NAME: ________________________________

A. Directions: Identify the elements that constitute the communication

process by answering the crossword puzzle below. Write your answer
on a separate sheet of paper.

Across:

1. the
reaction
or
respons
e
provide
d by the
receiver
of the
informat
ion
2. the
recipi
ent of
Down: the
mess
3. the source of the information or age
message sent
4. the information or idea conveyed
5. the factor affecting the
communication flow

B. Directions: Read the given situations and fill in the grid below by
identifying the elements of communication.
1. Rosa instructs her little brother to water the plants in their garden.
However, she did not notice that her brother was wearing
headphones when she gave instructions. She learned too late that
her brother did not do what she told him.
source
message
receiver
Barrier (if any)
2. Gerry bought a can of milk from the nearby store. As it was handed
to him, he checked its expiration date. He found out that the product
is already expired and reported it to the storekeeper.
message
receiver
Feedback (if any)
3. Trina’s mother gave her a ring and requested for a video call. The
poor internet connection did not make it possible. They resorted to
just texting each other.
source
channel
 Barrier (if any)

Assessment

A. Directions: Write T if the statement is TRUE and write F if it is FALSE.

Use a separate sheet of paper.
1. There will be order and peace in the world without communication.
2. Along with the extensive revamp in most aspects of human
life, ways of communication also change.
3. Schramm Model is the most complicated example of human
communication process.
4. In the interaction model, communication is a one-way process.
5. Communication is merely successful when conflict was absent in the process.

Directions: Read each item carefully then choose the letter that corresponds to your
answer. Write your answers on a separate sheet of paper.

6. Which of the following is an example of a one-way communication model?

A. A group of teenagers planning for a big event
B. The committee finding ways to reach for the less fortunate in their barangay.
B. The Philippine President delivering his SONA D. A and B

7. You ask your sister to put on her mask every time she goes out an

she nods in reply. Which model of communication is presented here?

A. Interactive C. Linear
B. Conversational D. Transactional

8. Which model of communication portrays a multilayer of communication processes

where the characters and environment change overtime?
A. Interactive model C. Transactional model
B. Linear model D. ALL of the above

9. Which communication model focuses on the message sent to the recipient?

A. interactive Model C. Transactional model
C. Linear Model D. A combination of A and B
10. What happens when the message is NOT clearly conveyed?
A. The communication continues.
B. The communicators end the communication process.
C. The recipient may get the wrong information to share with others.
D. The situation will never change.
Name: ___________________________________

Independent Activity 2:

Identify whether the statement expresses facts or opinions.

__________1. I think that rock music is awful.
__________2. London is the best city in the world.
__________3. The 2010 world cup took place in South Africa.
__________4. The British Winter of 2009/2010 was the coldest for 30 years.
__________5. The earth is a sphere.
__________6. The river which flows through London is called the Thames.
__________7. Today seems hotter than yesterday
__________8. Abortion should be legal in most cases.
__________9. Democracy is the greatest form of government.
__________10. President Barack Obama was born in the United States.
Lesson 4: Writing the Reaction Paper/Review/Critique I. A. Fact of Opinion: Identify whether the statement is a fact or
an opinion and write the answer on the space provided before the number. Write the answers in a separate sheet of
paper, with the questions copied.
___________1. Water boils at 100°C.
___________2. Overweight people are lazy.
___________3. The Earth is a sphere.
___________4. It snows a lot in Canada in the winter.
___________5. A vegan diet will damage your health.
___________6. Immigrants who are in the U.S. illegally are a very big problem for the country today.
___________7. Most buses weigh more than most cars.
___________8. Golf is boring.
___________9. The government is almost always wasteful and inefficient.
___________10. Statistically, women live longer than men.
___________11. Every year except leap year has 365 days
___________12. French fries taste better with ketchup.
___________13. Computers are the best invention ever.
___________14. I think I look terrible in orange.
___________15. Pizza is the best tasting ever.
B. True or False: Write T if the statement is True or F if the statement is False.
__________16. If you keep any of the same vocabulary without directquotations, you are plagiarizing.
___________17. You do not have to cite a source if you paraphrase _
__________18. It is not considered plagiarism to keep the same sentence structure, but replace important vocabulary
with synonyms.
___________19. It is common for a website not to list an author. When this happens, you need to look for the
organization that published the site.
___________20. Jennifer spends a lot of time searching the web. She finds a great drawing on a site. She prints it for
the cover of her report and gives credit to the illustrator in her report.This act is okay.
___________21. Thesis statement tells the purpose and objective of the paper.
___________22. Topic sentence discusses a topic which is related to the thesis statement.
___________23. Writing a critique is similar when writing a summary.
___________24. Rephrasing is an alternative way for the purpose of clarification.
___________25. Sentence outline provides a quick overview of topics to be included in an essay.
___________26. Thesis statement of the text should be in question form.
___________27. The purpose of persuasive writing is to tell a story.
___________28. The main idea is always located in the first paragraph.
___________29. Graphic organizers are an effective way to teach persuasive writing.
___________30. It is important for students to write for authentic purposes and real
Name: _________________________________

The Flight from Conversation By Sherry Turkle We live in a technological universe in which we are always
communicating. And yet we have sacrificed conversation for mere connection. At home, families sit together, texting
and reading e-mail. At work executives text during board meetings. We text (and shop and go on Facebook) during
classes and when we’re on dates. My students tell me about an important new skill: it involves maintaining eye contact
with someone while you text someone else; it’s hard, but it can be done. Over the past 15 years, I’ve studied
technologies of mobile connection and talked to hundreds of people of all ages and circumstances about their
plugged-in lives. I’ve learned that the little devices most of us carry around are so powerful that they change not only
what we do, but also who we are. We’ve become accustomed to a new way of being “alone together.” Technology-
enabled, we are able to be with one another, and also elsewhere, connected to wherever we want to be. We want to
customize our lives. We want to move in and out of where we are because the thing we value most is control over
where we focus our attention. We have gotten used to the idea of being in a tribe of one, loyal to our own party. Our
colleagues want to go to that board meeting but pay attention only to what interests them. To some this seems like a
good idea, but we can end up hiding from one another, even as we are constantly connected to one another. A
businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk; he doesn’t call. He says
that he doesn’t want to interrupt them. He says they’re “too busy on their e-mail.” But then he pauses and corrects
himself. “I’m not telling the truth. I’m the one who doesn’t want to be interrupted. I think I should. But I’d rather just do
things on my BlackBerry.” A 16-year-old boy who relies on texting for almost everything says almost wistfully,
“Someday, someday, but certainly not now, I’d like to learn how to have a conversation.” In today’s workplace, young
people who have grown up fearing conversation show up on the job wearing earphones. Walking through a college
library or the campus of a hightech start-up, one sees the same thing: we are together, but each of us is in our own
bubble, furiously connected to keyboards and tiny touch screens. A senior partner at a Boston law firm describes a
scene in his office. Young associates lay out their suite of technologies: laptops, iPods and multiple phones. And then
they put their earphones on. “Big ones. Like pilots. They turn their desks into cockpits.” With the young lawyers in their
cockpits, the office is quiet, a quiet that does not ask to be broken.
In the silence of connection, people are comforted by being in touch with a lot of people — carefully kept at bay. We
can’t get enough of one another if we can use technology to keep one another at distances we can control: not too
close, not too far, just right. I think of it as a Goldilocks effect. Texting and e-mail and posting let us present the self we
want to be. This means we can edit. And if we wish to, we can delete. Or retouch: the voice, the flesh, the face, the
body. Not too much, not too little — just right. Human relationships are rich; they’re messy and demanding. We have
learned the habit of cleaning them up with technology. And the move from conversation to connection is part of this.
But it’s a process in which we shortchange ourselves. Worse, it seems that over time we stop caring, we forget that
there is a difference. We are tempted to think that our little “sips” of online connection add up to a big gulp of real
conversation. But they don’t. E-mail, Twitter, Facebook, all of these have their places — in politics, commerce,
romance and friendship. But no matter how valuable, they do not substitute for conversation. Connecting in sips may
work for gathering discrete bits of information or for saying, “I am thinking about you.” Or even for saying, “I love you.”
But connecting in sips doesn’t work as well when it comes to understanding and knowing one another. In conversation
we tend to one another. (The word itself is kinetic; it’s derived from words that mean to move, together.) We can
attend to tone and nuance. In conversation, we are called upon to see things from another’s point of view. FACE-TO-
FACE conversation unfolds slowly. It teaches patience. When we communicate on our digital devices, we learn
different habits. As we ramp up the volume and velocity of online connections, we start to expect faster answers. To
get these, we ask one another simpler questions; we dumb down our communications, even on the most important
matters. It is as though we have all put ourselves on cable news. Shakespeare might have said, “We are consum’d
with that which we were nourish’d by.” And we use conversation with others to learn to converse with ourselves. So
our flight from conversation can mean diminished chances to learn skills of self-reflection. These days, social media
continually asks us what’s “on our mind,” but we have little motivation to say something truly self-reflective. Self-
reflection in conversation requires trust. It’s hard to do anything with 3,000 Facebook friends except connect.
As we get used to being shortchanged on conversation and to getting by with less, we seem almost willing to dispense
with people altogether. Serious people muse about the future of computer programs as psychiatrists. A high school
sophomore confides to me that he wishes he could talk to an artificial intelligence program instead of his dad about
dating; he says the A.I. would have so much more in its database. Indeed, many people tell me they hope that as Siri,
the digital assistant on Apple’s iPhone, becomes more advanced, “she” will be more and more like a best friend —
one who will listen when others won’t.
During the years I have spent researching people and their relationships with technology, I have often heard the
sentiment “No one is listening to me.” I believe this feeling helps explain why it is so appealing to have a Facebook
page or a Twitter feed — each provides so many automatic listeners. And it helps explain why — against all reason —
so many of us are willing to talk to machines that seem to care about us. Researchers around the world are busy
inventing sociable robots, designed to be companions to the elderly, to children, to all of us. One of the most haunting
experiences during my research came when I brought one of these robots, designed in the shape of a baby seal, to an
elder-care facility, and an older woman began to talk to it about the loss of her child. The robot seemed to be looking
into her eyes. It seemed to be following the conversation. The woman was comforted. And so many people found this
amazing. Like the sophomore who wants advice about dating from artificial intelligence and those who look forward to
computer psychiatry, this enthusiasm speaks to how much we have confused conversation with connection and
collectively seem to have embraced a new kind of delusion that accepts the simulation of compassion as sufficient
unto the day. And why would we want to talk about love and loss with a machine that has no experience of the arc of
human life? Have we so lost confidence that we will be there for one another? WE expect more from technology and
less from one another and seem increasingly drawn to technologies that provide the illusion of companionship without
the demands of relationship. Always-on/always-on-you devices provide three powerful fantasies: that we will always
be heard; that we can put our attention wherever we want it to be; and that we never have to be alone. Indeed our
new devices have turned being alone into a problem that can be solved. When people are alone, even for a few
moments, they fidget and reach for a device. Here connection works like a symptom, not a cure, and our constant,
reflexive impulse to connect shapes a new way of being. Think of it as “I share, therefore I am.” We use technology to
define ourselves by sharing our thoughts and feelings as we’re having them. We used to think, “I have a feeling; I want
to make a call.” Now our impulse is, “I want to have a feeling; I need to send a text.” So, in order to feel more, and to
feel more like ourselves, we connect. But in our rush to connect, we flee from solitude, our ability to be separate and
gather ourselves. Lacking the capacity for solitude, we turn to other people but don’t experience them as they are. It is
as though we use them, need them as spare parts to support our increasingly fragile selves. We think constant
connection will make us feel less lonely. The opposite is true. If we are unable to be alone, we are far more likely to be
lonely. If we don’t teach our children to be alone, they will know only how to be lonely.
I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At home, we can create
sacred spaces: the kitchen, the dining room. We can make our cars “device-free zones.” We can demonstrate the
value of conversation to our children. And we can do the same thing at work. There we are so busy communicating
that we often don’t have time to talk to one another about what really matters. Employees asked for casual Fridays;
perhaps managers should introduce conversational Thursdays. Most of all, we need to remember — in between texts
and e-mails and Facebook posts — to listen to one another, even to the boring bits, because it is often in unedited
moments, moments in which we hesitate and stutter and go silent, that we reveal ourselves to one another. I spend
the summers at a cottage on Cape Cod, and for decades I walked the same dunes that Thoreau once walked. Not too
long ago, people walked with their heads up, looking at the water, the sky, the sand and at one another, talking. Now
they often walk with their heads down, typing. Even when they are with friends, partners, children, everyone is on their
own devices. So I say, look up, look at one another, and let’s start the conversation.
Direction: Make a 400 -500 words reaction paper in paragraph with the following guide questions.
What is Turkle's argument? Do you agree with it?
If you had to take the other side (or wanted to), how would you disagree with her?
Is texting a form of conversation? If yes, how so? If not, why not?
How often do you have conversations? Have their always been people who had trouble conversing?
What is the main idea of flight from conversation by Sherry Turkle?
What can you say about the flight from conversation?
What is the difference between conversation and connection in the flight from conversation?
Name:

Direction. Determine whether the following situations are Intrapersonal, Interpersonal, Small Group, Public
Communication, Dyad, or Mass Communication. Write your answers on a separate sheet of paper.

1. Angel provides comfort to her friend who was feeling down.

2. You spent the night thinking and analyzing why a student from the other class talk to you on the way
home.

3. Gissel delivers a valedictory address to her batch.

4. You are participating in an organizational meeting which aims to address school bullying.

5. You are a student journalist articulating your stand on current issues through the school’s
newspaper.

6. Pina provides feedback on the speech performance of her classmate.

7. Jedhen is memorizing the lines of the poem for the school program.

8. Sheena is deciding which dress is suited for her debut.

9. The SSG adviser is discussing the do’s and don’ts for the school opening amidst the SSG officers.

10. The school principal is having a meeting with the faculty.

11. The guidance counselor is giving pieces of advice to a bullied student.

12. The barangay captain is informing the public about the impact of Storm Ambo in your area.

13. You and the other four students are gossiping in the canteen about the looks of the newly-hired
teacher.

14. Kuya Kim Atienza delivers a weather report live on national television.

15. Arenz is asking himself which among the photos is suited for his profile picture on his FB account.

Independent Assessment 3. What’s Your Style?

Direction. Determine the type of speech style appropriate for the following situations. Write your answer in
your paper.

_____________________1. Talking to a counsellor or psychiatrist

______________________2. Giving last-minute instructions to players

______________________3. Husband and wife moments

______________________4. Delivering a speech at the UN Summit

______________________5. Delivering news reports

______________________6. Talking and laughing about memorable experiences

_____________________7. Reading school policies

______________________8. Having a one-on-one conversation with a loved one

______________________9. Leading a prayer before meal

______________________10. An employee asking his manager’s opinion

 A. Can you apply what you have learned? Let’s try these. Create and write simple conversation using
appropriate speech style in the given situation. Each situation is equivalent to two (2) points. Write
your answer in a separate sheet of paper.
1. Buddies (first day of school)
2. Inquiring about enrolment (student – teacher)
3. A child telling her mother her fears of going to school
B. Provide examples or scenario in which you would encounter the types of speeches according to
purpose and according to delivery. Each number is equivalent to two (2) points. Write your answer
in a separate sheet of paper.

Example: Entertainment speech – after the party, we are all gathered in the living room and the host
started sharing anecdotes about his forgetful pal.
1. Entertainment speech
2. Informative speech
3. Persuasive speech
4. Impromptu
5. Extemporaneous
6. Manuscript
7. Memorized

Final Screen GUESS WHAT

This activity will strengthen your ability to distinguish the types of speeches as well as speech
style.Directions: Complete the puzzle below.

Across
1. It is the language used by the patient and a doctor.
2. A speech where the development of ideas and language is thought only at the moment of delivery.
3. In preparing this kind of speech, the speaker must answer this question “Do I know more about my
subject than my audience?”
4. A speech where the ideas are prepared but the language is composed only at the moment of
delivery.
Down
1. This language is used in formal settings and one-way in nature.
2. The only purpose of this speech is to relax and amuse the general audience.
3. This communication is private and cannot be shared in public.
4. Some of the examples of this speech are sales talk, campaigns for worthy or political causes.
5. Type of speech which language is always the same and predictable.
 6. Speech that is written out and read word for word during delivery.
7. Reciting word for word from memory.
8. The use of slang and colloquial language within buddies and peers.

Name: _________________________________

Directions: Read each statement below carefully. Write T if you think the statement is True and F if it is
False. Use separate paper for your answer.
1.A well-written conclusion provides important opportunities to demonstrate to the reader the
understanding of the research problem.
2. Recommendations should be lengthy to attract more readers.
3. Conclusions should appropriately answer the specific questions raised at the beginning of the
investigation in the order they are given under the statement of the problem.
4. Conclusions stress the importance of the thesis statement.
5. Recommendations should be broad and generic to make it more readers friendly.
6. Findings help to ensure institutional practices that encourage excellence in academics for all students.
7. Conclusions in a research report are logical deductions, inferences, abstractions, implications,
interpretations, general statements, and generalizations based on the data in the findings section.
8. Recommend anything that has not been previously discussed in the statement of the problem to achieve
completeness of the data.
9. The conclusion is an opportunity to succinctly answer the “So What?” question by placing the study
within the context of past research about the topic.
10. The conclusion offers the opportunity to elaborate on the impact and significance of your findings.
11. The rule for “no new material” is applicable in formulating the conclusions only.
12. Avoid writing phrases like “in conclusion”, “in summary”, and “in closing” in writing conclusions.
13. Conclusions are concrete actions to be done which makes it one step further than the
recommendation.
14. The conclusions of the study resulted in a more comprehensive understanding of what students want
and need.
15. Recommendations should have the aim and effort to solve problems in the study.