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MODULE 2 GE 5 (Purposive Communication)

Overview
Welcome to Module 3!

In this module, we will discuss how to evaluate text and images in multicultural setting. At the end
of the module, you will submit either online or offline your evaluation of the text and images
printed, posted or video.

Learning Objectives

The students shall be able to:

 Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills
 Convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences
in local and global settings using appropriate registers
 Adopt awareness of audience and context in presenting ideas

Course Content: Evaluating messages and/or images (e.g. pictures, illustrations of different types of
texts reflecting different cultures (Regional, Asian, Western)

Activity 1: What’s your favorite…?

Instructions:
Answer the following personal questions:
1. What is your favorite color?
2. What does that color mean to you?

Activity 2: “Logo” and Its Meaning

Instructions: Study closely this logo, identify the different symbols used, and give the meaning of each
symbol.

GE 5 (Purposive Communication )Module 3 Department of Humanities and Languages

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Activity 3: Knowing the Ways of Analyzing Media Text

A "text" isn't limited to something written down. A text can be a film, an artifact, anything in a language and culture
that conveys meaning. Think about the texts that you use in your language classroom: What's in the textbook?
What do you read in class or even at home? How do you describe the classroom, its design? Why do you think the
chairs are placed facing the tables? Those questions, with its finite answer would tell you that there are texts that are
reflection of one’s own culture. Dela Cruz,K.(2019) https://www.coursehero.com/file/36064183/Lesson-32-
Communicationpdf/

Ways of Analyzing Media Text

1. Analyzing the writer’s writing patterns
Writing pattern refers to the way authors organize the information they present (Cortina, J. &
Elder,J. 2008). It is the specific way of organizing ideas to convey a certain type of an argument.
It is also known as patterns of organization, rhetorical modes, or rhetorical styles.

Source: ( https://owl.excelsior.edu/orc)

The 8 Most Common Writing

GE 5 (Purposive Communication )Module 3 Department of Humanities and Languages

Patterns Type Description
Definition Explain the meaning of a word or
phrase
Classification Divide a topic into parts based on
specific characteristics
Generalization and Example Provide a general statement
followed by specific examples to
prove the statement
Cause and Effect Show how things are related by
explaining how one thing causes
another
Comparison / Contrast Compare and contrast two or
more things to show how they
are similar and/or different
List Present lists of information
Sequence Describe a process, series of
events, spatial order, or order of
importance
Others things to keep in mind when recognizing authors’ writing patterns (Cortina, J. & Elder,J.
2008).
a. Lists and sequences differ in an important way.
b. Sometimes the same clue words may be used in more than one pattern, like first, second, and third
which are used in sequence, but can also be used in a list.
c. authors often mix patterns in the same paragraph.
d. longer selection may contain several patterns and have an overall pattern as well.
GE 5 (Purposive Communication )Module 3 Department of Humanities and Languages
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Signal Words
is, refers to, means, is defined as,
is called, is characterized by,
entails
classified as, comprises, is
comprised of, consists of,
elements, kinds, types, stages,
groups
for example, for instance, to
illustrate, such as
causes, effects, is caused by, is
produced by, is the result of,
results from, because,
consequently, as a result
Similarity: like, similarly, likewise,
resembles, same, in comparison,
in the same way, both, share
Difference: unlike, in contrast,
differently, however, despite,
whereas, on the other hand, on
the contrary, differs from, rather
than
also, in addition, another,
additionally, furthermore,
moreover, next, finally, first,
second, third, etc.
first, second, before, after, next,
then, last, finally, steps, phases,
stages, dates, times, numbers,
and letters
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2. Be a critical reader. To be a critical reader means one is going to go beyond comprehending the
topic.
a. determine an author’s point of view. Point of view refers to an author’s position on an issue also known
as the author’s argument (the overall main idea the author is arguing for) and the author’s bias (the
side of an issue the author favors).
b. determine the author’s purpose – to inform, to instruct, to entertain, or to persuade the reader to
believe something or to take a certain action. When the author’s purpose is to inform, s/he gives
information, or explain; to persuade – s/he will deliberately use emotional language or choose words
that are designed to influence the thinking and convince the readers to respond a certain way.
c. determine the intended audience – the people the author has in mind as his or her readers.
Sometimes an author will state who the intended audience is, but if the author does not, you can
determine the audience by considering the following:
 The topic ( is it common? An unusual or specialized one?
 The level of language used (simple? sophisticated? Specialized?)
 The author’s purpose for writing (Is it meant to inform? To instruct? To persuade?
d. determine the author’s tone – is a manner of writing that reveals the author’s attitude toward a topic.
Authors use tone to help convey their point of view and purpose. Is the tone factual? Humorous?
Urgent? Encouraging? Angry? Sarcastic?

Activity 5: Knowing the Ways of Analyzing Images

Images should be evaluated on several levels. Visual analysis is an important step in evaluating an image and
understanding its meaning. It is also important to consider textual information provided with the image, the
image source and original context of the image, and the technical quality of the image. The following
questions can help guide your analysis and evaluation. https://guides.lib.uw.edu/c.php?
g=344258&p=2318783

Visual images, including cartoons, book covers, ads, charts, graphs, photographs, and business logos, aren’t
just pretty to look at. They communicate, just as words do. Sometimes they communicate with words, and
other times they replace words entirely.

Assignment:
Analyze a ads/ poster/ billboard (with text and images) in terms of a). content. B). construction of the
message, c). value and point of view, d). visual analysis.
(Note: Present also the copy of the ads/poster/billboard)

Criteria Guide Questions

Content What message the writer/sender would like to convey?
Are the details given based on facts or opinion?
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Purpose What is the purpose of the writer/sender?

Who is/are the target audience?

Construction of the message What is the writing pattern used?

Point of View What is the tone of the author?
Value What life style or value is represented in the text?
Visual/Image used How effective is the image as a visual message?

References:
Barrot, J. & Sipacio, P.J. (2018). Purposive Communication in the 21 st Century. Quezon City, Philippines: C &
E Publishing, Inc.

Dela Cruz, K. ( 2019) Evaluating Messages and/or Images of Different Types of Texts Reflecting Different
Culture .https://www.coursehero.com/file/36064183/Lesson-32-Communicationpdf/
https://guides.lib.uw.edu/c.php?g=344258&p=2318783

Madrunio, M. & Martin, I. (2018). Purposive Communication Using English in Multilingual Contexts. . Quezon
City, Philippines:C & E Publishing, Inc.

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Please take this survey

Copy the Template. Use the template to evaluate this week’s session. Save the document as
Yourclasssection_ed 129 evaluation (ex. Ed2-1_ed 129 evaluation) and email to ____________.

Survey Form

1. Please rate this week’s session in terms of your Teacher’s Expertise, Clarity, Time Management, and
Responsiveness to your educational needs. Provide any additional feedback in the comments section.
Circle the appropriate numbers.

RATING SCALE: 1 = VERY LOW 2= LOW 3 = MEDIUM 4= HIGH 5 =VERY HIGH

TIME
NAME OF TEACHER EXPERTISE CLARITY RESPONSIVENESS
MANAGEMENT
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

2. Please review the following list of knowledge and skills statements. Give some thought to what you knew
before this course and what you learned this week. Circle the number that best represents your
knowledge and skills before then after this week’s session.

RATING SCALE: 1 = VERY LOW 2= LOW 3 = MEDIUM 4= HIGH 5 =VERY HIGH

BEFORE TRAINING ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO: AFTER TRAINING
1 2 3 4 5 Student Engagement 1 2 3 4 5

GE 5 (Purposive Communication )Module 3 Department of Humanities and Languages

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1 2 3 4 5 Student-Centered Teaching 1 2 3 4 5
1 2 3 4 5 Ways to Engage Students 1 2 3 4 5
1 2 3 4 5 Designing Student-Centered Lessons 1 2 3 4 5

3. How satisfied are you with your learning experience this week? Please circle the number of your answer.

1 2 3
Not somewhat very
satisfied satisfied satisfied

Other Comments:

GE 5 (Purposive Communication )Module 3 Department of Humanities and Languages