures. Take a look at
this one. Here we have three short, simple sentences and this is fine in informal English, but in formal English it's better
to use a complex structure. We can do this by adding relative pronouns or linkers. For example, "I am an enthusiastic
person who works hard and pays attention to detail. So, would you kindly visit our website... ah, we're friends, that's too
formal. Go to our website bbclearningenglish.com for more information about this and to practise formal and informal
English. See you soon - goodbye!
VIDEO TRANSCRIPT #2 FOR FORMAL AND INFORMAL LANGUAGE
formal versus informal language J and Justin J and Justin are brothers but they are still as different as can be J has
blonde hair Justin has brown hair J likes red Justin likes blue they differ in so many ways but they differ the most in the
way they talk whenever J talks he uses formal language whenever Justin talks he uses informal language as you can
probably tell J is more serious while Justin is a bit more laid-back formal language is a type of language that you use in
more formal or
serious situations some places you may find formal language are at school at a business in court in essays and academic
papers when talking with someone important while dining with the Queen you some traits of formal language include
no contractions a lack of personal pronouns longer more complicated sentences bigger and more sophisticated words
follows etiquette guidelines sounds extremely polite phrases Jay has been known to utter include may I participate in
your competition the soup is divine I have completed my homework this evening let us head to the park after dinner
unfortunately I will not be able to attend your celebration in the formal language is a type of language you using more
laid-back and casual situations it's everyday language some places you may find informal language are at home on the
sports field with your friends with family a mud kids and teenagers at the park or playground any place that is casual
some traits of informal language include contractions personal pronouns slag in idioms fillers like her shorter sentences
shortened or less complicated words sometimes less proper or polite phrases Justin has been known to say include can I
join your game your soup is yummy I'm done with my homework tonight let's go to the park after supper no I can't go to
your party you decide which sentences are formal and which are informal you don't know what I'm talking about this is
too complicated for what to comprehend we'll talk about it later let us have a discussion in a little while formal language
sucks informal language lacks tactic respectability
*end of transcript
The following communication contexts (conversation in films and talk show) provide examples on the use of informal
or non-standard English in communication.
COMMUNICATION IN FILM CONVERSATION

To highlight the use of Informal English in some contexts of communication, you are given an excerpt of film
conversation (transcript) and talk show (transcript) where informal English is so rich. In conversation, sometimes the
language being used does not reflect the grammar of the Formal English or Standard English. You can also observe that
aside from film conversation and talk show provided here, during informal conversations, the speakers or participants
also use informal English characterized by idioms, contractions, colloquialism (slang and short forms) abbreviations,
shortened forms of verbs because when we communicate with friends or family in casual interactions we are more
spontaneous and natural.
The following is a conversation that happens in the movie, “Avengers: Infinity War”. Read the video transcript
then identify examples of informal language. Use the Learning Task Sheet #6.
1. Ebony Maw: Hear me… and rejoice. You have had the privilege, of being saved by the Great Titan. You may think
this is suffering. No. It is salvation. Universal scales, tipped toward balance because of your sacrifice. Smile, for
even in death, you have become children of Thanos.
Thanos: I know what it’s like to lose. To feel so desperately that you’re right, yet to fail nonetheless. As lightning
turns the legs to jelly. I ask you, to what end? Dread it, run from it… Destiny arrives all the same. And now, it’s
here. Or should I say… I am. Thor: You talk too much.
2. Loki: Almighty Thanos, I, Loki, Prince of Asgard… Odinson… The rightful king of Jotunheim, God of Mischief…
Do hereby pledge to you, my undying fidelity. (Loki tries to stab Thanos)
Thanos: “Undying”? You should choose your words more carefully.
Loki: You… will never be…. a god. (Thanos chokes him and eventually snaps his neck)
Thanos: No resurrections this time.
3. Wong: We swore an oath to protect the Time Stone with our lives.
Tony Stark: And I swore off dairy, but Ben & Jerry’s named a flavor after me, so…
Stephen Strange: Stark Raving Hazelnuts.
Tony Stark: It’s not bad. Stephen Strange: A bit chalky. Wong: “A Hunka-Hulka Burning Fudge” is our favorite.
Bruce Banner: That’s a thing?
4. Tony Stark: Two weeks ago, Vision turned off his transponder. He’s offline.
Bruce Banner: What? Tony, you lost another superbot?
5. Peter Parker: Ned, hey. I need you to cause a distraction.

Ned Leeds: Holy shit! We’re all gonna die! There’s a spaceship!
The Watcher Informant (as bus driver): What’s the matter with you kids? You never seen a spaceship before?
6. Tony Stark: Where’s your guy?

Bruce Banner: I don’t know. We’re certainly having a thing.
Tony Stark: There’s no time for a thing. That’s the thing right there. Let’s go. (Bruce tries to change into Hulk
unsuccessfully) Dude, you’re embarassing me in front of the wizards.
7. Peter Quill: Groot, put that thing away. Now. I don’t wanna tell you again. Groot.
Groot: I am Groot! Everyone: Whoa! hey! Language! Wow!
Peter Quill: You got some acorns on you, kid.
Rocket: Ever since you got little sap, you’re a total d-hole. Keep it up, and I’m gonna smash that thing to pieces!
8. Peter Quill: How the hell is this dude still alive?

Drax: He is not a dude. You’re a dude. This… This is a man. Handsome, muscular man.
Peter Quill: I’m muscular. Rocket: Who are you kidding, Quill? You’re one sandwich away from fat.
9. Peter Quill: You’ll not, be taking our pod today, sir.

Rocket: Quill. Are you making your voice deeper?
Peter Quill: No.
Drax: You are. You’re imitating the god-man. It’s weird.
Peter Quill: No I’m not. Mantis: He just did it again!
Peter Quill: This is my voice!
Thor: Are you mocking me?
Peter Quill: Are you mocking me?
Thor: You just did it again.
Peter Quill: He’s trying to copy me.
10. (Gamora and Peter kiss, crunching sound is heard in background – Drax eating nuts)
Peter Quill: Dude! How long have you been standing there?
Drax: An hour.
Peter Quill: An hour?
Gamora: Are you serious?
Drax: I’ve mastered the ability, of standing so incredibly still… That I’ve become invisible to the eye. Watch. Peter
Quill: You’re eating a zark nut.
Drax: But my movement… So slow… And it’s imperceptible.
Peter Quill: No.
Drax: I’m sure I’m invisible.
Mantis: Hi, Drax.
Drax: Damn it.
11. Peter Parker: I’m Peter, by the way.

Stephen Strange: Doctor Strange.
Peter Parker: Oh, we’re using our made-up names. Um… I’m Spider-Man, then.
12. Peter Quill (about Mantis and Drax): See, not winging it isn’t really what they do. Peter Parker: What exactly is it
that they do? Mantis: Kick names, take ass. Drax: That’s right.
13. Stephen Strange: I went forward in time, to view alternate futures… To see all the possible outcomes of the coming
conflict.
Peter Quill: How many did you see? Stephen Strange: 14,000,605.
Tony Stark: How many did we win? Stephen Strange: One.
14. Peter Parker: I’m Peter, by the way.

Stephen Strange: Doctor Strange.
Peter Parker: Oh, we’re using our made-up names. Um… I’m Spider-Man, then.
15. Peter Quill (about Mantis and Drax): See, not winging it isn’t really what they do.
Peter Parker: What exactly is it that they do?
Mantis: Kick names, take ass.
Drax: That’s right.
Stephen Strange: I went forward in time, to view alternate futures… To see all the possible outcomes of the coming
conflict.
Peter Quill: How many did you see?
Stephen Strange: 14,000,605.
Tony Stark: How many did we win?
Stephen Strange: One
*end of transcript
COMMUNICATION IN TALK SHOW

This is another communication context which offers abundant examples of informal language. Read the video transcript
of Ellen Degeneres show on April 24th, 2004 and identify the examples of informal language used by the participants in
the talk show by answering the same Learning Task Sheet # 6.
TALK SHOW
Identify the examples of informal language used by the participants in the talk show.
Video Transcript of Ellen Degeneres show interview, April 24th, 2004, 4:33 pm
David and the band performed "Changes" and "Never Get Old". He was dressed in brown trousers, an olive green t-shirt
and a black zippered fleece jacket with NEW YORK in white lettering and five little stars underneath.
Interview portion:
*"Rebel Rebel" playing in background as David enters and joins Ellen on stage*
*David starts doing some hand-clapping, hip-swaying to the music -- Ellen joins in (Ellen's talk show has a DJ instead
of a band and she breaks into dance often on her show)*
*David insists that she sits down before he does*
*David then proceeds to play with wooden animal figures on the table in front of them. He tries to make the elephant's
trunk do something, but it won't. Then, Ellen shows him how the ass' tail flips up by pushing the pack on its back*
Ellen: It goes that way.
David: I just wanted to see them tip.
Ellen: Well, okay, that's how it happens.
David: So how are you?
Ellen: Good! How are you?
David: Very well indeed, thank you.
Ellen: Well, I'm just as thrilled as can be to have you here.
David: Cat's whiskers, is it?
Ellen *looking a little perplexed*: As thrilled as the cat's whiskers...I've never said it before, but I'll say it.
David *grinning*: I'm sorry, I was just trying to help out.
Ellen: No, it's a good one.
David: It's the only expression I know.
Ellen: Is that really an expression?
David: I use it for everything.
Ellen: Cat's whiskers?
David: Yeah, if I'm depressed... *looking glum and sighing* ... I feel like the cat's whiskers.
Ellen: And can you say it if you're happy, too?
David: Yeah... *brightening up* ...Hey! I feel like the cat's whiskers! *big grin*
*audience laughs and applauds*
David *sensing a lull, perhaps*: So, how's the tour going? *laughing* (pretending to take the interviewer's role)
Ellen: Yeah, how's the tour going? But no, first I want to talk about you and your beautiful wife, because now you're in
a new campaign for...
*Ellen holds up two black and white photos showing David and Iman modelling clothes. One photo shows David sitting
in a chair leaning on his white Gibson guitar, while Iman is laid back on a bed*
Ellen: ...I don't want to say the wrong...who are you doing this for?
David: Actually, they started off as passport photos, but I think Tommy Hilfiger liked them so much that he asked if he
could use them.
Ellen: Tommy Hilfiger, that's what I thought.
*crowd applauds*
David: I suspected something when we turned up and there was a hotel room and a bed involved. I thought, 'This isn't
all passport photographs.' *twiddling fingers and grinning*
Ellen *looking at the photos*: That was fun, I bet.
David: Oh yeah, it's always...it's a treat working with the wife.
Ellen: And how long have you and Iman...? Your anniversary is tomorrow?
David: Actually, you know...well, which one? We've got two.
Ellen: Okay, which one do you want to talk about? Tell us all of them.
David: Nope...I'll tell you the second one, it was June 6th and that was in Florence, in Italy. That was our wedding
anniversary, proper. But it was a contractual one while I was living in Switzerland, so that will be tomorrow. But that
was, like, paper...*uncomfortable grimace*...you know, and no friends.
Ellen: Okay, uh huh.
David: And we had to...we learnt to get friends after that. Then we had a proper wedding. *grinning*
Ellen *smiling*: Because then you get gifts that way, when you have friends.
David: Yeah, that's it. It was a good idea, yeah.
Ellen: Yeah.
David: Yeah, my mother told me to do that. She said, 'Get friends, get gifts.' *then he said something inaudible*
Ellen: So tomorrow, will you still celebrate even though it was a paper thing?
David: No. June 6th.
Ellen: You'll wait 'til June.
David: Yeah, yeah. That's the best one. But we've been together now... *sing song voice* ... fourteen years...14.
(repeated because it sounded like he sang 40 at first)
*applause*
Ellen: Wow, that's amazing.
David: Yeah, it's a long time.
Ellen: And you have a little baby together?
David: We do. We have a wonderful child called Alexandria...but actually "Lexie". And she's just three and eight
months.
*imitating a child's voice*
David (as Lexie): Four!
David: No darling, you're three years and eight months.
David (as Lexie): I'm foouurrr!!
David: You're nearly four.
David (as Lexie): Oh. *pouting*
*laughter*
David: Something like that. That was my impersonation.
Ellen: It was good.
David: Shall I do Marcel Marceau?
Ellen: You studied to be a mime, I heard.
David: Yeah, well, I was about 17...
*does a quick mime of being inside a box*
David: ...there you are. That's all you're getting out of me. *wagging a finger*
*Ellen mimes peeking around the corner of a curtain at him*
David: Oh, don't push me. *mimes looking through a porthole*
Ellen *miming the curtain-peeking again*: What?
*Then, Ellen mimes something that looked like she was being lifted up by a noose*
*David mimes a hook pulling him by the neck offstage*
David: Yeah, at around 17, I realized I was a mime trapped in a man's body.
*Ellen laughs, along with the audience*
David: This is really quite embarrassing to talk about, anything to do with mime in America is embarrassing to talk
about, because you get killed by clowns over here, don't you? According to Bob Goldthwaite. *laughing*
Ellen: No, there are some good mimes. You probably would have been a good mime.
David: It was kinda a revolutionary company that I was with...because they spoke.
*pause followed by laughter from the audience*
Ellen: Well, that's not a mime.
David: That's why they were revolutionary.
*more laughter*
Ellen: Now wait, and also you studied to be a monk?
David: Yeah, I realized one day when I was about 18 that I was a monk in a mime's body.
*a knowing smile passes between David and Ellen as they both break up in laughter*
David: Yes, I kinda...You know, I was young, fancy free, and Tibetan Buddhism appealed to me at that time. I thought,
'There's salvation.' It didn't really work. Then I went through Nietzsche, Satanism, Christianity...uh...pottery. And ended
up singing. It's been a long road, Ellen.
*audience applauds*
David *laughing*: 'Tell me about the tour!' Actually, let me tell you something about the tour. We've had some real
fantastic satorial moments recently. In fact, over the last couple of days. We have a rabbit that follows us around on
tour. It's a big pink bunny and he...it...it is always at the front and I thought it was just a real big bunny, you know. I
thought: a) it's rock and roll, you know, it's just a five-foot-three bunny-thing. And then we got the plane out one night,
and the bunny was on the plane! Still in costume! I kid you not!
*laughing, big grin*
*Throughout this story, Ellen has been looking confused but nodding along to humour David. Then she leans forward
and picks up his coffee mug on the table, sniffs it, and then puts it back down*
Ellen: Listen, I've never met you before, but you're as high as a cat's whiskers right now.
*lots of laughter*
Ellen *patting David on the knee*: I love ya...
*Then Ellen announces everybody in the audience would be getting a copy of David's "Reality" CD*
*big cheer*
*end of interview*
ON SOCIOLINGUISTIC COMPETENCE AND STRATEGIC COMPETENCE
The following definition of Sociolinguistic Competence and Strategic Competence are provided on the first few pages
of this Manual. They are again provided here so you will see the connection of these concepts to the idea of Intercultural
Competence for better understanding.
Sociolinguistic competence is the knowledge of sociocultural rules of use, i.e. knowing how to use and respond to
language appropriately. The appropriateness depends on the setting of the communication, the topic, and the
relationships among the people communicating. Moreover, being appropriate depends on knowing what the taboos of
the other culture are, what politeness indices are used in each case, what the politically correct term would be for
something, how a specific attitude (authority, friendliness, courtesy, irony etc.) is expressed etc.
Strategic competence is the ability to recognize and repair communication breakdowns before, during, or after they
occur. For instance, the speaker may now know a certain word, thus will plan to either paraphrase, or ask what the
words is in the target language. During the conversation, background noise or other factors may hinder communication;
thus the speaker must know how to keep the communication channel open. If the communication was unsuccessful due
to external factors (such as interruptions), or due to the message being misunderstood, the speaker must know how to
restore communication. These strategies may be request for repetition, clarification, slower speech, or the usage of
gestures, taking turn in conversation etc.
INTERCULTURAL COMPETENCE
Intercultural competence is the ability to interact effectively and appropriately in intercultural situations. It is
supported by specific attitudes and affective features, (inter) cultural knowledge, skills and reflection.
The following are dimensions of intercultural competence:

1. MINDSET is intercultural awareness and refers to a person’s ability to understand similarities and differences of
others’ cultures. It includes self-awareness and cultural awareness.
2. HEARTSET is acknowledging, appreciating and accepting the cultural differences between you and others. The
following are components of mindset: self-esteem, self-monitoring, empathy, open-mindedness, reserved
judgement, and social relaxation.
3. SKILLSET refers to intercultural agility. It is an individual’s ability to reach communication goals while
interacting with people from other cultures.
Source: (https://www.youtube.com/watch?v=SJqBhLgSNQY ).
You may watch the video on intercultural competence if it is available.
The following key ideas taken from the preceding definitions of Sociolinguistic Competence, Strategic Competence and
Intercultural Competence give emphasis on the significance of CONTEXT/CULTURE AND APPROPRIACY in
communication. Review them again for better understanding.
 sociocultural rules
 appropriateness depends on the setting of the communication, the topic, and the relationships among the people
communicating
 being appropriate depends on knowing what the taboos of the other culture
 specific attitude
 recognize and repair communication breakdowns
 factors may hinder communication
 speaker must know how to restore communication
 ability to interact effectively and appropriately in intercultural situations.
 specific attitudes and affective features, (inter) cultural knowledge, skills and reflection.
Furthermore, we might be talking to people with different background and people coming from different cultures
therefore, we must be conscious and sensitive to avoid communication problems or breakdowns. It is also implied in the
concepts of Sociolinguistic Competence and Strategic Competence that communication is not simply TO SPEAK OR
TO EXPRESS ONESELF, you also have the responsibility to restore communication by applying strategies if you
perceive that there is misunderstanding or there is already communication breakdown. Hence, the participants in
communication must understand that having sociolinguistic and strategic skills can build better relationship with or
among people involved in the process of communication.
To illustrate further the concepts on Sociolinguistic competence, Strategic competence, and Intercultural Competence,
read the excerpt from “Gestures Around the World” and understand that communication in other cultures might be
different from your own culture. You need to perform Learning Activity Sheet #7 to show the knowledge that you have
gained from the excerpt.
Gestures Around the World (An Excerpt)

Source: www.youtube.com
Uploaded on February by Vanessa Rogers
Greetings differ depending on cultures. In Mali, West Africa, they kiss each other’s hand. In Turkey, it’s a way of
bargaining, and in America, a firm classic handshake is important. A strong firm handshake is important in Western
Countries and in business situations.
Kissing is another form of greetings in countries in Latin America, the Middle East and Europe. The common
greeting among friends is hugging in America and other English speaking countries. In Asia, bowing is a form of formal
greeting.
The thumbs up in many countries means great or good job. However, in the Middle East, it is equivalent to the
middle finger.
The V-sign has many different meanings. In Asia, they use it when taking pictures. In many countries, it means
peace or victory. However, in UK, it’s an insult.
The horns can mean ‘Rock and Roll’ but in Italy, it is an insult that means your wife is unfaithful.
The gesture ‘come here’ in Asia, the palm points down while in many English speaking countries, the palm points
up. Go away is the same.
Using one finger to call a woman over in Australia can be a serious insult. The gesture that means A okay in
America means worthless in France and money in Korea and Japan.
Pointing with one finger in many countries is considered rude. In the Philippines, they pint with their lips.
Pointing with the full hand is a good option.
The gesture for ‘yes’ is often thought to be universal. However, in India, they wobble their head side to side to
say yes.
There are also varieties for saying ‘no’. In Greece, they toss their heads up. In Japan, they wave their hand in front
of their nose like the gesture of stinky in America.
In Finland, crossing your arms means arrogance. In America, pushing your nose up shows that someone’s
snobby. Both of these gestures mean naughty in America. In Korea, when accepting money, gifts or drinks, always use
both hands.
ON DISCOURSE COMPETENCE AND EXAMPLES OF DISCOURSE

To understand more fully the term Discourse Competence, let us understand the meaning of Discourse. Discourse is
spoken or written communication between people, especially serious discussion of a particular subject.
In linguistics, discourse refers to a unit of language longer than a single sentence. The word discourse is derived from
the Latin prefix dis- meaning "away" and the root word currere meaning "to run". Discourse, therefore, translates to
"run away" and refers to the way that conversations flow. To study discourse is to analyze the use of spoken or written
language in a social context.
The study of discourse is entirely context-dependent because conversation involves situational knowledge beyond just
the words spoken. Often times, meaning cannot be extrapolated from an exchange merely from its verbal utterances
because there are many semantic factors involved in authentic communication.
"The study of discourse...can involve matters like context, background information or knowledge shared between a
speaker and hearer," (Bloor and Bloor 2013).
"Discourse can...be used to refer to particular contexts of language use, and in this sense, it becomes similar to concepts
like genre or text type. For example, we can conceptualize political discourse (the sort of language used in political
contexts) or media discourse (language used in the media).
Few examples of Discourse (text type or genre) that can be relevant to you are provided for critical reading exercises.
These types of texts (written or oral) have different contexts so they can have different communicative purposes. These
are the FAKE NEWS, BLOG, TED TALK AND REACTION PAPER. Other text types (discourse or genre) will be
learned during MIDTERM and ENDTERM.
COMMUNICATION IN FAKENEWS
One significant change in the landscape of communication is the reality of disinformation through fake news. The
communicative purpose of fake news is to publish false information in order to destroy a person’s or an organization’s
reputation. This may be used for financial or political gain. The language of fake news is the language of
sensationalism, falsity, malicious deception or dishonesty.
Ethical Journalism Network (EJN) defines fake news as “information deliberately fabricated and published
with the intention to deceive or mislead others into believing falsehoods or doubting verifiable facts”.
As a student, you should develop critical reading skill to recognize fake news and not become a victim of false
information especially those which are published in social media. The internet is teeming with fake news. There are
more than one hundred (more than 100) fake news websites in the Philippines. Being a critical reader of fake news is
having the initiative to verify doubtful information by visiting fact checking websites. You should check the credibility
of the publishers because some may have familiar website names but actually these names include distortion in order to
create made-up names. Always go for trusted news source and credible websites when you search for information.
The example of fake news that follows is about Angel Locsin. Fact checking article produced by VERA FILES (a
fact-checking social media site) is also provided in order to have a sample analysis of the FB post about Angel Locsin as
fake news.
VERA FILES ARTICLE on the FB Post about Angel Locsin by the Enlightened Youth
A Facebook (FB) page that has a history of red-tagging made baseless claims linking actress Angel Locsin to the
Communist Party of the Philippines (CPP) and its armed wing, the New People’s Army (NPA).
FB page Enlightened Youth’s unfounded June 28 post claimed two things: that Locsin went to the Netherlands to “get
money” from CPP founder Jose Maria Sison “during the last elections,” and that she had a sibling who was a CPP-NPA
member that died in a clash.
No news reports support either of these claims. A look at social media posts of the actress does not place her in Europe
during the May 2019 polls, and her brother and sister are both alive. The two are in fact active social media users. Her
sister Ella was among Kabataan Partylist’s nominees for the 2007 elections.
The page also used irrelevant, out of context and photoshopped images to insinuate that the actress was a rebel
sympathizer.
‘Europe’ trip during polls unsupported
The post claimed the actress met with Sison in the European country “with the support of her uncle and his groups.”
While Enlightened Youth did not mention who her “uncle” was, it uploaded five photos, three of which show her
campaigning during the 2016 elections with former Bayan Muna Rep. Neri Colmenares.
One image was an October 2015 Rappler photo of the actress accompanying Colmenares in filing his certificate of
candidacy. The other image, uploaded twice, was grabbed from a now-unavailable tweet by an ABS-CBN News
Channel reporter during the same event, a copy of which can be found on online forum PinoyExchange.
Locsin is actually the aunt of Colmenares, not the other way around.
A look at the actress’ social media accounts showed she went to Belgium in June 2019 for an ABS-CBN event and
Rome the following November, but no online post nor news report placed her in Europe during the May 2019 senatorial
polls.
During the election campaign period, Locsin’s social media posts showed her in Baguio promoting her drama “The
General’s Daughter” in March, while an Instagram post showed her and her fiance Neil Arce hiking in Bukidnon in
April.
Photos stitched together to mislead
Apart from the photos with Colmenares, Enlightened Youth uploaded two images insinuating Locsin’s “connections”
with the Left, showing a photo of her in a mountainous area and another photo featuring Kabataan Partylist Rep. Sarah
Elago, activist Satur Ocampo and several others, also in a mountainous area.
The first image was grabbed from Locsin’s June 25 Instagram post showing her doing preliminary research for her new
ABS-CBN show “Iba ‘Yan.”
The photo showing Elago was over two years old, and unrelated to the actress. Its earliest copy online could be traced to
website Arkibong Bayan PH and was taken in April 2018 during a fact-finding mission organized by Kilusang
Magbubukid ng Pilipinas in Bukidnon.
However, Enlightened Youth’s version of the photo edited a hammer and sickle, the universal symbol of communism,
onto Elago’s bandana and superimposed a similar bandana to Ocampo’s head.
Five days after publishing its unfounded post, Enlightened Youth has provided no
evidence to support its claims, despite promising an “update” in the comments section and saying it “was not its job” to
Enlightened Youth’s unsupported post, which has been shared over 1,300 times, surfaced about three weeks after Locsin
cried foul over Senate President Vicente Sotto III liking a tweet that said she was “pro-NPA since day 1.”
Enlightened Youth was created on May 18, 2019.
(This fact check was produced by a student from the University of the Philippines Diliman who is doing his internship
with VERA Files.)
(Editor's Note: VERA Files has partnered with Facebook to fight the spread of disinformation.
COMMUNICATION IN BLOGS
Blog is another type of communication that happens in a different context. It is a communication tool that anybody can
use to express anything because the internet allows anybody to freely create their own content. There are many kinds of
blogs because any topic can be the topic of a blog such as food and cooking, fashion, travel, lifestyle, music, gardening,
communication, education, etc. A blog may appear as a personal diary or it can become a marketing tool of a company
to provide information to their customers or consumers. There are blogs written by professionals to share their expertise
on a particular topic which can become reliable source of information.
When you are reading/viewing different types of blogs you can perceive that the communicative purpose of this type of
communication is to inform, educate, share information related to one’s experience and expertise and to connect to the
writer’s intended audience.
This is another challenging kind of text that you encounter when you are in social media. When someone publishes his
personal thoughts, they may not be truths or facts, they are just personal opinions influenced by the writer’s/speaker’s
background, biases, and personal interests. So in order to benefit from blogs, one must be a critical reader. You should
consider the following in analyzing this kind of communication: THE WRITER, THE TEXT, and THE CONTEXT
If you want to achieve effective communication in creating a blog, you must be equipped with communicative
competence because this type of communication varies from other kinds of texts. Blogs exhibit different characteristics
in terms of communicative purpose, structure, as well as language choices of the writer.
There are two examples of Blogs that are provided here for Critical Reading Exercise.
BLOG #1
Spirituality: The Missing Link in Addressing Climate Change (by Kimee Santiago). The author is a writer of ADSUM,
an official publication of the Diocese of Bacolod.
“Talk about the weather,” so goes the age-old advice on how to strike a conversation with anyone. The weather, as a
shared experience, is a topic that alienates nobody – we are all under the same sky. But these days, talking about the
weather is no longer just a polite gesture to break the ice. It has become a dramatic discourse, a preoccupation on social
media, at worst, a source of worry. With the hot afternoons that seem to invalidate references to the cold December
breeze in our Christmas songs, with darkness setting in too early at 5:30 PM, with super typhoon Yolanda taking us all
by surprise…who wouldn’t?
This talk about the weather takes a more technical, highfaluting nature in the international community. Many
conventions transpire to discuss climate change, the science of it, the policies needed to curb its effects and protect the
most vulnerable countries, and various attempts to reclaim “climate justice.” These are lofty initiatives that we hope do
not get suspended in rhetoric while another super typhoon starts to brew somewhere. Significantly, too, we hope that
these talks do not only remain scientific. We hope these also acknowledge the role of spirituality and religion in coming
up with solutions.
Inasmuch as climate change is a global crisis, it is more importantly an internal, moral crisis. Human activity –
competition for resources, excessive consumption, complacency, obsession over convenience – has driven nature nuts
and nauseated, if you will. The many disasters the world has seen in a year seem to echo Leviticus 18:26 – 28:
“And if you defile the land, it will vomit you out as it vomited out the nations that were before you.”
This is an appropriate time to reflect on who we are, our relationship with the whole of creation and our God-appointed
responsibility to be its stewards — as tenants, not owners:
“The Lord God took the man and put him in the Garden of Eden to work it and take care of it.” (Genesis 2:15)
“Yours, O Lord, is the greatness and the power and the glory and the majesty and the splendor, for everything in heaven
and earth is yours.” (1 Chronicles 29:11)
Pope Benedict XVI also wrote numerous encyclicals and letters on climate change. In his speech addressing the “Sister
Nature” Foundation, a group of environmentalist-devotees of Saint Francis of Assissi, the Pope Emeritus said:
“Dear friends, while the Church admires the most important scientific research and discoveries, she has never ceased to
remember that in respecting the Creator’s impression on the whole of creation, we understand better our true and deep
human identity. If it is lived well, this respect can also help young men and women discover their personal talents and
approaches and hence train for a specific profession which they will always seek to carry out with respect for the
environment.”
Scientific rationalism may indeed provide solutions to mitigate the impact of climate change; it may tell us what needs
to be done. But the urgency and motivation to act, to simplify lifestyles, and become more concerned rely on a more
serious interior overhaul that only God – spirituality, religion – can inspire.
Let us pray that the next time we talk about the weather, it won’t be nonchalant chatter, or out of panic and fear, because
it shall be out of praise:
“How many are your works, O Lord! In wisdom you made them all; the earth is full of your creatures. There is the sea,
vast and spacious, teeming with creatures beyond number– living things both large and small. (Psalm 104:24-25)
BLOG #2
It Takes a Child (by Hazel Atilano). The author is a professor in the College of Education at University of St. La Salle.
Miss H·Tuesday, February 27, 2018
“It takes a whole village to raise a child.” So goes a famous, oft-quoted Nigerian proverb. But here’s a thought…
When this child has grown up to be an adult, what does it take to “raise” the adult to a higher level of thinking and
towards becoming a grown-up, mature individual? I just found the unexpected answer to this --
It takes a child to raise and educate an adult.
When a child asks his parents why there are too many of them in the family when their house is too small and they
barely have enough food to eat, he is questioning his parents’ common sense.
When a child warms up to his mom after getting spanked for a misdemeanor, he is teaching her forgiveness and healing.
When a child flushes his dad’s expensive perfume down the john, or dunks his mom’s iPhone into the aquarium, he’s
teaching them unconditional love and selflessness.
When a child is being obstinate and insistent on what he wants, which goes against his parents’ orders, he’s teaching
them the art of negotiation and conflict resolution.
When a child asks tough questions, the kind to which adults have no answers, he’s teaching them intellectual humility.
Indeed, children are the unsung life coaches. Why do we, adults, fail to recognize this reality? I have a theory: I think
that, as we grow to maturity, we lose the child in us. For one, we lose our innocence. We learn things we were not
allowed to know when we were young. Then, we assume a new identity: “I’m an adult. I’ve grown up. I’ve outgrown
my childish ways. I’m not supposed to behave like a child.” But ---
If “not behaving like a child” means becoming more immature than a child, then I don’t ever want to be an adult. I think
this is the curse of adulthood: we lose the child in us, and, therefore, we lose the “wise soul” in us.
I specialized in Child Study. I delved into Child Psychology, Developmental Psychology, The Exceptional Child, etc.
My college education prepared me for early childhood education. But I ended up teaching young adults in the tertiary
level and adults in the graduate school level. In another life, I would be a preschool teacher. I would be an eager learner,
being taught by preschoolers what life is really about and how to truly live it.
COMMUNICATION IN TED TALK
One of the oral texts that emerges in the internet which can be a good source of ideas is the TEDTALK. This kind of
oral text belongs to a particular discourse community; hence, we can benefit much from this kind of communication if
we study the way the speakers produce this kind of text. It is through analyzing an example of TedTalk that we can also
become competent in delivering a Talk.
1. A TED talk is a video created from a presentation at the main TED (technology, entertainment, design)
conference or one of its many satellite events around the world.
2. TED talks are limited to a maximum of length of 18 minutes but may be on any topic.
Here’s the TEDx website’s explanation of selection criteria: “TED looks for engaging, charismatic speakers
whose talks expose new ideas that are supported by concrete evidence and are relevant to a broad, international
audience.” (Posted by Margaret Rouse, in https://whatistechtarget.com/definition/TED-talk)
3. According to Chris Anderson (from TED Talks: The Official TED Guide to Public Speaking), the owner and
global curator of TED, every TED talk starts with an idea: “You have something meaning to say, and your goal
is to re-create your core idea inside your audience’s minds.” Anderson calls this idea “the gift in every great
talk.” Your idea may:
4. In the online article of Barry “How To Deliver A TED Talk”, June 5, 2013
(https://www.buildingwhatmatters.com/2013/06/05/ted-talk/#.XP3RI4gzbIU), he implies that Tedtalks follow
an organization structures.
HOW TO OPEN YOUR TALK

The first ten or twenty seconds of your speech will determine the engagement of the audience.
Donovan suggest his three best options for opening your speech:
 Tell a personal story
 Make a shocking statement
 Ask a powerful question
HOW TO BUILD YOUR SPEECH BODY AND TRANSISTIONS

Donovan suggest using one of the three frameworks to build the body of your speech. No one is better than the others
but using one of them is critical.
 Situation-complication-resolution
 Chronological narrative
 Idea-concepts descriptions
HOW TO CONCLUDE YOUR TALK

Simply your closing should be to reinforce the benefit to your audience. Remember when we talked about the “why” of
your talk? Your closing should be a clear and powerful description of your why and some type of call to action. “The
consequences of failure are …”,” by doing this, you will …” and so on.
The video transcript that follows is an example of Tedtalk for communication analysis. Accomplish Learning Task
Sheet #10 to develop your knowledge and skill in giving an effective talk.
VIDEO TRANSCRIPT of the TedTalk of Gordon Brown with the title “Wiring a Web for Global Good”
1. Can I say how delighted I am to be away from the calm of Westminster and Whitehall?
(Laughter) This is Kim, a nine-year-old Vietnam girl, her back ruined by napalm, and she awakened the conscience
of the nation of America to begin to end the Vietnam War. This is Birhan, who was the Ethiopian girl who launched
Live Aid in the 1980s, 15 minutes away from death when she was rescued, and that picture of her being rescued is
one that went round the world. This is Tiananmen Square. A man before a tank became a picture that became a
symbol for the whole world of resistance. This next is the Sudanese girl, a few moments from death, a vulture
hovering in the background, a picture that went round the world and shocked people into action on poverty. This is
Neda, the Iranian girl who was shot while at a demonstration with her father in Iran only a few weeks ago, and she
is now the focus, rightly so, of the YouTube generation.
2. And what do all these pictures and events have in common? What they have in common is what we see unlocks
what we cannot see. What we see unlocks the invisible ties and bonds of sympathy that bring us together to become
a human community. What these pictures demonstrate is that we do feel the pain of others, however distantly. What
I think these pictures demonstrate is that we do believe in something bigger than ourselves. What these pictures
demonstrate is that there is a moral sense across all religions, across all faiths, across all continents -- a moral sense
that not only do we share the pain of others, and believe in something bigger than ourselves but we have a duty to
act when we see things that are wrong that need righted, see injuries that need to be corrected, see problems that
need to be rectified.
3. There is a story about Olof Palme, the Swedish Prime Minister, going to see Ronald Reagan in America in the
1980s. Before he arrived Ronald Reagan said -- and he was the Swedish Social Democratic Prime Minister -- "Isn’t
this man a communist?" The reply was, "No, Mr President, he’s an anti-communist." And Ronald Reagan said, "I
don’t care what kind of communist he is!" (Laughter) Ronald Reagan asked Olof Palme, the Social Democratic
Prime Minister of Sweden, "Well, what do you believe in? Do you want to abolish the rich?" He said, "No, I want to
abolish the poor." Our responsibility is to let everyone have the chance to realize their potential to the full.
4. I believe there is a moral sense and a global ethic that commands attention from people of every religion and
every faith, and people of no faith. But I think what's new is that we now have the capacity to communicate
instantaneously across frontiers right across the world. We now have the capacity to find common ground with
people who we will never meet, but who we will meet through the Internet and through all the modern means of
communication; that we now have the capacity to organize and take collective action together to deal with the
problem or an injustice that we want to deal with; and I believe that this makes this a unique age in human history,
and it is the start of what I would call the creation of a truly global society.
5. Go back 200 years when the slave trade was under pressure from William Wilberforce and all the protesters. They
protested across Britain. They won public opinion over a long period of time. But it took 24 years for the campaign
to be successful. What could they have done with the pictures that they could have shown if they were able to use
the modern means of communication to win people’s hearts and minds?
6. Or if you take Eglantyne Jebb, the woman who created Save the Children 90 years ago. She was so appalled by
what was happening in Austria as a result of the First World War and what was happening to children who were part
of the defeated families of Austria, that in Britain she wanted to take action, but she had to go house to house, leaflet
to leaflet, to get people to attend a rally in the Royal Albert Hall that eventually gave birth to Save the Children, an
international organization that is now fully recognized as one of the great institutions in our land and in the world.
But what more could she have done if she’d had the modern means of communications available to her to create a
sense that the injustice that people saw had to be acted upon immediately?
7. Now look at what’s happened in the last 10 years. In Philippines in 2001, President Estrada -- a million people
texted each other about the corruption of that regime, eventually brought it down and it was, of course, called the
"coup de text." (Laughter) Then you have in Zimbabwe the first election under Robert Mugabe a year ago. Because
people were able to take mobile phone photographs of what was happening at the polling stations, it was impossible
for that Premier to fix that election in the way that he wanted to do. Or take Burma and the monks that were
blogging out, a country that nobody knew anything about that was happening, until these blogs told the world that
there was a repression, meaning that lives were being lost and people were being persecuted and Aung San Suu Kyi,
who is one of the great prisoners of conscience of the world, had to be listened to. Then take Iran itself, and what
people are doing today: following what happened to Neda, people who are preventing the security services of Iran
finding those people who are blogging out of Iran, any by everybody who is blogging, changing their address to
Tehran, Iran, and making it difficult for the security services.
8. Take, therefore, what modern technology is capable of: the power of our moral sense allied to the power of
communications and our ability to organize internationally.
That, in my view, gives us the first opportunity as a community to fundamentally change the world. Foreign policy
can never be the same again. It cannot be run by elites; it’s got to be run by listening to the public opinions of
peoples who are blogging, who are communicating with each other around the world. 200 years ago, the problem
we had to solve was slavery. 150 years ago, I suppose the main problem in a country like ours was how young
people, children, had the right to education. 100 years ago, in most countries in Europe, the pressure was for the
right to vote. 50 years ago, the pressure was for the right to social security and welfare. In the last 50-60 years we
have seen fascism, anti-Semitism, racism, apartheid, discrimination on the basis of sex and gender and sexuality; all
these have come under pressure because of the campaigns that have been run by people to change the world.
9. I was with Nelson Mandela a year ago, when he was in London. I was at a concert that he was attending to mark his
birthday and for the creation of new resources for his foundation. I was sitting next to Nelson Mandela -- I was very
privileged to do so -- when Amy Winehouse came onto the stage. (Laughter) And Nelson Mandela was quite
surprised at the appearance of the singer and I was explaining to him at the time who she was. Amy Winehouse said,
"Nelson Mandela and I have a lot in common. My husband too has spent a long time in prison." (Laughter) Nelson
Mandela then went down to the stage and he summarized the challenge for us all. He said in his lifetime he had
climbed a great mountain, the mountain of challenging and then defeating racial oppression and defeating apartheid.
He said that there was a greater challenge ahead, the challenge of poverty, of climate change -- global challenges
that needed global solutions and needed the creation of a truly global society.
We are the first generation which is in a position to do this. Combine the power of a global ethic with the power of
our ability to communicate and organize globally, with the challenges that we now face, most of which are global in
their nature. Climate change cannot be solved in one country, but has got to be solved by the world working
together. A financial crisis, just as we have seen, could not be solved by America alone or Europe alone; it needed
the world to work together. Take the problems of security and terrorism and, equally, the problem of human rights
and development: they cannot be solved by Africa alone; they cannot be solved by America or Europe alone. We
cannot solve these problems unless we work together.
10. So the great project of our generation, it seems to me, is to build for the first time, out of a global ethic and our
global ability to communicate and organize together, a truly global society, built on that ethic but with institutions
that can serve that global society and make for a different future. We have now, and are the first generation with, the
power to do this. Take climate change. Is it not absolutely scandalous that we have a situation where we know that
there is a climate change problem, where we know also that that will mean we have to give more resources to the
poorest countries to deal with that, when we want to create a global carbon market, but there is no global institution
that people have been able to agree upon to deal with this problem? One of the things that has got to come out of
Copenhagen in the next few months is an agreement that there will be a global environmental institution that is able
to deal with the problems of persuading the whole of the world to move along a climate-change agenda.
11. One of the reasons why an institution is not in itself enough is that we have got to persuade people around the
world to change their behavior as well, so you need that global ethic of fairness and responsibility across the
generations. Take the financial crisis. If people in poorer countries can be hit by a crisis that starts in New York or
starts in the sub-prime market of the United States of America. If people can find that that sub-prime product has
been transferred across nations many, many times until it ends up in banks in Iceland or the rest in Britain, and
people's ordinary savings are affected by it, then you cannot rely on a system of national supervision. You need in
the long run for stability, for economic growth, for jobs, as well as for financial stability, global economic
institutions that make sure that growth to be sustained has to be shared, and are built on the principle that the
prosperity of this world is indivisible.
12. So another challenge for our generation is to create global institutions that reflect our ideas of fairness and
responsibility, not the ideas that were the basis of the last stage of financial development over these recent years.
Then take development and take the partnership we need between our countries and the rest of the world, the
poorest part of the world. We do not have the basis of a proper partnership for the future, and yet, out of people’s
desire for a global ethic and a global society that can be done.
I have just been talking to the President of Sierra Leone. This is a country of six and a half million people, but it has
only 80 doctors; it has 200 nurses; it has 120 midwives. You cannot begin to build a healthcare system for six
million people with such limited resources.
Or take the girl I met when I was in Tanzania, a girl called Miriam. She was 11 years old; her parents had both died
from AIDS, her mother and then her father. She was an AIDS orphan being handed across different extended
families to be cared for. She herself was suffering from HIV; she was suffering from tuberculosis. I met her in a
field, she was ragged, she had no shoes. When you looked in her eyes, any girl at the age of eleven is looking
forward to the future, but there was an unreachable sadness in that girl’s eyes and if I could have translated that to
the rest of the world for that moment, I believe that all the work that it had done for the global HIV/AIDS fund
would be rewarded by people being prepared to make donations.
13. We must then build a proper relationship between the richest and the poorest countries based on our desire that they
are able to fend for themselves with the investment that is necessary in their agriculture, so that Africa is not a net
importer of food, but an exporter of food.
Take the problems of human rights and the problems of security in so many countries around the world. Burma is in
chains, Zimbabwe is a human tragedy, in Sudan thousands of people have died unnecessarily for wars that we could
prevent. In the Rwanda Children's Museum, there is a photograph of a 10-year-old boy and the Children's Museum
is commemorating the lives that were lost in the Rwandan genocide where a million people died.
There is a photograph of a boy called David. Beside that photograph there is the information about his life. It said
"David, age 10." David: ambition to be a doctor. Favorite sport: football. What did he enjoy most? Making people
laugh. How did he die? Tortured to death. Last words said to his mother who was also tortured to death: "Don't
worry. The United Nations are coming." And we never did.
And that young boy believed our promises that we would help people in difficulty in Rwanda, and we never did.
14. So, we have got to create in this world also institutions for peacekeeping and humanitarian aid, but also for
reconstruction and security for some of the conflict-ridden states of the world. So my argument today is basically
this. We have the means by which we could create a truly global society. The institutions of this global society can
be created by our endeavors. That global ethic can infuse the fairness and responsibility that is necessary for these
institutions to work, but we should not lose the chance in this generation, in this decade in particular, with President
Obama in America, with other people working with us around the world, to create global institutions for the
environment, and for finance, and for security and for development, that make sense of our responsibility to other
peoples, our desire to bind the world together, and our need to tackle problems that everybody knows exist.
15. It is said that in Ancient Rome that when Cicero spoke to his audiences, people used to turn to each other and say
about Cicero, "Great speech." But it is said that in Ancient Greece when Demosthenes spoke to his audiences,
people turned to each other and didn’t say "Great speech." They said, "Let's march." We should be marching
towards a global society. Thank you.
(Applause) end of transcript
COMMUNICATION IN REACTION PAPER

A reaction or response paper requires the writer to analyze a text, then develop commentary related to it. It is a popular
academic assignment because it requires thoughtful reading, research, and writing.
(Source: https://www.wikihow.com/Write-a-Reaction-Paper and Rachel Scoggins, PhD)
Writing a reaction paper is a task that requires a student to analyze information and give comments on a certain text or
media. A reaction paper is different from a review in that it is composed in the first person and assumes subjective point
of view. Working on this type of task, you are welcome to use such phrases as “I believe” or “I think” and even present
your thoughts in an emotional manner (https://ozzz.org.)
The essay found on the next page is a reaction paper to the talk, “Wiring a web for Global Good”. After understanding
the content of the text, you will evaluate the following components of the text: INTRODUCTION, BODY,
CONCLUSION, LANGUAGE AND REFERENCES.
The Making of a Global Society through Communication Technology

A Reaction Paper on Gordon Brown’s Talk Wiring a Web for a Global Good
By Randdie P. Cuelo, LPT, EdD
1. Gordon Brown’s talk generally tackles about how the world has become a global society with the aids of
technology in communication. Along with it is his idea that humanity has the capability to free itself from the
blindness of seeing the truth, that is, the truth of solidarity and sympathy that are naturally endowed to the human
species. Moreover, he talks about the reality that people across the globe can now communicate and connect with
each other, share common goals; patch up differences for one purpose and conviction, making the world a lot
smaller. As a consequence of freedom from social indifference, Brown reminds that a man’s duty to act accordingly
to what is right, good and moral not just for him, but more for others.
2. In close listening, the topic is not just being discussed for social information, but also for a lot of expectation for
attention and action from the immediate listeners, and from those who play influential roles in the society. The topic
is as important as Brown himself who has the power to change the social landscape, culture and society he is
leading. He is a prime minister, after all.
3. There are a few points from Minister Brown I am expressing my thoughts on.First his idea on a foreign policy as
may be free from traditional ways of its setting up, and that may be drawn and founded on a single actor, may be a
bit of a naïve notion. I thought foreign policies are grounded on several factors, not just on public opinions. For
example, “US foreign policies identified a variety of actors who appear to influence them, including experts and
epistemic communities, organized interests (especially business and labor), and ordinary citizens or public opinion”
( Jacob & Page, 2005). However, I agree that blogging as a new form of communication “must be embraced by
contemporary leaders as they seek to speak truth to power” (Cole, 2011).
4. My idea of foreign policies was that they are conceived out of the cerebral engagements of lawmakers in the lower
and upper houses of a democratic state like the US and the Philippines. After hearing Brown, it thrills me to realize
that public opinion presses on a significant compelling force in shaping the political and economic landscapes of our
society. On the same not, I just used to think that blogging is a mere social networking hobby by a lot of tech-savvy
egos. Now, I am almost convinced to improve my craft in writing so I, too, can make a little contributions in
shaping people’s opinions about critical issues troubling our country today. At least I get to have a little know-how
on ICT, so that possibly gives me a chance to be a blogger- or shall I say, a functional communicator.
5. Secondly, Brown talks about the value of change of behavior and the espousal of the global ethic of fairness and
responsibility. This I utterly express my consonance. True, to change the world for the better, we have to persuade
people around the world and across generations to change their behaviors. Social researchers even say that to make
a better world and to develop our own potential to the fullest, self-awareness, perceptions, choices and actions
should be regarded as fundamental building blocks of our capacities to be effective agents of change (Seashore,
Charles , Nash, Thompson, Morrison, Jung & Rogers, 2004). To be an effective leader and a champion of change,
there is a need for mastery of the art of being human, a servant to society and the fostering of the new global ethic
within one’s sphere of influence (Howard, 2010).
6. Long before hearing Brown, it has always been a universal truth (I know) that in order to effect positive “change in
the world, we have to start it within ourselves”- Mahatma Gandhi. However, the global ethic of fairness and
responsibility came in as a something novel, at least in the context of what he (Brown) is trying to advocate. He is
just right to emphasize fairness and responsibility as values that are “ever ancient, ever new” (St. Augustine).
Experts contend that these core values seem to remain to be unreal, considering them as “among the most
recalcitrant philosophical problems that we have, and are connected to a range of important issues (O’Niell, 2009).
Now, nothing really changes on how I view fairness and responsibility as a global ethics. From then till now, they
remain treasures to be sought through a pricey quest, and Brown was just right to enjoin us to his quest for a world
founded on virtues and principles.
7. Lastly, the global ethic that Brown submits is capable of forming institutions for the global society he is suggesting.
For these institutions to work, that global ethics can infuse fairness and responsibility that is needed. Indeed, human
dynamics and institutional change have become increasingly intertwined (Martens, Drecher, & Gaston, 2010).
While Brown expresses a strong faith on the capacity of the present generation to recreate the global society he
dreams of, his allusion to US President Barack Obama as a significant figure who can materialize the dream, is
rather seemingly expressive of reliance to a State that may not be popular among developing countries. The youth
alone has the capacity to lead social change, with proper guidance and genuine empowerment, youth-led social
change is possibility. Recent groups of research that evaluated youth-led social change disclosed that youth efforts
have impelling impact, hence, providing implications for youth leaders and those advocate for, work, with, support,
and educate them, and for those interested in evaluating social change efforts (Ho, Clarke, & Dougherty, 2015).
8. The power of the youth has never been underestimated since then. What the society failed to provide was
empowerment that would have redirected the energy of this potential force of our society. Say for example, if there
had been stronger regulations on the selling of cigarettes, alcohols, and access to social media, our young people
could have readdressed their idle moments on things that are highly essential such as learning how to play musical
instruments, do physical exercises or craft their aesthetics skills in arts and humanities. In schools for example,
service learning has been an instrument to promote gains on the students’ self-concept, social engagement and
emotional and cognitive development (Cuelo, Manatad, & Torress, 2012). Aside from this, ‘we’ have been too busy
to accrue power, wealth and influence that we forgot to invest quintessential times for our future – our youth. So,
when Brown turns to Obama and regards the man as an exclusive actor for social change because he is president of
one great country, he implicitly challenges his own faith for present generation.
9. Hearing Brown’s talk on Wiring a Web for a Global Good brings in to me convictions and insights. I have come
to believe that foreign policies are established on several factors, not just on public opinions. Public opinions,
however, that are proliferated by modern- day communications technology are compelling actors that shape society.
Moreover, a global society that is propelled by technological advancements is possible and is bound for greatness if
the global ethic of fairness and responsibility among people are in place, and his global ethics forms social
institutions with the nudging of youth-led social change, and not by the efforts and influence of individual
influential personalities.
10. The topic functions not just as a piece of information but it challenges us to be attentive and active in responding
to the various issues of the society. Now that we have the power of information and communication technology, it is
expected that societal problems can be rectified in a much more expedient manner.
11. “Let’s march!” Brown said this to advance his advocacy on global society. I say, “Let’s march!” to advance society
not just for a few, but for all!
SUMMARY OF MODULE 1
To be competent in communication, language ability (grammar and pronunciation) is not the only competence
that you should develop. There are three more important skills that need to be enhanced. These are the sociolinguistic
competence, strategic competence, and discourse competence.
The use of formal or informal language is prevalent in different kinds of texts or situations. Hence, we need to
observe when and where to use them. Knowing how to appropriately use these kinds of language also reflects your
Language Competence.
Communication across cultures requires respect of each other’s differences. It takes openness, acceptance and
understanding of varied cultural orientations especially on language, customs, practices, beliefs, etc. Having this skill
and attitude reflects the level of your Sociolinguistic and Strategic competence as well as your Intercultural
Competence.
The different texts (discourse) that you have read and analyzed in Prelim introduce you to the different contexts in
communication. They are forms of communication for various purposes. Knowing the different characteristics (both
content and organization) of the texts means developing your Discourse Competence which is defined as the
knowledge of how to produce and comprehend oral or written texts in the modes of speaking/writing and
listening/reading respectively. It’s knowing how to combine language structures into a cohesive and coherent oral
written text of different types. Thus, discourse competence deals with organizing words, phrases and sentences in order
to create conversations, speeches, poetry, email messages, newspaper articles etc.
As a speaker or writer, there are different modes that you can employ in communicating your ideas effectively:
written, oral and the multi-modal (the use of technology). As a critical reader, listener or viewer of text/discourse, you
should understand that there are various aspects that should be taken into consideration when you read, listen, or view a
text: THE WRITER or SPEAKER, THE TEXT, and THE CONTEXT.
Indeed, to become competent in communication for various purposes, we need to be trained in reading, listening,
viewing and evaluating authentic real-life communication situations and various text types which you have experienced
when you accomplished the different learning tasks in Module 1.
DISTINCTIONS BETWEEN THESIS/DISSERTATION AND RESEARCH ARTICLE
THESIS or DISSERTATION RESEARCH ARTICLE

Undergraduate Thesis
Masteral Thesis (Scientific Journal Articles)
Doctoral Thesis
Submitted to panel of experts in a school or Published in journals and has passed the
institution. standards of experts in the field
Unpublished research work Published research work
To demonstrate disciplinary knowledge and To contribute to any field of study or discourse

understanding as part of the requirement for a community
degree.
Longer than a research article Shorter than a thesis depending on the field and
journal
 Uses synthesis and concise style in
 Detailed review of the related literature presenting the Literature Review
 Detailed presentation of results findings  Summarizes the presentation of results
Novice writing Professional writing
*Although Research articles can have different formats (components and sub-components) based on the standard of the
journal where they are published or the orientation of the discipline or field where they belong, they have common
elements such as the Abstract, Introduction, Method, Result and Discussion and Conclusion.
*Thesis varies in its format depending on the school or institution. However, this established form of writing may
contain similar components found in research articles.
*The following formats are common among thesis and research articles: IMRD, IMRAD, ILrMRDC, and IMRDC.
*The citation styles used in thesis and research article also vary depending on the discipline. Citation styles can be APA,
MLA, Number Referencing etc.
MAJOR COMPONENTS OF RESEARCH ARTICLE (RA)

The first component of the RA is ABSTRACT
Abstract is both a summary and a ‘purified’ reflection of the entire article. It provides the reader with a summary of the
contents of the dissertation (Bhatia, 1993). It is a faithful and accurate summary, which is representative of the whole
article. (Swales, 1990, p. 82).
Based on the results of various studies on Abstract, the following ideas are expressed concisely in this part of the
research report: Introduction which may contain the research objectives, aims or purpose, Methodology,
Results/Findings and Conclusion or Implication.
The following are examples of Abstract that contain brief description of the research’s Introduction, Methodology,
Results, and Conclusion or Implication.
In the Abstract of Study A, sentence 1 is the Introduction because it contains the aim of the study. Sentence 2 and
sentence 3 contain the methods and samples, thus they belong to Methodology. Sentence 4 and sentence 5 give the
Results of the study, and sentence 6 provides the Conclusion.
A. Title: Relationship Between Different Combinations of Personality Traits and Motivation Mechanism:
Change Leadership as Mediator
Abstract
1. The aim of this study is to identify combinations of different personality traits among teaching faculty and explore for
which combinations college managers should use change leadership to mediate their cognition in a motivation
mechanism and for which combinations doing so is not necessary. 2. In this study, two-stage cluster analysis and partial
least squares are the methods for identifying different combinations of personality traits and test mediation. 3. This
study uses 350 samples for analysis. 4. From the test results, this study first identifies three combinations of
personality traits, including “high central force but outgoing”, “middle-high central force but outgoing and a little
nervousness”, and “synthesizing type”. 5. The “highly central force but outgoing” and “middle-high central force but
outgoing and a little nervousness” do not need to be mediated by change leadership, and teaching faculty who have
these two combinations of personality traits will have positive attitudes or thoughts towards the motivation mechanism.
6. Regarding the “synthesizing type”, those with this combination of personality traits will demonstrate complex
attitudes, reactions, or thinking, and therefore, college managers should think about how to change their attitudes or
behavior through change leadership to communicate and guide them to accept the motivation mechanism.
In the Abstract of Study B, sentence 1 serves as the Introduction because it gives the purpose of the study. Sentence 2,
sentence 3, sentence 4 and sentence 5 belong to the Methodology section because they contain the participants,
interventions employed and questionnaire. Sentence 6 and sentence 7 tell the Results of the study and sentence 8 gives
the implication.
B. Title: How to Enhance Teachers’ Bullying Identification: A Comparison among Providing a Training
Program, a Written Definition, and a Definition with a Checklist of Bullying Characteristics
Abstract
1. The purpose of this study was to investigate whether teachers’ ability to detect bullying incidents could be enhanced
by offering bullying identification trainings. 2. The participants of this study were 532 primary, middle, and high
school teachers in Taiwan, who were recruited to participate in one of the four study groups (three treatment groups and
one control group). 3. Those in the three treatment groups were provided with the following interventions: a 1.5-h
training on bullying identification (Group X); a definition including the features of bullying in written form (Group Y);
and a written definition accompanied by checklist of three bullying characteristics for each scenario (Group Z). 4. A 24-
item Recognition of Bullying Incidents Questionnaire (RBIQ) was used in this study. 5. Of these 24 scenarios, 12
were used to assess participants in the pre-test phase, and 12 were used for the post-test. 6. The results, using a mixed-
model two-way analysis of variance, indicated that the teachers in Group X were significantly better at bullying
identification than those in other groups. 7. Teachers in Group Z also were significantly better at bullying identification
than teachers in Group Y and the control group. 8. These results imply that merely providing a definition does little to
enhance teachers’ ability to identify school bullying.
The second component of RA is the INTRODUCTION
1. The communicative purpose of RA introduction is to mark a link between what has gone before in the relevant field
of research and the present work that is being reported, making it relevant by placing it appropriately in the context of…
previous research in a particular field of Study. (Swales, 1990)
2. Introductions play a key role in showing the relevance of the research about to be reported in the thesis to previous
works (Bunton, 2002)
3. Introduction shows the link between what has gone before and the present work (Bhatia 1993: 82)
4. Introduction includes the background literature related to the problem and gaps that still remain...In this chapter, you
need to support all of your claims and positions using citations from empirical research studies, government reports and
data, websites, and theory and opinion papers. (Bui, 2013, p.10)
5. Research introductions take the form of writing first about what is already known; then about what is unknown (Fahy,
2008)
6. Studies of introductions in research articles and PhD theses have made it clear that a crucial rhetorical function of
introductions is to justify the study being reported (Bunton, 2002; Swales, 1990 as cited in Samraj, 2008, p.56)
Based on the research works done by John Swales on research articles (or journal articles), the Introduction section of
the research articles from different disciplines include three major components termed as MOVES by Swales: MOVE 1
(Establishing a Territory), MOVE 2 (Establishing a Niche), and MOVE 3 (Occupying a Niche). These three major
components of the introduction refer to how the RA writers organize their ideas in the introduction.
The following moves are steps or rhetorical strategies that can be employed in establishing the
different moves.
Move 1 Establishing a Territory

Step 1. Making topic generalization
Step 2. Claiming Centrality
Step 3. Reviewing previous research
Move 2 Establishing a Niche

Step 1. Counter claiming
Step 2. Indicating a gap
Step 3. Question- raising
Step 4. Continuing a tradition
Move 3 Occupying the Niche

Step 1. Indicating the main purpose or purposes.
Step 2. Announcing principal findings
Step 3. Indicating article structure
Move 1 (Establishing a Territory) in research paper introduction is realized using the following
steps: Step 1. Making topic generalization(s); Step 2. Claiming centrality; Step 3. Reviewing previous
research.
Move 1, Step 1 (making a topic generalization) represents a more neutral kind of general statement.
Step 1 can take a variety of forms, but generally fall into two categories: statements about knowledge
or practice, or statements about phenomena.
The following are examples, abbreviated statements about knowledge or practice or statements
about phenomena.
Breast cancer is one of the oldest known forms of breast cancer…

Food is one of the most basic needs of people…
Parents are generally shocked when they discover that their children have head lice…
Breast-feeding is critical for sustaining the health and well being of …
Breast cancer is one of the leading causes of mortality and morbidity...
Move 1, Step 2 is accomplished by RA writers through centrality claims or claiming importance. This
means that RA writers rationalize the importance of their research topic. Research paper writers may
express centrality through the following rhetorical strategies: claiming interest, or importance,
mentioning the classic, favorite or central character of the issue, or claiming that there are many other
investigators active in the area. The following are abbreviated examples of Move 1, Step 2 (Swales,
1994, p.144).
Recently, there has been a spate of interest in how to…
The time development…is a classic problem in fluid mechanics.
The explication of the relationship between…is a classic problem of….
The study of…has become an important aspect of…
The effect of …has been studied extensively in recent years
Move 1, Step 3 (Reviewing items of previous research) is one of the main occasions where the author
needs to relate what has been found (or claimed) with who has found it (or claimed it). The writer
provides a specification of previous findings, an attribution to the research workers who published
those results, and a stance towards the findings themselves. (Swales, 1990, p.148)
It is the part of the introduction where you can find citations of research works that help in
rationalizing the need to do the study or the importance of the research topic.
Move 2 (Establishing a Niche) refers to RA writers’ way of rationalizing their distinct contribution to
the field through the following strategies: Counter claiming, Indicating a gap, Question- raising or
Continuing a tradition.
Move 2 is usually established by expressing the following: contrasting viewpoint, critical evaluation of
gaps in literature, or a perceived weakness in prior research. (University of Southern California, 2019)
Examples of Extracts (Move 2) taken from Research Article Introduction
1. Title: They see Us as Lesss Than human: Metadehumanization Predicts Intergroup Conflict via Reciprocal
Dehumanization by Kteily and Hodson
In summary, people think about how they are perceived by other groups, and these metaperceptions are frequently
negative in content (Frey & Tropp, 2006) … Despite this prior research, no work has examined the (meta)-
perception that another group perceives the in group as less than fully human.
2. Title: How being busy can Increase Motivation and Reduce Task Completion Time by Wilcox et.al
Consistent with this notion, research has shown that people take longer to complete a task when they miss a deadline
compared to those who did not set a deadline at all (Soman & Cheema, 2004). However, this research did not
account for how busy participants were when they missed the deadline…. We offer a perspective on how being
busy can mitigate the negative effect of missing a deadline… (Continuing a tradition)
2. Title: The Role of Physical Formidability in Human Social Status Allocation by Anderson, et al.
In short, although the extant literature implicates a potential role for perceived leadership ability, it does not contain
a clear explanation for the link between men’s formidability and attained social status. In the current article we
advance the hypothesis…
3. More Than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation Among
Black Undergraduates by Larnell
NCBR (non-credit-bearing remedial) mathematics courses have a long curricular history in both 2-year and 4-year
universities, but curiously, students’ mathematics-learning experiences in these courses have been largely
unexplored…The combination of curricular gatekeeping and racialized disparities is a particularly cogent rationale-
an equity-oriented rationale- for further and intensive study
4. Title: Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction

by Foster, et al.
The extant literature, however, includes few rigorous evaluations of mathematics curricula (Rutherford et al., 2014)
especially of CAI programs for Kindergarteners. Consequently, little is known with regard to the “ingredients”
needed for specific instructional methods or programs to be most effective at improving the mathematical
competencies of young children…
5. Title:Exploring Publication Productivity in the Philippines by Reyes,C.& Reyes, J.

However, at present only a handful of papers, such as those made by Dela Torre (2009) and Ynalvez and Shrum
(2011), particularly tackles gender in research productivity in the Philippines. And as such, this presents an
opportunity to add to the sparse discussion on gendered research productivity in the country…This paper aims to
contribute to the literature using bibliometric analysis in the hopes of exploring publication productivity in the recent
decade focusing on the two universities of the country with the most prolific academic scholars in their respective
fields.
6. Title: The Status of Philippine Lake Studies by Brillo

Overall, the objectives mentioned are designed to empirically substantiate the two propositions forwarded in this
study—there is scholarly deficit in social science-based studies and information on small lakes is scarce.
7. Title: The Role of Cluster Governance in the Process of Firm Internationalization: Based on the Example of
Two Malaysian Halal Industrial Parks by Dube et al.
Indeed, according to a large pool of literature, it is known and recognized that the internationalization process is
fraught with risks and filled with uncertainty (Conconi, Sapir, & Zanardi, 2010) … However despite this beneficial
relation, the question of how exactly—by which mechanisms—industrial clustering helps firms
internationalize remains unclear. (Question raising)

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COMMUNICATION FOR VARIOUS PURPOSES

Read the Linguisticator blog (https://linguisticator.com/communicative-competence/) on communicative competence

Components of Communicative Competence

LINGUISTIC/ DISCOURSE STRATEGIC

 Knowledge of the  Knowledge of the  Knowledge of achieving  Knowledge on the use of

COMMUNICATION CONTEXT #1. (Video Transcript)

COMMUNICATION CONTEXT #2 (Video Transcript)

What Did You Like Least About Your Previous Position?

What Are Your Strengths?

A. Language Competence C. Sociolinguistic Competence

B. Discourse Competence D. Strategic Competence

FORMAL AND INFORMAL LANGUAGE

Features of Formal and Informal language (Source: helpteaching.com)

Informal English Formal English

VIDEO TRANSCRIPT #1 for FORMAL AND INFORMAL LANGUAGE

COMMUNICATION IN FILM CONVERSATION

5. Peter Parker: Ned, hey. I need you to cause a distraction.

6. Tony Stark: Where’s your guy?

8. Peter Quill: How the hell is this dude still alive?

9. Peter Quill: You’ll not, be taking our pod today, sir.

11. Peter Parker: I’m Peter, by the way.

14. Peter Parker: I’m Peter, by the way.

COMMUNICATION IN TALK SHOW

The following are dimensions of intercultural competence:

Gestures Around the World (An Excerpt)

ON DISCOURSE COMPETENCE AND EXAMPLES OF DISCOURSE

HOW TO OPEN YOUR TALK

HOW TO BUILD YOUR SPEECH BODY AND TRANSISTIONS

HOW TO CONCLUDE YOUR TALK

(Applause) end of transcript

COMMUNICATION IN REACTION PAPER

The Making of a Global Society through Communication Technology

DISTINCTIONS BETWEEN THESIS/DISSERTATION AND RESEARCH ARTICLE

THESIS or DISSERTATION RESEARCH ARTICLE

Unpublished research work Published research work

To demonstrate disciplinary knowledge and To contribute to any field of study or discourse

Novice writing Professional writing

MAJOR COMPONENTS OF RESEARCH ARTICLE (RA)

Move 1 Establishing a Territory

Move 2 Establishing a Niche

Move 3 Occupying the Niche

Breast cancer is one of the oldest known forms of breast cancer…

Examples of Extracts (Move 2) taken from Research Article Introduction

4. Title: Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction

5. Title:Exploring Publication Productivity in the Philippines by Reyes,C.& Reyes, J.

6. Title: The Status of Philippine Lake Studies by Brillo

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