Professional Documents
Culture Documents
TOPICS
1. Communication Process
2. Communication Barriers
3. Communication Skills
4. Communication Principles
5. Communication Ethics
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Explain how communication works
2. Define all the elements of communication and how they affect communication
3. Interpret the principles of communication
4. Demonstrate the communication ethics
5. Describe the functions of verbal and non-verbal communication in various and
multicultural contexts
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A. COMMUNICATION PROCESS
To say that communication is a one way and linear process is a myth. It is actually a
complex process which contains many elements.
First, there should be a source who is called as the sender. The sender shall know why
communication is needed and what form of communication is necessary to achieve the purpose.
(Some references consider ‘stimuli’ as the initial source of the message which refer to
anything which the source/sender has seen, heard, touched, smelled, tasted, or perceived that
sparks him to create and send a message.)
Second, the message. It is the information, idea, opinion, feeling, that the source has
created for the consumption of the receiver. The message is the reason why communication is
needed.
Third, encoding. Encoding is the process of creating the message in the format that
could be understood by the receiver of the message. In this process, the sender must consider
some information about the receiver such as the context and the age to determine the use of a
number of factors to be used such as language, the level of the language, and the method and
form of communication. Also, in this process, the sender must ensure that the message contains
all the necessary information needed.
Fourth, channel – the method of communication. The method can be face-to-face which
uses the oral and aural form; text message which uses the written and visual; and can be non-
verbal (facial expression, gesture, etc.).
Fifth, receiver. The receiver is target recipient of the message. He is responsible in taking
in the accurate meaning of the message by eliminating possible distractions. He may fail in
decoding the correct meaning as he has a different filter, schema, and level of understanding.
Sixth, decoding. If encoding is the creation of the message, decoding, on the other hand,
is the process of accurately understanding the message received. In this phase, the receiver
must be able to eliminate barriers that could impede the precise understanding of the message.
Seventh, feedback – the response of the receiver to the sender. The feedback helps the
sender measure the success of communication process; and lets him adjust the message the
next time around for proper consumption of the receiver.
Eight, context. This refers to the general environment the sender and receiver are in,
their relationship, and their culture. Context dictates their manner of communicating, the
verbal/written/non-verbal language they employ, and their behavior in communication process.
Lastly, the noise, which represents all the physical, psychological, or even interpersonal
barriers that may act as interference in achieving effective communication.
ACTIVITY
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RUBRICS:
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message, and the like.
Closed mind and filtering – we may not be aware but most of us let this barrier win
over us. Sometimes, instead of giving our undivided attention to whoever is speaking,
we tend to assess the credibility of the speaker and question everything he is saying.
That may hinder us from absorbing information/messages.
C. Interpersonal Barriers
Gender issues. Gender issues act as barrier when we distrust the honesty of the
speaker because of their gender. For instance, women will prefer to listen to the
women when it comes to skincare routine, rather than to men since they may
generalize that women know better in such topic more than men.
Competition. Competition may be physical: when noise is much louder than the
message intended to be listened at; and it may be psychological, when our attention is
driven to others while listening; and it may be interpersonal, when we regard
ourselves as superior to others that we fail to be open minded.
Culture. Our ethnic, religious, and social differences may greatly affect effective
communication. Our culture dictates our way of communicating to people, hence
differences in culture may bring about conflicts.
ACTIVITY
1) Reflection Paper
A. Create a reflection on the most common barriers you encounter in communication.
B. Use the following questions as guide in your reflection.
a. Do you always deliver your messages across to the person you are talking with?
b. What hindrances or factors affect the message to be delivered effectively?
c. Do you always understand the messages delivered by the person you are talking
with?
d. Do you experience difficulty in understanding the message?
e. What are the most common problems do you encounter when communicating?
f. What solutions did you incorporate to overcome the barriers?
C. Your composition shall not be less than seven paragraphs. Have a sound introduction
and conclusion.
D. Make your own title for the composition.
E. The same rubric will be followed.
TOPIC 3: COMMUNICATION SKILLS
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2. Cohesion and Clarity
Good communication is much more than saying the right thing; it is about
communicating messages clearly and concisely. Before you start a conversation, type an email
or begin a discussion, have in mind what the purpose of the communication is and what
information you hope to obtain as a result. Lack of clarity and cohesion can result in poor
decisions and confusion.
3. Friendliness
In any type of communication, make sure that you set the right tone. A friendly tone will
encourage others to communicate with you. Always try to personalize messages, particularly
when working with partners or fellow colleagues.
4. Confidence
In all interactions, confidence (but not over-confidence) is crucial. Demonstrating
confidence will give customers faith in your abilities to deliver what they need, and that you will
follow through with what you have promised. Be careful not to come across as aggressive, since
this will have the opposite effect of what you are hoping to achieve.
5. Empathy
Empathy is also beneficial when speaking with customers in certain types of customer-
facing role. The goal here is to understand where the other person is coming from – and respect
their views even if they are very different from your own.
6. Respect
Empathy leads into the next communication skill, respect. If you respect the ideas and
opinions of others, they will be more likely to communicate with you. Active listening or simply
using the name of the person you are speaking to can both be effective. Make sure that when
you type emails, you don’t sound insincere or write in a way that is insincere.
7. Listening
Good communication is all about listening effectively. Take the time to listen to what
the other person is saying and practice active listening.
8. Open-Mindedness
Try to enter into communications without having an agenda. Strong communications
require an open mind and a commitment to understanding other people’s points of view. If you
disagree with the people you are speaking to, try to reach a middle ground that benefits all
parties.
9. Tone of Voice
The tone of your voice can set the whole mood of the conversation. If you start the
discussion in an aggressive or unhelpful manner, the recipient will be more inclined to respond
in a similar way. The tone of your voice will include the level of emotion that you use, the
volume you use and the level of communication you choose. The same sentence can have a very
different meaning depending on which words are emphasized and the tone of your voice.
10. Asking Good Questions
Good questions can help conversations flow and improve the outcome. During a
conversation, always aim to ask open-ended questions. These are questions with prompts which
encourage the recipient to speak about certain points and they require more detailed
responses.
If you need further information still, you can use probing questions which request even
more information from the recipient such as ‘Tell me the process of…” During the conversation
include a mixture of questions including clarification, ‘what if’ scenarios and open-ended
questions to make sure that you achieve what you set out to do at the beginning of the call or
conversation.
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TOPIC 4: COMMUNICATION PRINCIPLES
"The single biggest problem in communication is the illusion that it has taken place." -
George Bernard Shaw
Effective communication does not always happen. It takes a lot of effort and practice.
Also, a number of principles have to be followed to ensure that effective communication will be
realized. These are called as the seven (7) C’s of communication.
1. Completeness. The message must contain all the necessary information required to achieve
the purpose.
2. Clarity. There must be clarity of the message and purpose. The language used, the non-
verbal elements, and the structure of the expression must all agree with one another to
achieve clarity.
3. Conciseness. The message must only cover the necessary details to achieve brevity. The
acronym KISS must be remembered: Keep it short and simple.
4. Courtesy. As communicators, we must always communicate in a respectful manner: polite
and friendly.
5. Correctness. It is our responsibility as communicators to ensure that all information we send
are accurate and factual. Especially in this generation where social media is widely used,
fake news are also generally spread. As communicators, we must confirm the accuracy of
the message before we share them to others.
6. Concreteness. This principle is in relation to clarity. The message must be specific and not
vague so it will not be misleading.
7. Consideration. Whether we are the sender or the receiver, we must be emphatic of the
other member. We must be considerate of others’ needs in communication, their
sentiments, and their feelings. We must always be considerate to adjust our message for
their benefit.
ACTIVITY
Analysis Paper
Kim Chiu, an actress, has been bashed by netizens by not being able to deliver her
thoughts precisely. Her statement was her response to the Cease and Desist Order released by
the NTC for the TV Network where she belongs.
Most of us also experience such occasion where we sometimes struggle to deliver our
thoughts properly because of many barriers.
Your activity is to assess Kim Chiu’s statement by using the 7C’s of communication
principles.
Moreover, rearrange/restate/revise Kim Chiu’s statement as to how you understood her
message to make it clear and comprehensive.
Your composition shall not be less than seven paragraphs. Have a sound introduction
and conclusion.
Make your own title for the composition.
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TOPIC 5: COMMUNICATION ETHICS
I. COMMUNICATION STYLES
Every individual has unique styles
and ways of presenting information,
expressing emotions, understanding
messages, and overcoming barriers.
Some people are very talkative while
some are timid; some people are
aggressive while some are attentive and
sympathetic; and some are straight to the
point while some are elaborated. Each of
the styles may be dictated by the culture,
society, and personality of the individual.
These communication styles tell about their choices and strategies on how to deal with people
and communicate with them.
Dr. Aileen M. Russo developed a communication matrix which shows four
communication styles: spirited, considerate, direct, and systematic. These four styles are further
categorized into two different dimensions: assertiveness and expressiveness.
Assertiveness and expressiveness are further classified into two levels: high and low.
People with high assertiveness are fond of ‘telling’ while those with low assertiveness are fond
of ‘asking’. People with high expressiveness tend to ‘show emotions’ while those with low
expressiveness are likely to ‘hide emotions.’
The combination of these levels result to the basic communication styles:
Spirited = high expressiveness + high assertiveness
Considerate = high expressiveness + low assertiveness
Direct = low expressiveness + high assertiveness
Systematic = low expressiveness + low assertiveness
A. SPIRITED
Persuasive
Is a good story-teller
Focuses on the big picture
Uses motivational speech
Tips for People with Spirited Communication Style:
Respect decisions and agenda
Limit personal anecdotes that may be off-topic
Allow others to contribute their ideas and suggestions – listen genuinely
Be certain that any request you give is clear and that you convey the reason for such
request
Communicate appreciation
B. CONSIDERATE
Listens well
Is a good counselor
Uses supportive language
Builds trust
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Tips for People with Considerate Communication Style:
Be open-minded to the ideas of others
Respect personal space (not everyone shares personal details)
Allow others to share personal matters before asking them
Understand that you don’t have to be friends with everyone but make sure to
respect others and treat them professionally
C. DIRECT
Gets to the bottom line
Speaks forcefully
Maintains eye contact
Presents position strongly
Tips for People with Direct Communication Style:
Avoid interruption. Listen
Allow time ‘chatting’ at the beginning
Recognize that others also have to express themselves
Consider brainstorming as helpful tool in generating ideas
Show appreciation
D. SYSTEMATIC
Presents ideas precisely
Focus on facts and not elaborated
Efficient on speech
Well organized workplace
Tips for People with Direct Communication Style:
Avoid interruption. Listen
Allow time ‘chatting’ at the beginning
Recognize that others also have to express themselves
Consider brainstorming as helpful tool in generating ideas
Show appreciation
ACTIVITY
WHO ARE YOU IN COMMUNICATION?
1) Conduct a survey on how you are like in communication: if you are direct, systematic,
spirited, or considerate.
2) Ask at least 20 people from your family, friends, and classmates through text message or
messenger.
3) When everyone has sent their comments, consolidate their answer and write your
reaction/reflection. Be guided by the following:
a. Do you agree on what your classmates have written? Why?
b. Do you not agree? Why not?
c. Narrate how you communicate at home and at school.
d. Your composition shall not be less than seven paragraphs. Have a sound
introduction and conclusion.
e. Make your own title for the composition.
f. The same rubrics will be used.
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II. ETHICS IN COMMUNICATION
Effective communication is ethical communication. Communication is only ethical when it is
genuine, open, cooperative, and sensitive to one’s cultural and social beliefs and practices. If
there is an intent to conceal the truth, or bring damage to any organization, group or individual
person, communication is considered unethical. Even in situations where there is no intent of
harm, but damage to a certain group is inevitable because of the message or the channel used
to relay the message, it is still considered unethical.
In communication situations, ethics is best observed by people who manifest the
following:
1. Active and respectful listening (face-to-face)
2. Avoiding prejudice
3. Showing commitment and genuine interest
4. Respecting socio-cultural beliefs and practices of others
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2. Avoiding Prejudice
Most people bring their past experiences into communication situation. Sometimes,
they pitch in existing information because they learned in the past that adding information
makes communication better. There are times when they do not contribute anything because of
a possible past experience when their inputs were considered or valued. In any case, people
enter into a communicative situation with certain expectations, and they behave or react
accordingly.
Past experiences inevitably affect people’s communication styles in the future. When
their audience responded positively to their message, chances of them repeating the same style
are relatively high. However, when they were turned down or given negative feedback, this will
definitely influence how they deliver the message next time.
Past Experiences: Effect to Communication:
You have experienced to be treated improperly You hesitate to transact in government offices, and
in one government office. may overgeneralize government officials.
Your colleague gas forgotten some important You give him/her reminders every now and then to
information many times in the past. avoid messing up again.
Your professor ignored your inputs last session. You don’t provide inputs anymore. Or
You study better to provide better inputs.
Your teammates reacted positively to your You use the same strategy in a similar situation.
strategy.
Your parents scolded you for speaking very You use a more formal and respectful tone the next
informally to your grandparents. time around.
Prejudice, on the other hand, happens when people take their past experiences and make
certain assumptions that the same experience will happen with the same people, given the
same context. Prejudice may be attributed to culture or personal preferences.
Not all prejudices have a negative characteristic, as a person might consider all
members of a group to be smart even without meeting them individually. It must be noted,
however, that effective communicators should avoid prejudices because it influences the
communication process even before it begins.
Prejudice happen when people isolate an experience with one type of person or one
group of people, then behave as if all encounters with people of the same “type”, or at least
with the same characteristics, will lead to the same experiences. This eliminates people’s
personal identity and individuality. There could be prejudices as regards to age, gender
orientation, religious belief, race, social economic status, and physical conditions. Effective
communicators view people as separate from preconceived notions others may have about
them. They see the value of the individual as a person of worth, and thus will respect that
individuality.
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THE BELLY BUTTON PSYCHE
It is clear that the two major elements affecting ethical communication are the use of
words or language, and one’s behavior or body language. The second element – body language
– may be enhanced through the ‘Belly Button Psyche’ which is believed to communicate true
interest while engaging in face-to-face communication.
The origin of the rule dates back to the 1930’s and since then, numerous scientists and
body language experts have honed the theory. Most notably, Dr. Albert Mehrabian, a professor
of Psychology at UCLA said that the betty button rule is a vital indicator in reading a person’s
intention. Simply put, the rule means the direction of a person’s navel reflects his/her true
interest. Here is the basic explanation of the rule:
When people are interested in you and what you have to say, they will point their belly
button directly as you talk. That shows that they are focused and they are engaged on what you
have to say. Although we commit to this act without being aware, the fact is that we can
consider this rule when we are having a conversation with people who are special to us. If you
have something important to discuss, begin by pointing your belly button exactly to their
direction. This act may signal your interest to the person you are talking with and may also
encourage others to give attention. Listening to others may signal how much value we give
them. This may help us a lot in building relationship people.
ACTIVITY
I. ELCANO AND MAGELLAN: A REFLECTION
1) Evaluate this movie poster of Elcano and Magellan. Be guided
by the following questions:
a. What is the main message of the poster?
b. What is the role of Magellan as reflected in the poster?
c. Why do you say that such is Magellan’s role?
d. Are you personally offended about the poster? Explain.
e. Is the poster ethical?
2) Write your reflection in not more than five paragraphs, with
introduction and ending.
3) The same rubrics shall be followed.
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LESSON 2: COMMUNICATION and GLOBALIZATION
TOPICS
1. Communication and Globalization
2. Local and Global Communication in a Multicultural Setting
3. Communicating in a Multicultural Society
4. Improving One’s Ability on Intercultural Communication
5. Varieties and Registers of Spoken and Written Language
6. Evaluating Message and Multimodality
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Explain the implications of globalization to communication
2. Describe the functions of verbal and non-verbal communication in various and
multicultural contexts
3. Use the language to speak and write appropriately in a multicultural society
Globalization is the word used to describe the growing interdependence of the world’s
economies, cultures, and populations, brought about by cross-border trade in goods and
services, technology, and flows of investment, people, and information. (Peterson Institute for
International Economics)
Globalization has affected us in numerous ways. Airfare has become cheaper, and one
can travel internationally more than one could in the past. Many Filipinos have decided to work
or live abroad with some of them migrating to other countries. The free trade of goods and
services all over the world has brought multinational companies and foreign investors to our
shores. Because of all these factors, it is imperative to be aware of the differences between our
culture and the rest of the world’s cultures.
Because of the advent of internet, the world seems to be shrinking continually. One can
communication internationally in matter of seconds, whether one is sending an email, chatting
in social media, or sending a text message. One can read about different cultures, and have
access to films, academic papers, and the like from countries around the world, and vice versa.
Given this increasingly shrinking world, one should know the differences between the kind of
English that we write and speak, and the kind of Englishes that exist outside Philippines.
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1. Virtual Interactions. The birth of online platforms also gave birth to virtual communication
and interaction. It allowed us to communicate to people across the globe be it for personal
and professional purposes. Today, people has acquainted themselves in the virtual village –
where one can shop, study, and even do business through the use of technology as laptop
computers, cellphones, tablets, smartphones, and most importantly, INTERNET.
2. Cultural Awareness in Speech. Even when two people are speaking the same language,
cultural differences can affect vocabulary, colloquial expressions, voice tone and taboo
topics. In Japanese business culture, for example, it can be considered rude to ask personal
questions in an initial business meeting. In the U.S., on the other hand, asking personal
questions and sharing personal information can display warmth and openness.
3. Cultural Awareness in Body Language. Awareness of cultural differences in body language
can be just as important as the nuances of speech. Modern training programs teach students
to understand acceptable speaking distances, conflict styles, eye contact and posture in
different cultures, accepting that the physical expressions of their own culture are not
universally accepted.
4. Cultural Awareness in printed objects (ad). Technology also makes it easier to connect with
suppliers and customers all over the world, and to streamline those relationships through
improved ordering, shipment tracking and so on. With this kind of communication
technology, many businesses are able to take advantage of opportunities in different
countries or cities, improving the economic outlook on a global level.
Some staff at the African port of Stevadores saw the supposedly internationally-
recognized symbol for “fragile” (i.e. broken wine glass). Since in their culture, they
treat the pictures printed on packages to be representation of what’s inside, they
thought that it was a box of broken glasses and threw all the boxes into the sea.
When Gerber started selling this product to Africa and the Middle East, people in
those countries believed that the product contains a baby/part of a baby in it.
ACTIVITY
“CONNECT IT TO YOUR LIFE”
1) Watch this video of Sherry Turkle entitled Connected but Alone from YouTube:
https://www.youtube.com/results?search_query=sherry+turkle+connected+but+alone
2) Note five of the most striking lines that
caught your attention.
3) Reflect on the lines: “Can you personally
relate on the lines? Cite your experiences.”
4) Write an essay with seven paragraphs .
5) Give the piece an appropriate title.
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TOPIC 2: LOCAL AND GLOBAL COMMUNICATION
IN A MULTICULTURAL SETTING
In the previous lesson, the effects of cultural and global issues to communication were
highlighted, as well as the impact of effective communication to society and the world. This has
highlighted the importance of exploring the concept of World Englishes.
World Englishes, as defined by Celce-Murcia in 2014, is the regionally distinct varieties
of English that have arisen in parts of the world where there is a long and often colonial history
of English being used in education, commerce, and government. Over time, this widespread
uses of English – spoken side by side with local languages – has given rise to local varieties of
English with their own standards.
Example: There are some 40 Filipino-coined words that were added in Oxford English
Dictionary in 2015 categorized as Philippine English. This includes: ‘balikbayan’, ‘kilig’, ‘gimmick’,
‘despedida’, ‘dirty kitchen’, ‘high blood’, and ‘carnap’ among others.
One major issue that has been raised with respect to those established varieties is that
they are often not fully intelligible to users of other varieties of English.
Kirkpatrick (2007) proposes a scale with two extremes that characterize this problem:
Extreme1: The goal of national or regional identity. People use a regional variety of
English with its specific grammar, structure and vocabulary to affirm their own national or ethnic
identity.
For example: Only Filipinos use the terms: ‘masteral’; ‘senatoriable’, ‘congressman’,
‘chancing’ and ‘bed spacer’ among others, and use these when communicating with other
Filipinos.
Extreme2: The goal of intelligibility. Users of regional variety should ideally be readily
understood by users of English everywhere else in the world to fully participate in the use of
language as international language.
For example: Users of Filipino English have to understand that they have to use ‘bin’
instead of ‘trash can’; or ‘lift’ instead of ‘elevator’ when in a different country with
British English.
For example: Filipinos may use a strongly local version of Filipino English to
communicate with fellow Filipinos using English as a medium; but they should use a weaker and
more formal version when communicating with users of other varieties of English especially
when international intelligibility is necessary.
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TOPIC 3: COMMUNICATING IN A MULTICULTURAL SOCIETY
Culture guides communication; it is the lens through which people should see the world.
It tells people who they are – their identity and how they act, think, and communicate. People
who do not realize that other cultures may not be the same as theirs in terms of the way they
think, behave, look, or speak are risking being judged as ignorant, insensitive or simply,
culturally confused. This may lead to communication breakdown or worse, personal and
professional conflicts. In order to better prepare for effective communication in multicultural
context, the following terms have to be clear and well understood:
1. Culture - a system of knowledge, beliefs, values, customs, behavior, and artifacts that
are require, shared, and used by members of given society.
2. Co-culture - Groups of people who differ in some ethnic or sociological way with other
groups of the same (parent) culture
3. Multiculturalists - people respectful of and engaged with people from distinctly
different cultures.
4. Culturally confused – people who lack knowledge of others’ culture and lack
understanding cultural differences
5. Intercultural communication - interaction with individuals from different cultures
6. International communication - interaction with individuals from different nations
7. Interethnic communication - interaction of individuals of different ethnic origins
8. Intracultural communication - interaction of individuals of same ethnic racial or ethnic
groups
9. Assimilation – the means by which co-culture members attempt to fit-in with the
members of dominant culture
10. Accommodation - the means by which co-culture members maintain their cultural
identity while striving to establish relationships with members of dominant culture
11. Separation - the means that co-culture members use to resist interacting with members
of a dominant culture
12. Ethnocentrism - the tendency to see one’s own culture as superior to all others
13. Cultural relativism - the acceptance of other cultural groups as equal in value to one’s
own
14. Melting pot philosophy - The view that different cultures shall be assimilated into the
dominant culture
15. Cultural pluralism - adherence to the principle of cultural relativism, that other cultures
can blend with the dominant culture without losing their identity
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an attempt to ‘fit in’ with the dominant culture. They talk about topics usually discussed by
members of the dominant group, and even dress similarly and go to the same places.
This can be harmful in the long run because they are slowly giving up their own identity
and unconsciously adopting the behavioral patterns of the dominant culture.
In contrast, some people adopt the strategy of accommodation, wherein they attempt
to maintain their original identity as they establish relationships with member of the dominant
culture. For example, a gay or lesbian who takes his or her partner to an occasion attended by
members of the dominant group is trying to establish his or her gender preference without
concealing it from people.
In some instances, people simply isolate themselves from the dominant group and resist
establishing relationships with them, which is called separation. Hassidic Jews, for example,
restrain themselves from having contact with “outsiders” and prefer communicating only to the
members of their culture. Locally, some of the Mangyan community here in Mindoro refuse to
change their ways and insist that no outside culture should intervene with their practices and
beliefs.
Other Examples:
Strategy Instances
Assimilation A non-coffee drinker drinking coffee with officemates
A non-Catholic attending masses/ praying Our Father
Accommodation Wearing a sari to work
Adjusting work hours to pray as required in one’s religion
Separation Eating lunch alone
Refusing to sing the national anthem since it is against
one’s belief
Not attending Christmas party
In communicating in a multi-cultural society; people must learn how to greet, when to
speak and when to remain silent, how to behave under extreme emotions, how to gesture while
speaking or while listening in a speech, how close to stand and sit with another person, how
react with someone’s words, among others. These are situations when culture guides people’s
behavior and communication styles, and enhances relationships and establishes camaraderie
and goodwill.
ACTIVITY
“Guilty of Not Guilty?”
Evaluate yourself in terms of how ethnocentric or culturally relativist you are by
determining whether you find yourself guilty of now on these statements below. Provide true to
life experiences you had when interacting or at least when trying to interact with people from
different culture.
1. I find it challenging to cooperate with people with different beliefs and customs.
2. I give more trust to those who share the same culture as I do; as compared to those
who have different culture.
3. I am afraid or anxious when I am midst people of a different culture.
4. I can go out of my way just to go out of different cultures.
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5. I tend to blame people of a different culture for causing harm than I am to blame
people like me.
6. I believe that people unlike me are a threat to my ability to success.
7. I believe that people with different culture must exert effort to be immersed in my
culture.
8. I use only my frame of reference when assessing the appropriateness of behavior of
people like and unlike me.
9. I have a negative prejudice of people from another culture.
10. I feel like people from different culture are inferior than me.
The following specific guidelines can enhance your ability to handle situations involving
intercultural communication, and better prepare yourself to meet the communication
challenges in an increasingly global environment.
1. Refrain from forming expectations based solely on your culture. Each of us are from
different cultural backgrounds which affect our ability to communicate. Understanding
that we are not all alike, and accepting that others have different belief from us are the
key to successful communication in a diverse society. Effective communication requires
the speakers’ ability to internalize cultural relativism; to accept the idea of being
multiculturalist; and to embrace differences.
2. Remove personal biases or any stereotype that may impede understanding. As much as
we do not want others to discriminate us; we shall not also do the same. As much as we
do not want to be hurt because of other people’s judgment, we shall also avoid
prejudices against others. Being an effective communicator requires eliminating all
forms of barriers and seeing others as equal to us.
3. Make a personal commitment to develop communication skills appropriate in a
multicultural setting. Being a multiculturalist does not happen in one day – it takes time,
effort, and practice. Effective communication in a diverse society cannot be guaranteed
during the first encounter but it will require our personal willingness and dedication in
acquiring necessary skills, using them, and improving them. Observing, understanding,
and avoiding personal biases, can be lead to the acquisition of the skills needed.
As of now, you might have already realized how important it is to be culturally sensitive
and culturally aware when communicating in a multicultural and diverse society. As mentioned,
the key is being aware of and practicing cultural relativism, cultural pluralism, and
accommodation. Here are two more cultural differences which affect communication between
those from the East and West, along with some suggestions as to how to find a middle ground.
I. Directness vs. Circumlocution
For American and British cultures, clarity, completeness, and conciseness of
communication are very favorable. As Chan (1999) explains it, she said that ideas shall be
communication directly and clearly using few words as mandatory. For example, when
expressing refusal or rejection to people from the Western cultures, we Asian should avoid
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circumlocution or indirectness as we commonly practice and instead state a clear, direct, and
simple ‘no’.
On the other hand, a Westerner shall also be aware of this practice of Asians. The
should be aware of the latter’s culture of valuing of interpersonal harmony of smooth
interpersonal relationship (SIR). For example, when an American communicates in a typically
direct way to us Filipinos, his directness may be viewed as ‘brutally frank’ approach, as explained
by Pascacio (1999). Pascasho paraphrases Frank Lynch’s definition of SIR as “a facility at getting
along with others in such a way as to avoid outward signs of conflict”. The American who is
aware of the value of SIR can then make an attempt to both clearly convey a rejection but also
soften this with buffers, for instance an explanation preceding the refusal.
II. Personal/Friendly Language vs. Respectful Language
Chan (1999) calls attention to the emphasis in Western contexts on using friendly and
personal – rather than impersonal – language in the workplace. Employers and employees are
encouraged to use personal pronoun such as I, you, me, and we in writing; she says the
objective of this is the establishment of rapport between the communicator and audience. For
example, in America workplace, colleagues are encouraged to use first names when talking to
each other and even with employers. However, in Asia, the use of formal titles is a way of
showing respect to someone considered superior in terms of age, position, status, education, or
profession. In the Philippines for example, the dropping of a title in favor of using the first name
of someone older and higher rank is considered rude or disrespectful. Pascasio notes that
informal addressed are only used when talking with peers or those of lower status such as the
rank and file. Speakers from this context are therefore conscious of addressing people with titles
or labels such as Boss, Doctor, President, Attorney, Manager, Judge, Engineer, Professor, etc,.
For intercultural communication to be effective, writers and speakers from both
Western and Eastern contexts should be familiar with these conventions. They may either adjust
to the culture and mode of address and of the other or choose to not take offense because they
understand the culture that drives the linguistic convention. One final example is the effusive
and sometimes exaggerated humility displayed in the professional correspondence of Filipinos,
as seen in the phrase: “your good Office,”; “I will be eternally grateful or your assistance”; and
the ubiquitous, “thank you and more power”. A Filipino writing to an American should also
know that, according to Alzona Encarnacion (quoted by Pascasion, 1999), “Bluntness of
brusqueness of speech is frowned upon, being regarded as a sign of ill-breeding” and as such,
can make an effort to extend more courtesy in writing.
ACTIVITY
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Note: You may use any photo editing apps.
Rubrics:
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TOPIC 5: VARIETIES AND REGISTERS OF
SPOKEN AND WRITTEN LANGUAGE
I. VARIETIES OF LANGUAGE
A variety refers to any variant of a language which can be sufficiently delimited from
one another. It can result from social, historical and spatial aspects or the combination of these
three.
1. Pidgin - is a new language which develops in situations where speakers of different
languages need to communicate but do not share a common language.
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For example, if we talk to a person in higher position and educational status, we address
them formally using ‘Ma’am’ or “Sir’; or their profession like Doctor, President, Attorney,
Manager, Judge, Engineer, Professor, and the like. On the other hand, we call our friends
informally like calling them ‘dude’ or ‘comrade’ and the like.
It shows that in every situation, we use speech appropriate to the person to whom we
are speaking and their context. The language we use when talking to our friends is not the same
language we would use when meeting someone as important as the professor. This difference in
language formality is called register.
There are formal and informal registers in spoken and written language. There are five
language registers of styles. Each level has an appropriate use that is determined by differing
situations. It would certainly be appropriate to use language and vocabulary reserve for a
boyfriend or girlfriend when speaking in the classroom. Thus, the appropriate language register
depends on who (audience), what (topic), why (purpose) and where (location).
Formal Register can include everything from an academic essay, senate speeches, and
wedding vows. The academic essays – because it contains polished speech, complex sentences,
and precise vocabulary; senate speeches use formal register because of word choice and
grammar; and wedding vows because of extremely formal language that must be said the same
way each time as part of the sacred ritual.
Formal and informal language serves different purposes. The tone, the choice of words,
and the way the words are put together vary between the two styles. Formal language is less
personal than informal language. It is used when writing professional or academic purposes.
Formal language does not evoke contractions or first person pronouns such as “I” or “we”.
Examples:
Informal: I don’t believe that the exam results are accurate.
Formal: I do not believe that the exam results are accurate.
Informal: We are so proud of our students!
Formal: Teachers are so proud of students!
Informal language is more casual and spontaneous. It is used when communicating with
friends or family members either in writing or in speaking. It is used when writing personal
email, sending message to group chats, or sending text messages. The tone of informal language
is more personal than formal language.
Aside from style and manner of delivery and vocabulary, there are other differences
between formal and informal registers: word choice and grammar.
Word choice: Two main vocabulary difference exist between formal and informal
speeches. Often, formal language registers use longer words.
Example:
Formal Informal
demonstrate show
completely totally
definitely really
establish set-up
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Similarly, formal speeches contain fewer phrasal verbs. For instance:
Formal Informal
The balloon was inflated for the The balloon was blown-up for the
experiment. experiment.
The patient recuperated or recovered his The patient got over his illness.
illness.
The results of the study were confusing. The results of the study were mixed
up.
Grammar. When it comes to grammar, there are important grammatical differences
between formal and informal speeches. Formal speech generally consists of complete,
grammatically correct sentences.
When speaking informally however, speakers of English often omit noncritical words.
For example, informal speakers may say, “Where you going?” instead of “Where are you going?”
Additionally, speakers use passive voice more frequently when speaking formally, they
might say for example, “I have been given some apples by Caleb.”, rather than active and
informal “Caleb gave me some apples.”
Lastly, English speakers use contractions when speaking informally, such as, “They’re
coming at eight in the morning.”, rather than the more formal “They are coming at eight in the
morning.”
TYPES OF LANGUAGE REGISTERS:
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It is construed that with the first language we learned, register eventually becomes
intuitive, while formality in the second language requires more thought. Most children start
developing a strong understanding of register and code switching at around the age of 5
through exposure to a variety of social situations.
REGISTERS OF WRITTEN LANGUAGE
When we talk about the register of a word, we refer to the use of language for a
particular purpose or in a particular social setting, that is, its level of formality. The English
language has no exception when it comes to language variation and style. Therefore, it is
important to recognize the differences between and among communication contexts.
Therefore, it is important to recognize the differences between and among communication
contexts.
Very formal: “How do you do?”
Formal: “Hello.”
Neutral: “Hello.”
Informal: “Hi.”
Very informal/ Casual: “Hey…”
A very important aspect of academic writing is its style and register. The choice of
register for a particular text or part of text will vary depending on the genre and who will be
reading the text. Therefore, knowing the target audience before starting the writing process will
have an impact on the stylistic choices that we are going to make. Registers are marked by a
variety of specialized vocabulary and phrases, colloquialisms and the use of jargons, and a
difference in the intonation and pace.
In the use of language, our register is a style or variety of language determined by such
factors as social occasion, context, purpose, and audience, also called stylistic variation.
Practically, the term refers to the degrees of formality with which populations use language; the
formal variations are sometimes called codes. Choosing which register to speak or write is
important in every attempt at communication.
Registers of written language are the representation of a spoken or gestural language
using expression. Written language is an invention in that it must be taught to children, who will
pick up spoken language (oral or sign) by exposure even if they are not specifically taught. It
means that a register of a written language exists only as a complement to a specific spoke
language and no natural language is purely written, vice versa.
Written languages change more slowly than corresponding spoken languages. When at
least one register of a language is strongly different from spoken language, the resulting
situation is called diglossia.
In other words, the language register determines the vocabulary, structure, and
grammar in our writing. We use different language registers for different types of writing. We
use different language registers for different types of writing, just as we speak differently to
different people.
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FORMAL WRITTEN LANGUAGE REGISTER
These are the rules to follow in using formal written register. They are as follows:
1. Do not use contractions. Contractions are not usually used in formal writing, even though
they are very common in spoken English.
Ex: don’t, won’t, can’t, isn’t
2. Spell out numbers less that one hundred specially if they are found in the middle and
beginning of the sentence.
3. Write in third person point of view.
4. Do not use first or second person unless it is a quote
5. Avoid using too much passive voice. In formal writing, it is better to use the active voice.
6. Avoid using slang, idioms, hyperbole, and clichés.
Slang is common in informal writing and spoken English, and is common to a certain
region or area.
Ex. Awesome = cool
Okay = ok
8. Do not start sentences with words such as because, and, so, but, and also. Here are some
suggested transition words and phrases:
Nevertheless Additionally
However In addition
As a result Although
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ACTIVITY
I. Direction: Identity which among the following pairs of sentences is under formal and
informal register. Explain what rule was missed out and followed for it be categorized into
formal and informal register.
Example:
A. In 2001, the bridge was built. This was good politically. Two countries united.
Answer: Informal. These are simple sentences only which can be combined into one complex
sentence.
B. The bridge was completed in 2001, which resulted in a positive political move that united
two countries.
Answer: Formal. This is a complex sentence.
1) A. When considering staffing in hospitals in the future, it's difficult not be concerned.
Answer: _________________________________________________________
B. When considering staffing in hospitals in the future, it is difficult not be concerned.
Answer: _________________________________________________________
2) A. It is clear that the issue of global warming will be the primary concern at the meeting.
Answer: _________________________________________________________
B. I believe that the issue of global warming will be the primary concern at the meeting.
Answer: _________________________________________________________
3) A. The Prime Minister of Sweden, Fredrik Reinfeldt, expressed his concern when he viewed
the most recent report from the press.
Answer: _________________________________________________________
B. Sweden's Prime Minister, Fredrik Reinfeldt, totally flipped out when he read the latest
report from the press.
Answer: _________________________________________________________
4) A. The research assistant checked out the incident and got back to him the next day.
Answer: _________________________________________________________
B. The research assistant investigated the incident and reported to him the following day.
Answer: _________________________________________________________
5) A. Germs grow well in dirty and warm temperatures.
Answer: _________________________________________________________
B. Bacteria thrive in unhygienic and warm conditions.
Answer: _________________________________________________________
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TOPIC 6: EVALUATING MESSAGE AND MULTIMODALITY
EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES OF TEXTS REFLECTING
DIFFERENT CULTURES
As discussed in it, previous chapter, the advancements in digital technology paved the
way to innovative modes and platforms of communication. The massive and rapid
developments in digital communications ushered in a new era of communication that does not
simply rely on words, but also on images and other semiotics of the channel used to convey the
message.
MULTIMODALITY
Multimodality is a fairly new concept in the general academic setting, but can be a very
powerful tool in light of digital and multicultural communication. A text or output is considered
multimodal if it uses two or more communication modes to make meaning. It shows different
ways of knowledge representations and meaning-making, and investigates contributions of
semiotic resources (language, gestures, images) that are co-deployed across various modalities
(visual, aural, somatic, etc.). Most importantly, multimodality highlights the significance of
interaction and integration in constructing a coherent text A multimodal text can either be one
of the following:
Paper (books, comics, posters, brochures)
Digital (slide presentations, blogs, web pages, social media, animation, film, video games
Live (performance or an event)
Transmedia (A story is told using multiple delivery channels through a combination of
platforms, such as comics, film, and video games all working as part of the same story
with the same message.)
The creation of multimodal texts and outputs requires a creative design concept that
orchestrates the purposive combination of text, color, photo, sound, spatial design, language,
gestures, animations and other semiotics, all with the unitary goal of bringing meaning to life.
The following are examples of posters that showcase good multimodality.
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In creating a multimodal text, the Purpose, Audience, Context must all be considered.
As to purpose, the creator of the text must be clear on the message and the
reason(s) why the message has to be delivered.
As to audience, the nature, interests and sensitivities of the target audience
must be considered so the text will not be offensive and hurt people's
sensibilities.
As to Context, the message should be clearly delivered through various semiotic
resources, and in consideration of the various situations where and how the text
will be read by different people having different cultural backgrounds.
ASSESSMENT
Congratulations! We are almost done with Chapter 1! You have one last task to do.
Your task is the following:
I. Creation of poster regarding the effect of globalization to communication.
1. Assess the present condition of our society when it comes to communication;
2. Note the effect of globalization to communication in terms of:
a. positive effect
b. negative effect
3. From your observation, pick up the most unusual or most recent
4. Turn your idea into a poster; it may be a collage, a drawing, or a digitally created
cartoon
5. Create a title of your poster
6. You will be graded with this rubric:
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LESSON 3: Informative Communication
TOPICS
1. Informative Speaking
2. Methods of Informing
3. Visual Communication
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Distinguish the different methods of informing
2. Create a visual presentation
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Repetition
Use: To give audience a second or third chance to retain important information by
repeating or paraphrasing it
Example: “One of the dimensions of love is respect; that is, it can’t really be love if
there is no respect.”
Transitions
Use: To help the audience understand the relationship between the ideas being
presented, including primary and supporting information
Example: “So the three main characteristics of love are mutual respect, trust, and
acceptance. Now, let’s look at each of the five ways you can keep love alive. The
first is through communication…”
Humor and other emotional anecdotes
Use: To create an emotional memory link to important ideas.
Example: “True love is like a pair of socks, your have to have two, and they have
got to match. So you and your partner need to be mutually committed and
compatible.”
Mnemonics and acronyms
Use: To provide an easy memory prompt for a series or a list.
Example: “You can remember the four criteria for evaluating a diamond as the
four Cs: carat, clarity, cut, and color.”
Example: “As you can see, the useful goals are SMART.” (SMART: Specific,
Measurable, Action-oriented, Relevant and Time-bound)
5. ADDRESS DIVERSE LEARNING STYLES. The audience may have different styles when it
comes to understanding and remembering points. Hence, as a speaker, you have to be
creative in assisting their learning. Below are the suggested ways:
Address the watching dimension through visual aids
Address the thinking dimensions by including explanations, definitions, and statistics.
Address the doing dimensions by encouraging your listeners to act on something
during the speech or afterward.
1. DEFINITION
Definition is a method of informing that explains the meaning of something.
Because of its importance in solving problems, learning and understanding, defining
explaining what a word means is essential for effective communication because it helps
audiences understand and relate to key concepts (Weaver, 1970, p. 212). In your
informative speeches, you are likely to use both short and extended definitions.
Short definitions
Short definitions are used to clarify concepts in as few words as possible. Effective
speakers learn to define by synonym and antonym, classification and differentiation, use
or function and etymological reference.
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1. Synonyms and antonyms. Using a synonym or an antonym is the quickest way to define
a word because you are able to indicate an approximate, if not exact, meaning in a single
sentence. Synonyms are words that have the same or nearly the same meanings;
antonyms are words that have opposite meanings. Defining by synonym is defining by
comparison for a word that does not bring up an immediate concrete meaning, we
provide one that does. Synonyms for prolix include long, wordy and verbose. Its antonyms
are short and concise. Synonyms are not duplicates for the word being defined, but they
do give a good idea of what the word means. Of course, the synonym or antonym must be
familiar to the audience or its use defeats its purpose.
2. Classification and differentiation. When you define by classification, you give the
boundaries of the particular word and focus on the single feature that differentiates that
word from words with similar meanings. Most dictionary definitions are of the
classification differentiation variety. For instance, a dog may be defined as a carnivorous,
domesticated mammal of the family Canidae. “Carnivorous,” “mammal” and “family
Canidae” limit the boundaries to dogs, jackals, faxes and wolves. “Domesticated”
differentiates dogs from the other three.
3. Use or function. A third short way to define is by explaining the use or function of the
object represented by a particular word. Thus, when you say, “A plane is a hand powered
tool used to smooth the edges of boards” or “A scythe is a piece of steel shaped in a half
circle with a handle attached that is used to cur weeds or high grass,” you are defining
tools by indicating their use. Because the use or function of an object may be more
important than its classification, often this is an excellent method of definition.
4. Etymology. Etymology is the derivation or history of a particular word. Because
meanings of words change over time, origin may reveal very little about modern meaning.
In some instances, however, the history of a word lends additional insight that will help
the audience not only better remember the meaning but also bring the meaning to life.
For instance, a “censor” originally was one of two Roman magistrates appointed to take
the census and later, to supervise public morals. The best source of word derivation is the
Oxford English Dictionary.
Extended definitions
Often a word is so important to a speech that an extended definition is warranted.
An extended definition is one that serves as an entire main point in a speech or at times,
an entire speech.
An extended definition begins with a single sentence dictionary definition or
stipulated definition. For example, Webster’s Third New International Dictionary defines
jazz as “American music characterized by improvisation, syncopated rhythms,
contrapuntal ensemble playing and special melodic features peculiar to the individual
interpretation of the player.” This definition suggests four topics (“improvisation,”
“syncopation,” “ensemble” and “special melodies”) that could be used as a basis for a
topical order for a speech.
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To add, there are four ways to define something.
a. Define a word or idea by classifying it and differentiating it from similar ideas.
For example, in a speech on vegetarianism, you may use information from
the Vegan’s Society’s Website to develop a definition of vegan: “A vegan
is a vegetarian who is seeking a lifestyle free from any animal products for
the benefit of people, animals, and environment…”
b. Define a word by derivation or history.
For instance, the word vegan is made from the beginning of the word
vegetarian and was coined in the United Kingdom in 1944, when the
Vegan Society was founded. Offering this etymology will help your
audience to remember the meaning of vegan.
c. Define a word by explaining its use or function.
For example, in vegan recipes, you can use tofu to replace meat and soy
milk to replace cow’s milk.
d. Define something by using a familiar synonym or antonym.
A synonym is a word that has the same or similar meaning; an antonym is
a word that has the opposite meaning.
Therefore, you can define vegan by comparing it to a word vegetarian
(synonym) or to the word carnivore (antonym).
ACTIVITY
“What is it?”
2. DESCRIPTION
Informative speeches can be made more vivid by describing, telling what it looks like. To
describe effectively requires you to observe particular descriptive characteristics and to create
vivid ways to communicate those observations.
Description is the informative method that is used to create an accurate, vivid, verbal
picture of an object, geographic feature, setting, event, person, or image. This method usually
answers who, what, or where question. It will be more effective if you have presentational aid,
but verbal descriptions that are clear, vivid, can create mental pictures that are also informative.
To describe something effectively, you can explain its size, shape, weight, color, composition,
age, condition, and spatial organization.
You can describe size subjectively, such as large or small, and objectively by nothing
specific numerical measures. For example, you can describe the New York City subjectively as
the largest in the US or more objectively as home to more than 8m people with more than
26,000 people per square meter.
You can describe a shape by reference to common geometric forms like round,
triangular, oblong spherical, conical, cylindrical, or by reference to common objects as a book or
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a milk carton.
You can describe weight subjectively, such as heavy or light, and objectively by pounds
and ounces or kilograms or grams.
As with size, you can clarify weight with comparisons. For example, it’s about as heavy
as an Octopus. The adult North Pacific Giant Octopus usually weighs around 50kg. It is the
largest octopus species and is known for its considerable intelligence, including the ability to
open jars, solve mazes, and mimic other octopuses.
You can describe color by combining a basic color (such as black, white, red, or yellow)
with a common object. For instance, instead of describing something as a dark red or purple
brown, you may describe the object as “eggplant purple.”
You can describe the composition of something by explaining what it is made of, such as
by saying that a building was made of bricks, concrete, wood, or siding.
In some cases, you may be clearer by describing what it looks like rather than what it is.
For example, you may say that something looks metallic even if it is made of plastic rather than
metal.
You can describe the something by its age and condition. For example, describing a city
as old and well-kept gives a mental picture.
REVISING DESCRIPTIONS
Description is improved with careful revision. For most people, vivid description does
not come easily we are not used to describing vividly in ordinary conversation. In practicing a
speech, the speaker has the opportunity to work on the language, revising general and bland
statements to make them more specific and vivid. We can work with a single, simple idea to
illustrate the revision process.
This statement of fact tells us that pencils (plural) were on a desk, but it gives no real
description. Revising this description begins by asking questions that relate to the essentials of
description we discussed. By asking “How many pencils? What color were they?” specific
descriptive details come to mind. This revision answers those questions:
Five yellow pencils decorated Jamal’s desk.
“Five” is more descriptive than “several” because it is more specific; “yellow” begins a
description of how they look ed; “decorated” is more descriptive than “on” because it carries a
mental picture.
Now ask the questions “What condition were the pencils in? How were they arranged?”
In the following two sentences, we get completely different descriptions of the pencils based on
the answers to these questions:
Five stubby, well chewed pencils of different colors, all badly in need of sharpening,
were scattered about Jamal’s desk.
These examples begin to show the different pictures that can be created depending on
how you use the observed details. Continued revision may lead to your trying to memorize the
speech. As you practice, try to keep the essentials in mind but use slightly different wordings
each time to express your descriptions. By making minor changes each time, you will avoid
memorizing the speech.
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ACTIVITY
“Can you guess?”
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Writing a Comparison and Contrast Essay
First choose whether you want to compare seemingly disparate subjects, contrast
seemingly similar subjects, or compare and contrast subjects. Once you have decided on a topic,
introduce it with an engaging opening paragraph. Your thesis should come at the end of the
introduction, and it should establish the subjects you will compare, contrast, or both as well as
state what can be learned from doing so.
The body of the essay can be organized in one of two ways: by subject or by individual
points. The organizing strategy that you choose will depend on, as always, your audience and
your purpose. You may also consider your particular approach to the subjects as well as the
nature of the subjects themselves; some subjects might better lend themselves to one structure
or the other. Make sure to use comparison and contrast phrases to cue the reader to the ways
in which you are analyzing the relationship between the subjects.
ACTIVITY
NORTH VS. SOUTH
a. Read or research about Korea
b. Note their similarities and
differences
c. Write your observation using the
Venn Diagram
d. Cite your references
4. NARRATION
Narration is the method of informing that recounts autobiographical or biographical
event, a myth, a story, or some other account.
Recall from that a narrative is a story, a tale or an account (often humorous) that has a
point or climax. A joke has a punch line; a fable has a moral; other narratives have climactic
endings that make the stories interesting. Thus, the primary goal of a narrative is to make a
point in such a unique or interesting way that the audience will remember it because of the way
it was presented. In a speech about the costs of faulty listening, suppose you exemplified your
point with this narrative:
Abraham suffered great personal cost by working all day to finish a report for the five
o’clock deadline, only to find as he turned it in that he was a day early.
This one sentence narrative about Abraham can then be developed to be both more
interesting and more memorable. Let’s consider three major elements of narration and how
they can increase the power of this particular narrative statement.
1. Narratives are built with supporting details. Narratives can be long or short depending
on the number and degree of development of supporting details used to build the story to
maximize its effect. For instance, in the narrative of Abraham’s report, you could introduce
details such as how Abraham got to work at 6 A.M., more than two hours earlier than usual, to
find the time to work on the report and how Abraham had to turn down a lunch invitation from
a man he had been trying to see for three weeks about an important issue of company policy.
2. Narratives usually maintain suspense. Part of the power of the narrative can be
increased by withholding the punch line until the end. If you can tease the audience, you will
hold their attention. The audience will be trying to see whether they can anticipate what you
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are going to say. Vocally, a slight pause before delivering the punch line will heighten the effect:
Abraham worked all day to finish his report for the five o’clock deadline, only to discover
when he turned it in [pause] it was one full day early!
3. Narratives include dialogue when possible. A story will be much more enjoyable to an
audience if they can hear it unfold through dialogue. For instance, notice how our one line story
improves with this presentation:
As Abraham burst into his boss’s office with his report in hand, his boss’s secretary
stared at him, dumbfounded. When he said breathlessly, “Here’s the report, right on the dot!”
she exclaimed, “Abraham, the report isn’t due until tomorrow!”
ACTIVITY
“Let us laugh it out”
Most of us may have probably been asked of the
question: “What is you most embarrassing moment?”; and
we might have told a lot of stories; but this time, let us hear
about the latest one.
Directions:
1. Think of your most recent “most unforgettable
embarrassing story” last 2019 or this 2020.
2. Choose only one to feature.
3. Narrate the story in not less than four paragraphs and not exceeding seven
paragraphs.
4. Create a title.
5. The same rubrics shall be followed.
5. DEMONSTRATION
Demonstration is a method of informing to show how something works. Demonstration
range from very simple with a few easy-to-follow steps (such as how to iron shirts) to a very
complex (such as explaining how a computer operating system (OS) functions.) Regardless of
whether a topic is simple or complex, effective demonstrations require expertise, developing a
hierarchy of steps, and using visual language and aids.
Regardless of whether a topic is simple or complex, effective demonstrations require
expertise, developing a hierarchy of steps, and using visual language and aids.
Watch the following videos for examples:
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ACTIVITY
“Vlogger Mode On”
RUBRICS:
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TOPIC 3: VISUAL COMMUNICATION
As people are distinguished with their different communication styles, they are also
different when it comes to their learning styles. While some may learn with just listening, plainly
reading words, or by doing, some learn best when they are able to see visual presentations.
Here are some benefits of visuals…
Most people understand things better when they have seen how they work
Complex ideas can be presented clearly and quickly using visual aids
People retain information longer when it is presented to them visually
Visuals can be used to communicate to a wide range of people with different
backgrounds.
Visuals are useful when trying to condense information into a short time period.
Visual aids when used imaginatively and appropriately will help your audience
remember more. Consider the following:
People think in terms of images, not words, so visuals help them retain and recall
technical information
Visuals attract and hold attention of observers
Visuals simplify technical information
Visuals may be useful in presenting technical information to a nontechnical
audience.
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Tips for Using Presentation Media
DELIVERY METHODS
1. Impromptu (speaking without preparation).
Theoretically, an “impromptu” speech is
“made up on the spot.” It is unprepared and
unrehearsed. Often ceremonial toasts, grace
before meals, an acknowledgement, an
introduction, offering thanks and so on, fall
into this category.
Impromptu speeches are generally
short and are often given with little or no
notice. Notes are rare and the speaker generally looks directly at the audience. It would
be presumptuous and arrogant to declare rules for Impromptu Speaking. It is fair to
explain that “impromptu” describes a range from absolutely no preparation, to a
modest amount of preparation (mostly thought) and rarely incorporates research or the
formalities of outlines and citations that more formal speeches would include.
• Advantages: Flexibility, spontaneous
• Limitation: Not rehearsed, can be disorganized
• Typical situation: Responding to audience’s question
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Extemporaneous (a planned, researched, and rehearsed
speech). Sandwiched between the memorized and
impromptu delivery styles you find the extemporaneous
speech style. For this style, the speech is not completely
written out. It is usually delivered with keynotes for
reference.
2. Manuscript. The word manuscript is the clue to the style. The speech is written and the
speaker reads it word for word to the audience. Originally, it was done from the hand-
written paper manuscript. Today the manuscript style is common, but the paper is gone.
In the old days, the manuscript was hand-lettered on cue cards, which were held next to
the camera lens. Then paper scrolls, like printed piano rolls were used, especially in
Soap Operas. Today, a special teleprompter (working like a periscope) is attached to the
camera so the newscaster is looking at the lens while reading.
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ASSESSMENT
Your task for this Chapter is to prepare a visual presentation on the past pandemic that
the world has experienced.
Directions:
1. Search on the internet about the different massive epidemic that the world has
undergone and thriven.
2. Write about each definition and description, how many died, and how the medical
professionals did to fight the pandemic.
3. Compare and contrast each pandemic and what how people adapted with the
precautionary guidelines.
4. Include photos and other necessary details.
RUBRICS:
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LESSON 4: Components of Effective
Communication
TOPICS
1. Informative Speaking
2. Effective Speaking
3. Structure of Oral Presentation
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Show appreciation on the value of achieving effective communication
2. Deliver an informative speech
3.
The source/sender. The sender should be competent in his field to create a clear
message with enough details to be easily understood by the receiver. His competence is
based on his wide experience and exposure to matters of content and expression.
The context of the message. The context is how the message is delivered by the sender.
Context in oral communication involves nonverbal communication such as gestures,
body language, facial expressions, and elements such as tone of voice. For written, it
involves style and diction.
The sender should know his audience, listeners or readers, for him to use the
right context. There should be some questions by the sender or source like: Is the
receiver indifferent to the content of communication or disdainful of the sender? What
style fits the audience?
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The receiver/decoder. The receiver should listen actively and intently, ask questions to
clarify. The source should ascertain that the receiver shares meaning with the sender. If
the receiver trusts the source, there is a high chances of misunderstanding.
The method of delivery. The delivery method should be chosen by the by the
sender/source based on the medium he thinks most effective to convey the meaning of
the message to his receiver. Since there is a diversity of ways in with computers and
mobile devices, decisions about the delivery method have become more complex. It
should suit the communication needs of both source and receiver.
The content. The content of the message should be complete and clear and presented
and described in detail to obtain understanding with both sides. The content must
basically answer who, what, where, when, why and how of the matter. Before sending
any message, the source must check his details. It is easily done is written
communication. In oral, the source/speaker sometimes misses some details. In this case
it is good to note that the listener is active in asking what he thinks are essential.
Questions that enhance effective communication
Direct. The listener may pose simple questions with a basic interrogative: basic WH and
H questions.
Control. The listener already knows the answer to it when he asks it. It is a way of
finding out whether or not the person is lying, uninformed, and/or not paying attention.
Repeat. The listener may ask two different questions that are after the same
information. The second question is given later in the discussion.
Persistent. You ask the same question in different ways to explore all facets of the
desired information. Like repeat questions, persistent questions are asked if the listener
is doubtful.
Summary. The listener asks a question that allows the source an opportunity to revisit
the answer and confirms the idea acquired by the listener.
Non-pertinent. This isn’t about what the inquirer/listener wants to know about, but it
serves the purpose of seeing what it ‘looks like’ and getting the person to open.
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4. Show interest in the topic
The listener has to nod, shake head occasionally, smile at a person, and make
sure posture is open and inviting to the discussion.
5. Try not to judge
In effective communication with someone, the listener doesn’t have to like
them or agree with their ideas, values, or opinions. However, judgment or criticism
should be withheld to fully understand the speaker.
6. Provide feedback
It must be simply a verbatim repetition of the words of the speaker. The listener
may sound insincere or unintelligent. Better express what the speaker's words mean to
you, the listener. Ask questions to clarify certain points: “What do you mean when you
say…” or “Do you mean…?” Good listeners are more appreciated than speakers.
Be aware of individual differences. Cultures and races are different. People use
different nonverbal gestures.
Match up verbal with nonverbal signals. The two should match. If the verbal
contradicts the nonverbal or vice versa, the listener may believe the nonverbal more
than the verbal. It may also make the listener think that the speaker is dishonest.
Use gestures depending on context. The tone of the voice differs when talking to
children and to adult. Be careful in using gestures in serious communication.
Emotional state of the conversationalist should be taken into consideration.
Different occasions and places also require different gestures. One hand gestures in
one occasion and place may not be used in another.
Avoid negative gestures. Better use body language to convey positive feeling even
when not actually experiencing them. When feeling anxious or nervous for example,
better use positive body language to signal confidence.
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TOPIC 2: EFFECTIVE SPEAKING
With the large diversity of individuals all over the world, in school, in business, in the
workplace, or even at home, we have to make sure that we employ effective speaking by
overcoming the barriers to an effective communication.
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TOPIC 3: STRUCTURE OF ORAL PRESENTATION
ASSESSMENT
Your task for this Chapter is to prepare and deliver a 10 to 15-minute oral presentation
about your experiences in COVID 19. Tell us the problems you have encountered and how you
have solved them. You may also tell us the fun things you did at home and the apprehensions
you have realized.
Directions:
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LESSON 5: Communication in the Workplace
TOPICS
1. Business Letter Writing
2. Business Report
3. Business Meeting
4. Interview
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Be familiarized with the ways and steps of communicating in the workplace
2. Determine the uses and importance of the knowing how to write business
letters
3. Write appropriate business letters for a specific function
TOPIC 1: BUSINESS LETTER WRITING
WRITTEN COMMUNICATION
Written Communication is any type of message that makes use of the written
word. This is the most important and the most effective of any mode of business
communication. This should be carefully worded and constructed to convey the exact
meaning to its readers. It should also be grammatically correct.
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Recipient’s address (inside address)
The recipient’s mailing address follows under the date on the left side of the
page. Precede it with the name and title of the recipient. In some cases, if the person’s
title is unclear, do a bit of research to verify it. This type of information can easily be
found on corporate websites or by phoning the company.
Greeting
The salutation at the beginning of the letter can vary depending on how well the
sender knows the recipient. In extremely formal cases, it is acceptable to simply list the
recipient’s title and surname. When the two people are on a first name basis, the
salutation can instead read, “Dear [first name]”. If the person’s gender is unknown, it is
best to forgo a title and simply list their full name.
The closing
After the concluding paragraph, leave a blank line and then add a closing word
such as “Sincerely”, “Best regards”, “Cordially”, and “Cordially yours”. This should
always be followed by a comma and the sender’s signature below it. It is usually better
to personally sign the letter instead of using a digital copy of the signature. Below the
signature should be the sender’s name type out. This is specially useful since
most signatures are difficult to read clearly.
Enclosed documents
If any supporting documents have been attached, list them at the bottom
of the letter. This section should be titled “Enclosures”. For digital letters, include
the actual file name along with the extensions.
Typist’s Identification
If somebody else has typed the letter, include his/her initials at the very bottom
of the page. Senders who type the letter themselves do not need to include their own
initials.
Copy notation
This is needed when others are being sent a copy of the letter. The notation
appears below the signature, if there are enclosure notations or reference initials, it
appears below these. Use c (for copy) or cc (carbon copy or courtesy copy) followed by a
colon and the list of the fill names of individuals receiving copies.
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ADDITIONAL ELEMENTS OF A BUSINESS LETTER
Attention line
The letter sender may know that the marketing manager is to receive the letter,
but cannot find the name of the manager. In this situation, it is appropriate to include
an attention line that says Attention Marketing Manager. This line is positioned as part
of the inside address.
Attention Marketing Manager
Smart Development Council
150 Procopia Avenue
Batangas City, Phil. 2001
Subject line
This is like a subject line in an e-mail. It helps the receiver identify the content of
the message before reading. This may be in all caps or initial caps and the word subject
is optional. The subject line appears after the salutation and before the body of the
letter.
Dear Mr. Angelito:
SUBJECT: MINUTES OF THE SUMMER MEETING
Postscript
This means after writing and is information included after the signature.
1. Business writing is marked by compact precise expression without wasted words. It focuses on
specifity and accuracy.
2. Always put in mind that the audience is too much busy and has limited time to read.
Skimming is always possible to be used by the audience. The reader always wants to
immediately know the focus of the letter.
3. Know your audience for the style to be used. Style varies from conversational to formal.
Knowing your audience makes you use the appropriate style for a specific audience.
4. The content should know the writer’s authority over the matter, clarity of matters,
completeness of details, objectivity in writing, and veracity of information.
5. Use appropriate pronouns. It is proper to refer yourself as ‘I’ and the readear as ‘you’. When
you use ‘we’ in your business letter, it commits your company to what you have written. If it
is your idea, use ‘I’; but if is your company policy, use ‘we’.
A. Application Letter
This is a way of giving intent to apply to the company by the writer’s self-
introduction with inclusion of his skills, abilities, and relevant experiences and
backgrounds. A well-crafted application letter may lead to interview. Consider the
following points in writing the letter:
Be succinct, use precise expression without wasted words. Limit your letter to one
page.
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Try to identify the needs of the company of your skills. Match them in the letter in
a manner that it will appeal to the company’s interest. Have some knowledge of
the target company.
The style/language must be precise. Avoid long and intricate sentences and
paragraphs. Use action verbs and active voice. Show professionalism, confidence,
optimism, and enthusiasm.
Arrange points logically. Make an outline before the actual writing of the letter.
Each paragraph should be organized.
B. Letter of Inquiry
The letter asks someone for specific information or details. Matters of inquiry
may be about a product, a promotional material, office process, or anything about
business, office, or institution. Consider the following suggestions in writing this letter:
Make the letter interesting to solicit response
Give it a good friendly tone for quick response
If the receiver does not know the sender, self-identification of the sender is
appropriate with his position and the institution he is connected
An explanation why the information is requested is necessary. If needed, offer
confidentiality of the information requested.
If there is an incentive for responding, write it.
The letter may contain the following:
1. First paragraph shall contain writer’s self-identification. If applicable, add writer’s
position and company.
2. The second paragraph may briefly explain the purpose of writing, why it is needed.
3. A list of specific information may be appropriate. The writer may also do it in a form
of question when less information is needed.
4. Make a good ending for the reader to respond.
C. Sales Letter
This letter is written to persuade its audience to try service provided, participate
in an activity, support a cause, and buy a product. This is also written to introduce a
product, person, company, or services to consumers. This letter is of great value to any
kind of profession.
In writing the letter, remember to target AIPA: Attention, Interest, Product
Application, Action.
D. Transmittal Letter
In sending a number of documents, the sender should have a cover letter for
them or a transmittal letter. This letter provides the receiver specific information on the
documents and also gives the sender a tangible record of the documents sent.
E. Memorandum
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The best way to write a memo is to start with the paragraph introduction which
explains what is going on, what has to be done and why. In writing business memos, it is
necessary to write to whom it is intended, the reason for writing it, and who it is from.
Memos intend to inform about procedural changes that apply to a large group of
people. It often provides instructions using imperative voice.
I. APPLICATION LETTER:
Directions:
1. Create an application letter addressed to a company of your dream.
2. Cite in the letter your credentials (which you think you already have five years from
now).
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TOPIC 2: THE BUSINESS REPORT
2. Report Typologies
Business report, types can be informational or analytical.
An Informational Report is written when you write facts about your subject of
the letter without you providing any analysis or recommendation. It can be:
1) Progress report gives receivers update on status of a specific project and is
provided either during project; research or construction.
2) Periodic report is comparable to that of a progress report and the only
difference is that of its frequency of issuance. This report type is given on a
regular interval like weekly or monthly.
3) Travel re port sums up the purpose .and activities of a particular trip like
out-of-town seminar, national convention, or international conference.
4) Minutes of the meeting is sent to provide all those involved with a record of
what transpired during the meeting, particularly but not limited to
discussions and decisions made. However, personal biases and
interpretation on what transpired is not included.
An Analytical Report is a more complicated type of business report written to not only
provides facts about your subject of the letter but also analysis, interpretation, conclusion, and
even.; recommendation. Additionally, the analytical report after describing a specific situation
alto convinces the reader of an action needed to be performed as part of a solution. And, an
analytical report can either be a:
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REPORT CATEGORIES
Business reports are categorized as formal or informal. The category can be determined
by identifying the subject of the report, the specific audience recipient, and the preference of
the company.
Formal Report, written in formal language, this very detailed report is created to
explicate complex projects, transactions, cases, or situations, and includes specific parts
with its particular components that constitute project complexities. This comprehensive
reportage requires thorough investigation for factual reporting.
Informal Report, written in a rather informal language, this report category- is created
for less serious, less complicated projects with fewer parts needed for inclusion.
PARTS OF FORMAL REPORTS
Formal reports have three main parts: preliminaries, body, and supplementary. The
preliminaries and supplementary provide separate component, however the inclusion of each
component is dependent on the subject, required length, required information, and company
policy.
1. The Preliminaries
This is also known as the front matter and precedes the body of the report.
A. Title Page contains the descriptive title of the report in bold and all capital letters;
the receiver's name with the professional title, position in the company, and name
of the company; the author's name and professional title; position in the
company, and the company name; the date when the report is submitted. Make
sure that the descriptive title should reflect the nature, purpose, and content of
the entire report. Also, place all information at the center of the page, and extend
it downward to cover most of the page's length.
B. Transmittal Message contains the information needed to be shared to the
recipient if done personally. This is the report's cover letter in either letter (for -
external distribution) or memo (for internal distribution) form. The letter opens
with the reason why the report is created, followed by the important points the
reader should consider, an outline of conclusions and recommendations, a
statement of gratitude, and a goodwill close stating I he anticipation of a
discussion of opportunities and other assistance that can be rendered.
C. Table of Contents shows the list of the parts and components of the report with
its corresponding page numbers.
D. Abstract is the summary of the report, but does not include the conclusion and
recommendation.
2. The Body
This part of the format report provides readers the information and ether supporting
details of the main objective of the report. This may also present visuals such as pie charts,
graphs, or bar graphs among others. The body has three main sections, namely the introduction,
the text, and the terminal section.
A. Introduction gives the receiver the proper direction of the content of the report by giving
any or all of the following components:
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TOPIC 3: BUSINESS MEETINGS
a. Authorization statement identifying the person, department, sector, or office
that requested the business report.
b. Report objectives that specify the reasons why the report was prepared.
c. Problem provides a clear description of the situation to be reviewed and
analyzed.
d. Background offers an in-depth explanation of how the situation being reported
has evolved.
e. Scope defines the extent of the investigation of the report.
f. Limitation states the restrictions encountered in preparing the report such as
time, support, finances, and source of information.
g. Research sources reveal the sources used to provide the primary and secondary
information given in the report.
B. The Text or more commonly known as the findings of the report entails the details
needed to support the objectives of the report. This includes all the pertinent and
relevant information that you have gathered from your primary and secondary
sources. Since this is the longest part of the business report, headings and
subheadings should be indicated to give clear distinction of information.
Additionally, you should be able to appropriately present the information following
a formal discussion sequence of (a) presenting main points, (b) order presentation
of reasons by priority, and (c) organize discussion by topical consideration.
3. The Supplementary
Also called as the back matter, the supplementary would consist of the work citations or
references, the glossary, and the appendixes.
A. Work Citation or References is the list of all the resource materials you have used in
the report you have written. It usually follows an APA or MLA format.
B. Glossary is the alphabetical list of unfamiliar terms found to the report. Together
with these terms are- the definitions based on either an established source or on
how it was used in the report.
C. Appendices are documents one other pertinent information needed to further
understand some of the parts dismissed in your report. This includes visuals, images,
technical data, and instruments for data collection.
D. Index is the alphabetical listing of the topics and subtopic elaborated in the report.
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I. GUIDELINES IN CONDUCTING BUSINESS MEETINGS:
PREPARATION
54
All participants should:
Undertake necessary preparations prior to the meeting
Arrive on time
Keep an open mind
Listen the ideas and opinions of others
Participate in the discussion
Avoid dominating the proceedings
Avoid conflict situations
Avoid side conversations which may distract others
Ask questions for clarifications
Take note
Undertake all agreed actions after the meeting
III. AGENDA
For a better discussion, the agenda shall be known to the participants prior to
the meeting so they may prepare or read in advance. This saves time during the
meeting. The agenda may have the following components:
a) Motions
The Rules of Debate require that all business be put forward as a possible statement of
action called a ‘motion’. A ‘motion’ is a formal recommendation put to a meeting for debate and
consideration.
b) Understanding motions
All items or issues requiring actions and decisions must be presented during the
meeting. If passed/approved, it will be a resolution.
All motions shall be proposed by a mover in front of the chairperson and then
supported/seconded by another committee member before any discussion can take place on
the item.
The proposer then explains the motion to support it. The seconder has the right to
speak immediately or wait until the end of the debate.
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The chairperson then call for speakers alternately for and against the motion. At the end
of the debate, the propose can reply. A vote is taken. The secretary should record the motion,
who proposed and seconded it and whether it was carried.
c) Amendments
Any speaker can move an amendment to the motion. When this happens, people speak
for and against the amended motion. The amendment must be put before voting on the original
motion. If the amended motion is carried, the debate continues on the amended motion. If the
amended motion is lost, discussion moves back to the original motion.
d) Voting at Meetings
The chairperson must have a clear understanding of the voting rights of members. There
are several ways of voting. Choose the one most appropriate to your situation – don’t opt for a
secret ballot when you know everyone in the room agrees on an issue.
General Agreement – why put it to vote if everyone seems to agree? The chairperson
may say “Do we all agree…” or “Does anyone agree…?”
Verbal – the chairperson asks people to say “yes” or “no” and decides which was the
louder response. Suitable for larger groups.
Secret ballot – individuals vote on paper and two elected people – often committee
members – count the votes. Suitable for elections.
Proxy – individuals who are absent can give someone else the power to cast their vote.
Proxy votes are permitted only if the constitution allows for them and are usually bound
by strict rules to prevent unfair lobbying.
Postal – again, these are only permitted if the constitution allows.
ACTIVITY
The class will be group into 12-15 members. Each group is tasked to perform a
simulation of a business meeting following parliamentary procedure. The topics to be discussed
are the following:
1. Precautionary measures to be implemented inside school premises to prevent
spread of CoViD-19.
2. Duties and responsibilities to be regulated inside every classroom.
3. Plans and projects to be organized in an specific club/organization.
4. Nutritious food to be suggested at the school canteen/cafeteria.
5. Plans and schedule on the improvement of school gardens.
This may be conducted using Video Calls. Minutes of the meeting shall be written as
well.
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TOPIC 4: THE INTERVIEW
THE INTERVIEW
An interview is a system of dyadic communication consisting of an interchange of ideas
and opinions through questions and answers to achieve a purpose.
An interview is essentially a conversation, though with several s pecial features: it has a
special purpose; it follows a fairly structured pattern – time, place, length, participants, and
subject matter are established well in advance; and one group or participant controls the
proceedings and contributes mainly questions – the other contributes only answers.
To note, there are different types of interviews, different kinds of interview questions,
different kinds of interviewers, and of course different ways to provide responses to interview
questions. The following discussions will hopefully equip you the knowledge and skills that will
give you a head start to acing that job interview.
JOB INTERVIEW
A job interview is a formal, structured business meeting where a representative of the
prospective company exchanges information with the candidate and asks questions in order to
assess their knowledge, competencies; skills; and suitability for employment. And, while it is
obvious that you, as an applicant, are looking for the right job, the truth is that the employer too
is looking for the right applicant who can fill in their vacant position; hence, the interview is a
two-way street.
III. WHAT TO DO BEFORE AN INTERVIEW?
Here are some tips on what to do before your job interview:
1. Know your ability to:
a. respond to questions effectively;
b. use verbal communication proficiently;
c. use nonverbal communication efficiently; and
d. use relevant and relatable experiences qualification and credibility.
2. Prepare yourself to:
a. Articulate your thoughts, skills, talents, objectives;
b. Have more than expected knowledge about and the position you are applying for; and
c. Complete all the other pertinent legal, documents needed for
3. Dress yourself to:
a. Create positive impression;
b. Imbibe confidence;
c. Project professionalism; and,
d. Strengthen character.
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b. Allot a good amount of time for you to travel from your place to wherever your
interview is. There are mobile and Internet applications that can help you know
how much time you need-to travel. Never be clueless.
c. Make sure that you arrive at least 13 to 30 minutes earlier than the set
appointment. This will give you enough time to gather your thoughts, compose
yourself, freshen up, use the restroom, be wore telexed, and walk to the
interview without you having to hurry up. d. If possible, try having a dry run of
your travel so you can really 'lest the water."
B. Actual Interview:
a. Smile and give a corporate handshake (receive the interviewer's hand with
both of your hands, then handshake gently but firmly.)
b. Listen attentively. Wait till the person finishes the question
c. Breathe in. Breathe out. Oxygen is needed by the brain when thinking.
Relax.
d. Maintain eye contact. Be cautious of your nonverbal cues.
e. Be poised, confident, and dignified.
f. Be humble, honest, and polite.
g. Be focused, attentive, and professional.
h. Be spontaneous, natural, and be yourself.
Situation. Provide a vivid description of the particular situation you were that is highly
relative to the question given. Make it a point that you are able to provide pertinent
details of the situation.
Task. Identify the specific problem that needed resolution. You also' need to determine
what really is being asked or demanded of you to do in the given specific situation. •
Action. Enumerate, describe, and elaborate all the things that you did and its
contributions to resolve the conflict at hand. Be mindful that when it is a team effort
that you would be relating to your interviewer, focus on your actual, personal
contributions to address the problem. Always use the first personal singular pronoun "I"
and not the plural form "we" whenever you discuss actions.
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Result. Narrate the details of the outcome of your actions. Do not be afraid to give
credit to yourself for taking such steps in order to resolve the problem. More
importantly, make mention of the skills, knowledge, and other positive values you have
learned from the experience.
To reiterate, there is no one sure way and no short cuts to achieving a successful
interview. You need to really practice a lot in enhance your interviewing skills. Remember that it
is only through constant practice that you are able to better your performance so never hesitate
to practice, practice, and practice some more.
ACTIVITY
MOCK INTERVIEW
In this activity, you will be experience how to conduct and answer an interview. The
class will work in pair – one will be the interviewee and the other will be the interviewer and
vice versa.
RUBRICS:
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LESSON 6: Persuasive Presentation
TOPICS
1. Persuasive Presentation
2. Requirements of Writing Persuasive Messages
3. Writing a Persuasive Request
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Identify the ways on how to develop a persuasive request
2. Determine the uses and importance of persuasion
3. Write and deliver a persuasive request
I. Persuasion
Persuasion is an integral part of our life. From convincing our parents to give us money;
urging our classmates join us in a cause-oriented event; or even influencing our friends not to
drink and smoke – persuasion is being generally used.
Kendra Cherry (2020) says that persuasion is a powerful force in our everyday life and
does a major influence on society and a whole. Politics, legal decisions, mass media, news, and
advertising are all influenced by the power of persuasion and influence us in turn.
Moreover, Perloff defines persuasion as "...a symbolic process in which communicators
try to convince other people to change their attitudes or behaviors regarding an issue through
the transmission of a message in an atmosphere of free choice."
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Ultimate self-decision. The audience almost always have firm stands about the subject
and the topic, thus, the speaker may just either challenge or validate what they know.
Involves transmitting and sharing of messages.
It requires free choice. Provide a leeway for the audience to think, adjust, weigh, and
be free to choose whether or not they will lean towards your recommendation as a
speaker or decide to take the opposite route.
V. Process of Persuasion
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TOPIC 2: Requirements of Writing Persuasive Messages
Speakers may become more effective persuaders when they possess qualities that
speakers may favor and thus make them more believable. These traits may include self-
confidence, sincerity, competence, and friendliness. However, as they say, too much of a good
thing is bad. These qualities, when used in moderation can lead us a long way.
a. Self-confidence.
Self-confidence is a skill that cannot be acquired overnight – it takes a lot of time and
effort to build confidence in oneself.As said by Robert Staubach “Confidence comes from hours
and days and weeks and years of constant work and dedication.”
If we firmly believe in our abilities, we are also more likely to explore new things.
Similarly, if we have trust in ourselves, people also find it easy to believe in us.
b. Sincerity.
As said by Somerset Maugham, “Sincerity is like an iron girder in a house of cards.” As
suggested, if you want to sound and look sincere, be sincere. You have to be calm and be
natural as possible. Being natural may help you express your feelings and thoughts as accurately
as possible.
c. Competence.
God is ever fair to every individual that He gave each of us expertise on one or two
things. Just like self-confidence and sincerity, our competence could also entice listeners to
engage in listening. As listeners, once we sensed that the speaker is skilled and knowledgeable
on the topic at hand, we tend to build trust, and detect sincerity. The professional and business
worlds do not just look into confidence and sincerity but also consider competence as one of the
major qualities to be hired and promoted.
d. Friendliness
People who are arrogant are very hard to deal with – but someone who is friendly is
very fun to be with. It is important to smile and see audience through their eyes. By this, the
speaker is able to acknowledge their presence in the venue is very much appreciated. A friendly
speaker with a heart listens.
2. Physical Appearance and Demeanor
Their impression of both the speaker and the immediate environment will, of course, be
part of the message, which may make or break the presentation. Moreover, the speaker should
show the highest degree of professionalism in his movement, gestures and facial expression.
a. Immediate Environment. Whether it is an online of actual presentation, the background
and environment shall look professional.
b. Personal Appearance. The speaker should make sure that his clothing is appropriate and
that nothing in his overall appearance (hairstyle, jewelry, etc.) may distract the listeners.
c. Facial Expression.. The golden rule is that whatever the speaker says should be manifested
in his face, and that none of his facial expressions should contradict his pronouncements.
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d. Posture. A speaker should maintain good posture because it is a vital part of his overall
personality, and it is even more obvious than his facial expression. Even people who are not
close enough to examine his facial expression can get a good view of his posture from afar.
e. Walking. The audience also tends to judge a speaker based on the way he walks. The
moment a speaker leaves his seat to go to the podium, or to the stage, he is already being
observed by his audience. Strong sure steps convey a feeling of confidence. Hesitation is felt
by the audience as lack of self-confidence on the part of the speaker. When presenting, it is
okay to walk forward and to the sides, as long as the walking accomplishes certain purposes
such as emphasis on certain points of discussion. However, the speaker should make sure
that his voice is audible enough even when he walks. A lapel is most suitable for this
purpose.
f. Gestures. Unlike facial expression, gestures may be planned ahead, and practiced. Gestures
are strong means of supporting the ideas laid down by the speaker. Shaking one's head
shows disagreement, a shrug means not paying a particular attention to an issue at hand, a
dosed fist means a strong conviction, palms on both cheeks means being overwhelmed, etc.
The meanings of these gestures. however, may vary from country to country. This means
that the meaning conveyed by a particular gesture may be different if it is done in Japan, in
Korea, in Germany, in Australia, in the Philippines. or In another country. Before the
introduction of the American culture where the middle finger is a bad gesture, the middle
finger meant "brother" in Japanese. One may want to spread peace and love using the "V"
sign but in Great Britain, it depends as to where the hand is facing because the message may
be the exact opposite of what one intends to express.
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information is presented in a very slow manner, or when the speaker has given away
the information just before he writes it on a white board or a flip chart.
e. Language Register. This is the level of formality with which a person speaks. Different
situations and different people call for different registers. T bee are language registers:
frozen, formal, consultative, casual, and Intimate. The decision as to what language
register should be used depends on the situation, audience, and subject. For topic
presentations, the formal language register should be used.
ACTIVITY
“THE VLOG CRITICS”
We all watch vlogs of our favorite influencers. There are moments when these vloggers
are already sponsored and hence talk about the good sides of the product so as to endorse the
product.
For this activity, you are going to look for a vlog in YouTube that is too good to be true.
Evaluate the said vlog using the following:
1. Is the vlog informative?
2. Does the speaker speak clearly?
3. Does the speaker use logical persuasion?
4. Would you buy/use the product being endorsed?
Online selling is the new trend at this age. People sell products through online
platforms as Facebook and Instagram.
For this activity, you will be the online sellers.
Rubrics:
Directions: Clarity of Presentation – 30%
Content of Presentation – 30%
1. Choose a product you want to sell
Use of Persuasion – 30%
2. Identify the good traits of the product
Grammar – 10%
3. Persuade viewers to buy the product
This may be an FB/IG post or a video.
100%
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TOPIC 3: Writing a Persuasive Request
In the world of work, whatever one writes has some sort of persuasive purpose.
Whether it be to encourage a positive company image, to convince the reader of the writer’s
professionalism, or to build goodwill, each of these pieces of writing is highly challenging and
necessitates strategic thinking, careful analysis and skillful writing.
REQUIREMENTS OF WRITING PERSUASIVE MESSAGES (Chelsi Nakano, 2016)
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9. Finish strong. Think of yourself as an attorney arguing a case in front of the jury. Structure
your closing statements the way a lawyer would—with flair and gravity. Once you’ve delivered
your final, impactful line, don’t say “thank you” right away. Instead, wait six or seven seconds
and then say, “I’m happy to take questions.”
10. Take feedback graciously. Listen intently to audience questions. Spend time with each one
and don’t exaggerate or pounce on ideas that vigorously challenge your thesis. Staying calm and
in control will help your case.
ASSESSMENT
Congratulations! You have reached the end of the Chapter. Your task for this Chapter is
to encourage SSG to conduct a cause oriented event.
Directions:
1. Think of a cause-oriented event that you may organize in the future addressed to
the Supreme Student Government Federation which aim to adapt an island school
2. Write down the event’s significance and the beneficiaries
3. Draft a persuasive request with a central emotion appeal to character and logic to
encourage the Federation to organize the event
You will be graded through this rubric:
Content and presentation - 30%
Purpose and audience - 20%
Support and synthesis - 20%
Organization, fluency and style - 20%
Grammar, spelling and punctuation - 10%
100%
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LESSON 7: Communication for
Academic Purposes
TOPICS
1. Academic Writing
2. Research Proposal
3. Book Review
4. Concept Paper
5. Position Paper
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Define academic writing and differentiate it from other forms of writing
2. Identify the audience, purpose and language used in academic writing
3. Identify different kinds of academic writing output
4. Write one kind of academic paper
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A. CONCEPTS OF ACADEMIC WRITING
To be able to properly execute academic writing, it is a must that you first understand
three basic concepts:
First, academic writing is by professionals for other professionals across all professions.
College prepares learners to become professionals. And college students, like you, are exposed
to activities that professionals are required to perform in their workplace. Activities such as
reading, thinking, researching, arguing, and writing about ideas stimulate your cognitive being.
This means that when you write an academic paper, you are in fact writing not only for as a
college student but as a soon-to-he professional wanting to contribute in your field of endeavor.
You become a significant part of the profession. Therefore, learning the conventions and
standards of academic writing is operative.
Second, academic writing is for topics that are for interest to the academic
environment. In many of your college courses, you will be expected to write about topics that
are of interest to the profession. You will be assigned to discuss subject matters that matter to
the industry you will soon belong. The challenge now is to identify what topic is professionally
and academically relevant and appropriate. Actively listening to your professors during
discussions and keenly observing classroom and laboratory activities then becomes instruments
to developing inquiries relative to your industry. Literally take note of concepts and declarations
that stimulate you during class time. Bear in mind that since academic writing needs to provide
useful and interesting information to readers of various fields, your academic research paper
should offer better understanding and fresher perspectives of your chosen topics.
Third, academic writing should present an informed argument. The first thing that you
will have to do to be able to create an informed argument is to identify and separate what is
already known about the topic from what you think about it. What you think about the topic will
guide you to constructing a sound, informed argument. Remember that readers will not have a
difficult time understanding the message you would want to send. To achieve this, provide clear
and complete explanations of topic and point of view that you want to share.
a) USE OF RESEARCH. Apart for having a collection of relevant professional and academic
sources, never forget to integrate each of them to your own writing so that your paper
will be further strengthened.
b) USE CORRECT CITATION. Depending on the institution and the program you belong,'
learn to cite references correctly. The American Psychological Association (APA) Style is
one citation style that is commonly used in academic writing.
c) WRITING STYLE. Although it has been said that academic writing demands a mote
fanned tone and style in writing, do not forget that your character should also be
reflected on your paper. Be critical so that you would be able to present an error-free
paper -a sign that you care for your readers.
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Is your paper logically organized?
Is your paper able to present new or alternative knowledge or insight that will influence
your field of endeavor?
Is your paper complete with definition and description of methodology, theory, research
tool, and research question?
Are your observations, findings, conclusions, and outcomes clearly stated?
Is your writing style adherent to acceptable standards?
Is your academic paper free from plagiarism?
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4. Never use contractions in academic papers, more particularly in research documents
and business documents, unless it is a direct quote from the source.
5. Be certain of when and how you will express your numbers, dates, abbreviations,
acronyms, and capitalizations.
6. If it is not fiction that you are writing as an academic paper, then your tone should be
formal, impersonal, and jargon and cliché free. Optimize your academic paper by
providing a fresh or alternative perspective of the topic that you would need to discuss'
and always present your thoughts in logical sequences.
7. To note, paragraphs are expected to have a minimum of SO words and a maximum of
200 words. However, it can go beyond the maximum specifically when your task is to
explain a topic thoroughly.
8. Know your transitional devices. Determine how your transitions function so that you can
better and more effectively link your paragraphs together.
9. Be very mindful of your academic paper's organization. Remember the most basic
introduction, body, and conclusion pattern. Never forget to provide verifiable facts to
support your every claim. Provide examples should you want to further clarify.
10. Never plagiarize. Do not ever think that because your professors handle many courses,
they will not anymore lead your academic paper. They will. They will find time to review
all the academic papers they require students to submit. They will check your sources,
references, in-text citations, and bibliography. For your information, an academic paper
can be labeled as a plagiarized work if It contains a direct quotation without enclosing it
in a quotation mark and citing its actual source, if it has expressions or concepts that are
paraphrased but no attribution vies given to whoever It is due, or the paper depended
on a specific source without giving proper citation. So, to avoid receiving a failing mark,
more importantly, losing your Integrity, do not copy, paste, and plagiarize.
ACTIVITY
Directions: Read the selection below and answer the questions that follow.
LOVE IS A CHEMISTRY
Love has been referred to as a sublime feeling as long as written literature has existed.
Poets, philosophers, artists, and other representatives of creative professions sought for its
origins, reasons, and recipes.
However, in the 21st century, people have become pragmatic enough to assume that
love might have more grounded, biological origins. Technological progress has allowed scientists
to research this issue and provide valid arguments in favor of the theory that claims love is much
(not totally though) about “simple” chemistry.
According to Dr. Helen Fisher, an anthropologist at Rutgers University, love as a holistic
system can be divided into three basic subsystems, each with its own functional tasks and roles:
sex drive, romantic love, and attachment. Sex drive is necessary to make a person start looking
for partners; romantic love appears to help a person hold focus on one specific partner;
attachment is crucial for building a long-lasting and reliable relationship with a selected partner
(Chemistry.com).
Each of these subsystems need a driving force to operate and impact an individual’s
behavior. Even though a loving relationship is a lot about psychology, it is still fueled by
hormones; this is why using the expression “love chemistry” is fully justified. For the sex drive
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subsystem, testosterone and estrogen are crucial; the romantic love stage, or attraction, is
“driven” mostly by dopamine and serotonin; attachment is sustained by such hormones as
oxytocin and vasopressin (BBC Science).
Testosterone and estrogen are respectively male and female sex hormones that are
responsible for sex-related physiological reactions, lust, and the motivation to look for a partner.
Testosterone and estrogen cause sex drive to be present; however, specialists admit that sex
can give a start to romance, as it increases the influx of dopamine to the brain (Chemistry.com).
Dopamine and serotonin are hormones that cause euphoria and good mood; the same
hormones are also secreted after taking certain drugs, so this is why one can be “high” from the
feeling of love, act impulsively, and “get stuck” on the person they fell in love with. In its turn,
attachment—as the most long-lasting phase of a love relationship—is driven by the same
hormones that are responsible, in particular, for mother-and-child bonds (oxytocin); this
hormone is also believed to be secreted when the two partners get intimate. So, a serious
relationship is more about care and tenderness, than romance and turbulent feelings.
The popular expression “love chemistry” should be understood literally. Along with
natural psychological processes, love is also, to a significant extent, dependent on the hormones
secreted by our bodies during various stages of a relationship’s development. Sex drive, which
makes us look for new partners (if we do not have one already), is regulated by the hormones of
testosterone and estrogen. During moments of intimacy, the brain is affected by dopamine and
serotonin—the hormones that are responsible for all the symptoms of romantic love, such as
euphoria, concentration on the object of love, impulsiveness, and so on. As a relationship
develops, it becomes reinforced by the hormones oxytocin and vasopressin; oxytocin, in
particular, is the same hormone that is responsible for the forming of mother-and-child bonds.
Thus, despite the claims that love is purely a solemn and sublime feeling, it also has a lot to do
about biology and chemistry.
Comprehension Questions:
1. What is the central idea of the text “The Chemistry of Love?”
2. Identify and write the thesis statement if there is any.
3. What could be the possible purpose of the writer in writing the text?
4. How did the writer organize and present the ideas?
5. Identify some of the support presented by the writer to develop the central idea or thesis
statement.
6. Describe the language used.
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TOPIC 2: RESEARCH PROPOSAL
UNDERSTANDING THE RESEARCH REPORT
Have you ever written a report in which you used several different sources? If so, you
have already produced a research report. A research report is a written report that presents the
results of a focused, in-depth study of a specific topic. Its writer chooses a topic, gathers
information, about the topic from several sources, and then presents that information in an
organized way.
Writing a research report will probably be the most time consuming and challenging
task that you will ever do as a student. Don’t let the weight of the task scare you, though. You
will find researching and writing your report quite easy if you take one step at a time.
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B. DOING PRELIMINARY RESEARCH
It you already know a great deal about your subject, then you can probably think of a
specific topic to research in that subject area. However, if you are not, it is a good idea to do
some preliminary research to identify potential topics. Here are a few suggestions:
Use Freewriting Techniques
Freewriting or clustering. Write whatever comes to mind about the subject for five
minutes, or draw a cluster diagram in which you use lines to connect your subject with
related ideas.
Brainstorming. Working with a group of friends or classmates, write down a list of topics
that come to mind as people think about the subject.
Questioning. Write a list of questions about the subject. Begin each question with the
word who, what, when, where, why or how, or start your question with what if...
Discussing. Listen to what other students know about your subject, what interests them
about it, and what problems they think might have in researching it.
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Here are two examples of statements of controlling purpose:
The purpose of this report is to analyze the impact of the use of solar energy on
pollution.
The purpose of this report is to contrast the performance of the Upper House and the
Lower House in Congress from 2000-2006.
To come up with a statement of controlling purpose, you will probably have to do a
good deal of preliminary research. That is because before you can write a statement of
controlling purpose, you need to know enough about your topic to have a general idea of what
you want to say in your report.
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9. Other sources. Do not neglect television programs live theater performances, radio
shows, recordings, videotape, computer software, and other possible sources of
information. Many libraries have extensive collections of audiovisual materials of all
kinds, on a wide variety of subjects. Make use of them.
The following guidelines will help you improve your note taking skills.
1. Keep your topic, controlling purpose, and audience in mind at all times. Do not record
material unrelated to your topic.
2. Make sure that the summaries and paraphrases accurately express the ideas in your
sources.
3. Be accurate. Make sure to copy the direct quotations word for word, with capitalization,
spelling, and punctuation precisely as in the original. Make sure that every direct
quotation begins and ends with quotation marks.
4. Double-check statistics and facts to make sure that you have them right.
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5. Distinguish between fact and opinion by labeling such opinion as “Dr. Drake thinks that…”
or “According to Pedro Benoza..”
6. Quote only the important parts of the passage. Indicate words which you have left out by
using points of ellipsis – a series of three spaced dots (…) – enclosed in brackets. Use only
three dots when cutting material within the sentence. Use a period before the dots when
cutting a whole sentence, a paragraph, or more than a paragraph. Use a period after the
dots when you cut material from end of a sentence. Use also brackets ([]) to enclose any
explanatory information that you would add within a quotation.
7. Always double-page page references. It’s so easy to copy these incorrectly.
Approaches to Drafting
With regard to drafting, writers fall into two major camps. Some prefer to get
everything down on paper quickly, but in very rough form, and then do one or more detailed
revisions. Others like to complete each section as they go, writing and polishing one section,
then moving on to the next. Either approach is fine.
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Using Graphic Aids
As you draft, think about using tables, map, charts, diagrams, and other graphic aids to
present a lot of information in a little space. If you use graphic aid , or ifs use information from a
source to create a graphic aid, then from a source you must credit the source.
List of References
This component demonstrates the extension of your learning as a researcher and allows
you to share information to your readers. Conversely, it enables your readers to identify the
influences of your Ideas and empowers them to verify the information you share.
Accurate, proper citation is imperative in the midst of academic environment. it
demonstrates your ability to give due respect and importance to other people's works. It also
exhibits your capability to not only choose references and other academic sources that arc
reliable, but also utilize them properly so that it strengthens your thesis statement. This also
paves way for your readers to clearly discern which will be your contribution and which ones will
contribute to your work. And, it solidifies your credibility and authority of the knowledge you
want to impart.
Referencing styles
There are several different styles of referencing:
APA Harvard
MIA Chicago
Oxford
Each of these styles has its own in-text citation rules. Generally, AM, MIA, and Harvard
would have an author-date style Chicago and Oxford uses documentary-note style; and
Vancouver and IEEE would prefer the numbered style.
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TOPIC 3: BOOK REVIEW
As you read the book you have chosen, remember that you will be writing about it later.
Keep nearby a sheet of paper or small notebook divided into three sections. Label the columns
plot, setting and main character. Fill in the sections with notes about the three labels. Include
page numbers next to important notes. The page numbers will help you if you need to go back
and re-read some sections of the book.
The Prewriting Process Once you have found several possible choices for your book
review, preview each one to make your final decision. You may preview the books by following
these steps:
Step 1. Look at the cover. Is there something that makes you interested in the book?
Step 2. Read the book jacket summary. What does the summary tell you?
Step 3. Skim some pages. D6 you like the way the characters are shown? Do you see any
interesting action taking place?
Step 4. Consider what you have found. Does the book look interesting? Do you want to
know more about the characters?
Take brief notes as you read the material you will respond to. You might note your
favorite parts, parts that puzzle you, and parts that you disagree with. Afterwards, ask yourself
questions to help you analyze and evaluate the material:
Whose point of view does the work present? Which parts reveal the point of view?
What might the work’s purpose be? Which parts reveal the purpose? What is the
author’s thesis?
What are the most and least effective aspects of the work?
What might readers and reviewers learn from the work?
You get the idea. If you want to read the book you have chosen, you need to say more
about it than simply. “It’s good.” You need to give him a summary of the book. A summary of a
piece of writing includes only the key ideas of the piece. When you summarize a novel, you will
briefly retell the important events. The notes that you took while you read your novel will help
you write your summary.
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There is more to the story. If the story were plot alone, it would not be much fun to read.
Readers will be more interested in plot events if they know something about the people and the
places involved. When you write a summary, include a description of the characters and the setting.
ACTIVITY
I. “Review a Book Review”
Below is an example of a book review. Read and evaluate.
When single mother Vera lost her job in Garnet Creek, the family had to move to a new town.
Patricia Willis, author of Out of the Storm, wrote this obey form the viewpoint of Mandy, Vera's twelve-
year-old daughter.
Mom and nine-year-old Ira adjusted to the new setting quickly, but Mandy resented everything
about their new location. She held on to a dream that she and her deceased father had, and that dream
prevented her from accepting her new life. She resented living with grumpy Aunt Bess and detested
having to tend the sheep.
Many lived with her unhappiness and pitied herself until several incidents happened that made
her realize that she was not the only kid who did not have a perfect life. She also found out that others
had their dreams and perhaps by forgetting herself and helping someone else, she might find real
happiness.
I think if a reader is looking for a book that tells of a family's struggle to live, Out of the Storm by
Patricia Willis would be a good choice. I really liked this book because it showed characters learning to
tough out bad situations. I also like the book's motto, "Sometimes it takes something Bad to make you see
the Good."
Comprehension Questions:
1. How did the writer introduce the material?
2. How did the body develop?
3. Are the opinions supported well?
4. How did the writer present the summary/conclusion?
For sure you have a bunch of favorite authors and favorite books that you may want to
share with others. In this activity, you are going to create a reading suggestion bulletin with the BEST
FIVE BOOKS which you have read and enjoyed. Attached a review of the books. Don’t forget to
attached a picture of the book cover!
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TOPIC 4: CONCEPT PAPER
Dadufalza (1996) describes concept paper as a text that defines idea or concept and
explains its essence in order to clarify the “whatness” of the idea. Normally, a concept paper
starts with definition which can categorized to be either formal or informal. In formal definition,
the pattern “term+genus+differentia/e” is being followed. Term is the concept or idea being
elucidated or clarified while genus is the classification of the term. However, differentia or
differentiae are the features that make the term different or distinct from among its
classification.
In writing a concept paper a single sentence formal definition would not be enough to
clarify and elucidate an idea or concept. This means amplified or extended definition is
necessary.
In order to amplify definition and thoroughly discuss a concept, there are various ways
that may be adopted. They are as follows:
1. Examples 6. Location
2. Word derivation 7. Basic principle
3. Comparison and contrast 8. Analysis
4. Cause and effect 9. Negative statement
5. Physical description 10. Further definition
ACTIVITY
Define the following concepts using single-sentence formal definition:
1. Dialectical
2. Dichotomy
3. Pragmatism
4. Apothecary
5. Karma
6. Dharma
7. Boon
8. Alchemist
9. Valkyries
10. Oppressed
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TOPIC 5: POSITION PAPER
There may have been instances when we were required to explain a variety of positions
on an issue, possibly including those in favor of it, those against it, and those with various views
in between. The patterns used for expository papers (narration, description, exemplication,
etc.,) can be expanded for a position paper. The objective of a position paper is to take a stand
on the issue, organize the materials and notes, and write a paper that is convincing to your
reading to your reading audience.
Organization, or deciding on a framework of ideas for your paper is the first step. Then
you will need to think about (1) how the material can be divided into parts, (2) how these parts
can be placed in an order, and (3) what the logical relationships are among the ideas and parts.
To help accomplish this, let’s look first at the advice classical writers give on these matters.
Set this pattern up by writing the claim, following it with the word because, and listing
some reasons. Or list some reasons, follow them with the word therefore, and write the claim.
For example, you may present the claim that a national health care program is essential to a
society, which is followed by reasons: the unemployed have no insurance, many employed
people have no insurance, the elderly cannot afford medicine, many children do not receive
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adequate health care. The reasons may be distinct and different from one another and set up
separate topics in your paper. Support all reasons with facts, examples, and opinions. You can
utilize transitional phrases such as one reason, a related reason, and a final reason to emphasize
your reasons and make them stand out in your paper.
Cause and Effect (or Effect and Cause). The cause and effect pattern may be used to identity
one or more causes followed by one or more effects or results. Or you may reverse this
sequence and describe effects first and then the cause or causes. For example, the causes of
water pollution might be followed by its effects on both humans and animals. You can use
obvious transitions to clarify cause and effect, such as "What are the results? Here are some of
them," or simply the words cause, effect, and result.
Chronology or Narrative.
Material arranged chronologically is explained as it occurs in time. This pattern may be
used to establish what happened for an argument of fact. For example, you may want to give a
history of childhood traumas to account for an individual's current criminal behavior. Or you
may want to tell a story to develop one or more points in your argument. Use transitional words
such as then, next, and finally to make the parts of the chronology clear.
Deduction.
Recall that deductive reasoning involves reasoning from a generalization, applying n to
cases or examples, and drawing a conclusion. For instance, you may generalize that the open
land in South Africa is becoming overgrazed; follow chit assertion with examples of erosion,
threatened wildlife, and other environmental harms; and conclude that the government mug
restrict grazing to designated areas. The conclusion is the claim. You can use such transitional
phrases as for instance, for example, and to clarify to set your examples off faint out the rest of
the argument Ilk and therefore, thus, consequently, or in conclusion to lead into your claim.
Induction.
The inductive pattern involves citing one or more examples and then marking the
“inductive leap” to the conclusion. For instance, a number of examples of illegal settlers who
consume unwarranted social services lead some people to conclude that they should be sent
back to their own hometowns. Other people, however, may claim that they should be relocated
to low-payment housing areas. No matter which claim or conclusion is chosen, it can be stated
at the beginning or at the end of the paper. The only requirement is that it be based on the
examples. The transitional words used for the deductive pattern are also useful for the
inductive: for instance, for example, or some examples to emphasize the example: therefore,
thus, or consequently to lead into the claim.
Below is a reaction paper that addresses the social implications of Barbie Dolls. Read
closely the selection and answer the questions that follow to understand how a reaction paper
is written.
The Controversy Behind Barbie PrisnaVirasin (2010)
The Barbie Doll was created in 1959 by Ruth Handler, the cofounder of Mattel. Handler
created the doll after seeing her daughter, whose nickname was Barbie, and her daughter's
friends play with their paper dolls. According to Gaby Wood and Frances Stonor Saunders,
handler realized that little girls wanted a doll "they could aspire to be like, not aspire to look
after!' This was a revolutionary idea because before the creation of Barbie, the toy store doll
selection mainly consisted of baby dolls, which encouraged young girls to pretend to be
mothers. For Handler, according to Wood and Saunders, Barbie has always represented the fact
that a woman has choices.
The Barbie doll has been a commercial success since the toy was first introduced on
March 9, 1959. The lead story of March 9, 2009 on the history. C0111 Web site is entitled
"Barbie Makes Her Debut and it provides some of the highlights of Barbie's 50-year history. By
1993, the doll and related merchandise was earning more than a billion dollars annually. By the
time Barbie turned 50 years old, this article reports, 'more than 800 million dolls in the Barbie
family have been sold around the world and Barbie is now a bona fide global icon.
The fact that Handler created Barbie as a challenge to the ideology that the proper role
of women was that of a mother has become ironic in the light of the subsequent feminist
protest against the Barbie dot The Barbie protesters have stated that Barbie is responsible for
the development of poor body image in girls. They believe that the Barbie's proportions create
impossible images of beauty that girls will strive toward. It has been "estimated that if she were
a real woman, her measurements would be 36-18-38," and this has "led many to claim that the
Barbie provided girls with an unrealistic and harmful example and fostered negative image
In addition to protests of the Barbie's physical appearance, there is also the issue of the
doll's intellectual image. Barbie detractors have criticized the Barbie lifestyle, which seems to
center around clothes, cars, dream homes, and other material possessions. Protests followed
the release of the talking Barbie that localized such expressions as "Math is hard" and 'Let's go
shopping' Parents feared that the first sentence would stereotype that girls were less skilled at
math than boys. The second sentence seemed to reinforce the importance of clothes, physical
appearance, and material goods,
Supporters of the Barbie doll state that the toy is a fun part of growing up. The refer to
the simple fun of playing with Barbie dolls. They believe that Barbie as a figure is a tool in
building girls' imaginations. They also maintain that Barbie as a figure is a positive role model
because she is able to do almost anything. Barbie was an astronaut before the first woman went
into space. Barbie has been a veterinarian, a doctor, a businesswoman, and to top it all off, a
presidential candidate. In February 2010 Mattel, the creator of Barbie dolls, came out with a
new Barbie: Computer Engineer Barbie. This doll "wears a neon-colored T-shirt with a binary
code pattern and carries a smartphone and a Bluetooth headset Her hot pink glasses will come
in handy during late nights coding in her hot pink laptop (Miller):' Miller adds that Mattel asked
people to vote for this most recent Barbie's career, and the idea of a Computer Engineer doll
won the vote. Few women choose computer engineering as a career, and it is hoped that this
new Barbie doll may have a positive influence on attracting young women to this field. Since
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members of the Society of Women Engineers and the National Academy of Engineering were
consulted in the creation of this doll, this doll's creators predict a more positive image for this
Barbie doll than for the Barbie dolls of the early 1990s who complained that math was too hard.
Between the anti-Barbie camp and the pro-Barbie camp, there are the Barbie
moderates. The Barbie moderates do not completely agree with how Mattel chooses to portray
the "ideal American woman: nor do they view the dolls as all evil. The y see the positive aspects
of the Barbie (the many professions, the ability to foster imaginative play, and the message that
girls can choose to be whomever they want) and the negative aspects of the Barbie as a figure (a
materialistic nature, a focus on the outward appearance, and the vapid blond stereotype). The
moderates state that by banning Barbie dolls, we will not be solving the problem of poor body
image. They believe that Barbie is the scapegoat the figure (or doll) to blame for all the negative
feelings that children develop about themselves. Although the moderates do not agree with the
image of women that Barbie seems to sustain, they also do not believe that this doll (or figure) is
the source of the problem.
As twenty-something female who grew up in America. I am very interested in the Barbie
debate. I played with Barbie dolls almost obsessively from first to third grade. I designed clothes
for them out of handkerchiefs and tissues and dreamed about becoming a fashion designer. I
remember envying the girls who had Barbie Ferraris and dream houses. Hooked on in horror as
my little sister cut Barbie's hair short and colored it hot pink with a marker. In college when I
was Introduced to feminism, I tried to deny any past connection to Barbie. I was ashamed to
have ever associated with this figure. I felt sorry for the girls who looked like walking Barbie
dolls, always worried about looking perfect. I realize now that I cannot blame thoughts of being
fat, short, or out of style on a doll or girls that look like dolls. I agree with the Barbie moderates.
As simple as the Barbie looks, it seems that the Barbie issue is more complicated that 'Barbie
good" or "Barbie bad:' The debate encompasses many interesting and controversial issues
concerning how we view beauty and how we view ourselves. In my eyes, Barbie is a scapegoat.
We, as an entire culture, need to look at our ideas about beauty and what we are teaching
children about themselves.
COMPREHENSION QUESTIONS:
1. What is the issue?
2. Describe the parts of the classical organization of arguments that were in place when
Prishna started to write. Who are the groups of people interested in this issue? What are
their positions? What are some of the constraints of these groups?
3. What are the perspectives on the issue that the author identifies? Make a list.
4. What transitions dots the author use? Underline them.
5. What is the author's perspective? Why does she hold it?
ASSESSMENT
Prepare a portfolio on the different kinds of academic paper:
1. Business Letter
2. Concept Paper
3. Position Paper
REFERENCES
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BOOKS:
Diaz, Rafaela H. (2005) Speech and Oral Communication. National Book Store.
Padilla, Mely M. et al. (2003) Speech for Effective Communication. Trinitas Publishing,
Inc,.
Santos, M., Uychoco M. (2018) Communication for Society Purposive Communication.
REX Bookstore.
Tejada, Kristoffer Conrad M. et.al., (2018) Purposive Communication. Panday-Lahi.
INTERNET SOURCES
Andy Schmitz (2012) Creating an Informative Speech. Retrieved May 24, 2020 from
https://2012books.lardbucket.org/books/a-primer-on-communication-
studies/s11-01-informative-
speeches.html#:~:text=Informing%20through%20Demonstration,also%20physic
ally%20demonstrating%20the%20steps.
Andy Schmitz (2014) Methods of Informing. Retrieved May 3, 2020 from
http://www.technicalreportwriting.org/methods-informing-3796
Prachi Juneja (2020) Seven C’s of Effective Communication Retrieved April 8, 2020 from
https://www.managementstudyguide.com/seven-cs-of-effective-
communication.htm
WikiJob (2020) Communication Skills. Retrieved April 15, 2020 from
https://www.wikijob.co.uk/content/interview-
advice/competencies/communication
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