This course is intended to share knowledge about communication and

its actual purpose and use in social context. It imparts information that surely
help you to have internalization for the essence and objectives of the course
that target the enhancement of your communication skills.
The confidence within you will be boosted by the tips, guidelines and
practices every time you set yourselves in a communication engagement.
Let your intrapersonal and interpersonal skills be used properly for your
competence and development.

You will also be given a chance to assess your own progress as you
get acquainted with the lessons that you need to encounter and learn. It
advances you to the situations that may happen in the future especially when
you are already in the field of your work.
Lesson 1: Communication Processes, Principles, and Ethics

Aristotle’s Communication Model

Laswell’s Communication Model
Shannon-weaver’s Communication Model
Berlo’s Communication Model
General Principles of Effective Communication
Principles of Effective Oral Communication
Principles of Effective Written Communication: The 7cs

When you are asked if how the process of communication takes

place, how will you explain it? What will be your bases? Probably, you are
thinking right now about what you will say. The given questions lead to
some bedrocks which are the communication models.

Communication models are essential to show you how things work

behind your conversations with other people. You will encounter the four
models as you continue.
Also, you will be exposed to principles and ethics of effective oral
and written communication. Since you will be future educators, it is
important for you to be good communicators as well.
Don’t lock yourself so hard. Discover your potentials through
effective and productive communication. Get yourself enhanced and
not stagnant.
 Can create own code of ethics;
Can write a piece of encouragement and gratitude.

At the end of this unit, participants/Learners should be able to:

a. know the various communication models and how they help in

understanding the communication process;
b. point out the ethical issues involved in communication;
c. determine the principles for effective oral and written
communication;
d. differentiate oral and written communication through a Venn
diagram;
e. know the importance of a code of ethics in communication;
f. create my code of ethics; and
g. write a piece of encouragement and gratitude.

The root of the word “communication” in Latin is communicare, which means

to share, or to make common (Weekley, 1967). Communication is defined as
the process of understanding and sharing meaning (Pearson & Nelson, 2000).
Understanding: “To understand is to perceive, to interpret, and to relate our
perception and interpretation to what we already know.” (McLean, 2003)
Sharing means doing something together with one or more people.

Meaning is what we share through communication.

 COMMUNICATION MODELS

There are many conceptual models for human communication but you will
be exposed to only four: (1) Aristotle’s model; (2) Laswell’s model; (3) Shannon-
Weaver’s model; and (4) David Berlo’s model of communication.

ARISTOTLE’S COMMUNICATION MODEL

Aristotle emphasized that there are three variables in the communication
process: speaker, speech, and audience.

Note: The speaker variable is very important. Without the speaker, there will
be no speech to be produced. Depending on the profile of the audience,
the speaker adjusts his/her speech. Some considerations for the audience
demographics are age, sex, background, culture, race, religion, gender,
social and economic status, beliefs, views, attitudes, and political orientation
or inclination among others.

LASWELL’S COMMUNICATION MODEL

Laswell described communication as being focused on the following W’s:
Who says, What in, Which channel, to Whom, and with What effect.

The whole process of communication begins with the

communicator (who) sending out a message (what) using a medium
(in which channel) for a receiver (to whom) experiencing an effect
(with what effect) afterward. The process may be analyzed through
the content sent, the medium used, as well as the effect on the
recipient of the message.

SHANNON-WEAVER’S COMMUNICATION MODEL

In this model, other components such as noise, reception,
destination, and feedback have been identified. Other terms such
as information source for the sender, transmitter for the encoder,
decoder (reception), and receiver (destination) were introduced.
BERLO’S COMMUNICATION MODEL
It was called SMCR which stands for the sender of the message, sent
through a channel or medium to a receiver.

The major variables involved in the communication process are (1) source,
(2) message, (3) channel, and (4) receiver.
The source being the originator of the message acts as the encoder. The
encoder should practice communication skills such as listening, speaking,
reading, and writing. His/her attitude towards the audience as well
as his/her knowledge about the topic on hand likewise counts along
with the social system that he/she is in which includes values, beliefs
and practices, and culture.
The second variable which is the message includes (1)
content; (2) elements such as the language used and gestures
employed; (3) treatment or how the message is transmitted; and (4)
structure which refers to the arrangement of parts or flow of the
message. The code shows how the message is sent: that is, the
language (verbal code) used and the accompanying gestures
(non-verbal code) employed.
The third variable which is channel refers to the different
senses: seeing, hearing, smelling, tasting, and touching.
 Finally, the fourth variable is receiver, the one who decodes the message.
Both the source and the receiver should have good communication skills.

GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION

Know your purpose in communicating. While you may have more than one
purpose, there is still a more dominant objective or reason why you
communicate
Know your audience. In both speaking and writing, you should know your
audience as it will dictate the speaking or writing style you are going to
employ.
Know your topic. You communicate essentially because you want to share
something. In speaking situations, speakers are invited because they have
something to share. This also applies to writing. You write because you wish
that other people learn something from you.
Adjust your speech writing to the context of the situation. The environment
in which your speech or writing is to be delivered determines the kind of
language you will use.
Work on the feedback given to you. Once you receive comments from the
listeners/readers, work on them.

PRINCIPLES OF EFFECTIVE ORAL COMMUNICATION

Be clear with your purpose.
Be complete with the message you deliver. Make sure that your claims are
supported by facts and essential information.
Be concise.
Be natural with your delivery.
Be specific and timely with your feedback. Inputs are most helpful when
provided.

PRINCIPLES OF EFFECTIVE WRITTEN COMMUNICATION: THE 7C’S

Be clear – be clear about your message.
Be concise – always stick to the point and do not beat or run around
the bush.
Be concrete – support your claims with enough facts.
Be correct – you must observe grammatical correctness in your
writing.
Be coherent – your writing becomes coherent only when you
convey a logical message.
Be complete – include all necessary and relevant information so
that the audience will not be left wanting any information.
Be courteous – the tone of your writing should be friendly. Avoid
insinuation to eliminate confusion and misinterpretation.
 ETHICS OF COMMUNICATION
Communication ethics emphasizes that morals influence the behavior of an
individual, group, or organization thereby affecting their communication. Be
guided by the following to achieve ethical communication.
Establish an effective value system that will pave the way for the
development of your integrity as a person. One’s behavior and decision-
making style effect, in turn, the operations of an organization.
Provide complete and accurate information. Whether it is needed or not,
the data you provide should always be contextualized and correct.
Disclose vital information adequately and appropriately. Never conceal or
hide information that is necessary for purposes of transparency.
Name: ______________________________________________ Score: _______________
Course & Block: _____________________________________ Date: ________________
Activity #1 My Code of Ethics

Directions: The code of ethics in the workplace/organization should be carefully

thought out since it will guide the employees in assessing what is right and wrong.
If you were to put up your own business/organization, what values would you
incorporate as code of ethics? Refer to the rubric that follows for the point system.
(15 points)
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 MY CODE OF ETHICS 5 POINTS SCORING RUBRIC

Level Description
Outstanding Well written and very organized.
Excellent grammar mechanics.
Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Value: 5

Level Description
Good Writes fairly clear.
Good grammar mechanics.
Good presentation and organization.
Sufficient effort and detail.
Value: 4

Level Description
Fair Minimal effort.
Minimal grammar mechanics.
Fair presentation.
Few supporting details.
Value: 3

Level Description
Poor Somewhat unclear.
Shows little effort.
Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
Value: 2

Level Description
Very Poor Lacking effort.
Very poor grammar mechanics.
Very unclear.
Does not address topic.
Limited attempt.
Value: 1
Name: ______________________________________________ Score: _______________
Course & Block: _____________________________________ Date: ________________

Activity #2 Venn Diagram

Directions: Differentiate Oral and Written Communication. Refer to the rubric that
follow for the pointing system. (Point system: 2 items x 5 points each = 10 points.)

ORAL
DIFFERENCES
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SIMILLARITIES
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WRITTEN
DIFFERENCES
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 VENN DIAGRAM 5 POINTS SCORING RUBRIC

Level Description
Outstanding Well written and very organized.
Excellent grammar mechanics.
Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Value: 5

Level Description
Good Writes fairly clear.
Good grammar mechanics.
Good presentation and organization.
Sufficient effort and detail.
Value: 4

Level Description
Fair Minimal effort.
Minimal grammar mechanics.
Fair presentation.
Few supporting details.
Value: 3

Level Description
Poor Somewhat unclear.
Shows little effort.
Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
Value: 2

Level Description
Very Poor Lacking effort.
Very poor grammar mechanics.
Very unclear.
Does not address topic.
Limited attempt.
Value: 1
 Apply This!

Name: ______________________________________________ Score: _______________

Course & Block: _____________________________________ Date: ________________

Activity #3 Essay about Encouragement and Gratitude

Directions: Imagine you are a successful police officer. You’ve been invited to be
a guest speaker in a certain program in your alma mater. Write a piece of
encouragement and gratitude for it. Refer to the rubric that follow for the pointing
system.

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 Essay Scoring Rubric

CRITERIA/SCALE 5 4 3 2
Exceeds Expectations Meets Expectations Needs Improvement Inadequate
Structure • Paper is logically organized • Paper has a clear • There is some level of • There is no apparent
• Organization • Easily followed organizational structure organization through organization in the paper
• Flow of thought • Effective, smooth, and logical with some digressions, digressions, irrelevances are • Difficult to follow
• Transitions transitions ambiguities or irrelevances too many • No or poor transitions
• Format • Professional format • Easily followed • Difficult to follow • No format
• Basic transitions • Ineffective transitions
• Structured format • Rambling format
Grammar/Mechanics • Manipulates complex sentences • Uses complex sentences • Uses compound sentences • Uses simple sentences
• Sentence structure for effect/impact • Few punctuation or • Too many punctuations and/
• Punctuation/ • No punctuation or mechanical mechanical errors or mechanical errors
mechanics errors
Language • Vocabulary is sophisticated and • Vocabulary is varied, • Vocabulary is used properly • Vocabulary is sophisticated,
• Vocabulary; use of correct as are sentences which specific and appropriate though sentences may be not used properly in very
vocabulary vary in structure and length • Frequently uses subject- simple simple sentences
• tone • Uses and manipulates subject- specific vocabulary • Infrequently uses subject- • Uses subject-specific
specific vocabulary for effect correctly specific vocabulary correctly vocabulary too sparingly
• Writer’s tone is clear, consistent • Writer’s tone emerges and • Writer’s tone exhibits some
and appropriate for the intended is generally appropriate to level of audience sensitivity
audience the audience
Content/information • The central idea is well developed • Central idea and clarity of • The central idea is expressed • Central idea and clarity of
and clarity of purpose is exhibited purpose are generally though it may be vague or purpose are absent or
• Clarity of purpose throughout the paper evident throughout the too broad; some sense of incompletely expressed and
• Critical and original thought • The abundance of evidence of essay purpose is maintained maintained
• Use of examples critical, careful thought and • Evidence of critical, careful throughout the essay. • Little or no evidence of critical,
analysis and/or insight thought and analysis • Some evidence of critical, careful thought or analysis
• Evidence and examples are vivid and/or insight careful thought and analysis and/or insight
and specific, while the focus • There are good, relevant and/or insight • There are too few, no
remains tight supporting examples and • There are some examples examples and evidence or
evidence and evidence, though they are mostly irrelevant
general
TOTAL SCORE: ______________
Name: _______________________________________ Score: _______________
Course & Block: ______________________________ Date: ________________

ESSAY EXAM

Directions: Answer the following questions. (25 points.)

1. Choose one communication model. How does this model help you understand
the various components of communication? (3 points)
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2. What are the different ways to communicate? (Give at least 5)

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3. How well do you communicate with your parents and teachers? What can you
do to improve your communication? (Give 2 reasons)
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4. Why do you think it is important to communicate with those around
you? (3 points)
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5. In what ways do you and your friends communicate? (2 points)
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6. How can you improve your communication skills? (2 points)

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7. How do you think communication has changed in the last year? (2
points)
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8. Where do you see communication going in the future? (2 points)
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9. What did you learn in this module that you had not thought of before about
communication? (2 points)
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 Matching Type
Directions: Match the following Communication Components with the
corresponding situations.

A. Something that interferes with the

1. CHANNEL
information
2. MESSAGE
B. Information sent
3. NOISE
4. RECIEVER C. Someone who sends information

5. SOURCE
D. Method by which information is sent

E. An individual who decodes the

information
Directions: Write 3 most important things that you have learned from this
module. Limit your ideas to 150 words only.

From the topic Communication Processes, Principles, and

Ethics, I realize that……___________________________________________
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 Reflection Scoring Rubric

CRITERIA/SCALE 5 4 3 2
Exceeds Expectations Meets Expectations Needs Improvement Inadequate
Structure • Paper is logically organized • Paper has a clear • There is some level of • There is no apparent
• Organization • Easily followed organizational structure organization through organization in the paper
• Flow of thought • Effective, smooth, and logical with some digressions, digressions, irrelevances are • Difficult to follow
• Transitions transitions ambiguities or irrelevances too many • No or poor transitions
• Format • Professional format • Easily followed • Difficult to follow • No format
• Basic transitions • Ineffective transitions
• Structured format • Rambling format
Grammar/Mechanics • Manipulates complex sentences • Uses complex sentences • Uses compound sentences • Uses simple sentences
• Sentence structure for effect/impact • Few punctuation or • Too many punctuations and/
• Punctuation/ • No punctuation or mechanical mechanical errors or mechanical errors
mechanics errors
Language • Vocabulary is sophisticated and • Vocabulary is varied, • Vocabulary is used properly • Vocabulary is sophisticated,
• Vocabulary; use of correct as are sentences which specific and appropriate though sentences may be not used properly in very
vocabulary vary in structure and length • Frequently uses subject- simple simple sentences
• tone • Uses and manipulates subject- specific vocabulary • Infrequently uses subject- • Uses subject-specific
specific vocabulary for effect correctly specific vocabulary correctly vocabulary too sparingly
• Writer’s tone is clear, consistent • Writer’s tone emerges and • Writer’s tone exhibits some
and appropriate for the intended is generally appropriate to level of audience sensitivity
audience the audience
Content/information • The central idea is well developed • Central idea and clarity of • The central idea is expressed • Central idea and clarity of
and clarity of purpose is exhibited purpose are generally though it may be vague or purpose are absent or
• Clarity of purpose throughout the paper evident throughout the too broad; some sense of incompletely expressed and
• Critical and original thought • The abundance of evidence of essay purpose is maintained maintained
• Use of examples critical, careful thought and • Evidence of critical, careful throughout the essay. • Little or no evidence of critical,
analysis and/or insight thought and analysis • Some evidence of critical, careful thought or analysis
• Evidence and examples are vivid and/or insight careful thought and analysis and/or insight
and specific, while the focus • There are good, relevant and/or insight • There are too few, no
remains tight supporting examples and • There are some examples examples and evidence or
evidence and evidence, though they are mostly irrelevant
general
TOTAL SCORE: ______________
✓ Madrunio, M., et. al. 2018. Purposive Communication Using
English in Multilingual Contexts. C & E Publishing
Incorporated.
✓ Mercado, Maria Cristina P., et. al. (2018). Purposive
Communication: Connecting to the World. Mutya
Publishing House, Incorporated.
✓ Skills You Need. 2020. “Verbal Communication Skills.”
Accessed September 08, 2020.
https://www.skillsyouneed.com/ips/verbal-
communication.html.
✓ Cherry, K. 2020. “Types of Nonverbal Communication.”
Accessed September 08, 2020.wellmind.com/types-of-
nonverbal-communication-2795397.
✓ Morgan, Marcyliena H. (2014). "What Are Speech
Communities?" Cambridge University Press.
✓ Robins, Robert Henry. General Linguistics. Accessed 12,
2020.https://www.britannica.com
✓ English Finders. 2018. “Definition of Language by Different
Scholars and Linguistics.” Accessed August 12, 2020.
https://englishfinders.com/definition-of-language-by-
scholar/amp/.
✓ Szczegielriak, A. 2017. “Introduction to Linguistic Theory.”
Accessed August 15, 2020.
Scholar.harvard.edu/files/adam/files/language_acquisiti
on.ppt.pdf.
✓ Zascerinska, J. 2010. “Language Acquisition and
Language Learning: Developing the System of
External and Internal Perspectives.” Accessed August
15, 2020. files.eric.ed.gov/fulltext/ED531732.pdf.
✓ Thomason, S.G. 2015. “Language Contact.”
Accessed August 15, 2020.
wwwpersonal.umich.edu/~thomason/temp/lgcont1
.pdf.

Prepared by: MARY ROSE G. TALADTAD, LPT

Lecturer II
Institute of Criminal Justice Education
Romblon State University

For questions/clarifications, kindly reach the subject

teacher through the following:

Cellphone Number: 09984566108

Gmail Account: marytaladtad03@gmail.com
Facebook Account: @maryrose.taladtad.9