Purposive Communnication

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Purposive Communication
Copyright ©2019 ISBN 978-621-409-141-6

Jesus Perry L. Caudilla
Jackielou E. Cansancio
All Rights Reserved. No part of this

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or information storage and retrieval systems—
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Preface
21st century learners. As contained in the Commission on Higher Education (CHED)

Memorandum Order No. 20, s2013 and as part of the New General Education Curriculum,
Purposive Communication is a course about writing, speaking, and presenting to different
audiences and for various purposes.
In the above-mentioned memorandum, Purposive Communication is further described
as “a three-unit course that develops students’ communicative competence and enhances
their cultural and intercultural awareness through multimodal tasks that provide them
opportunities for communicating effectively and appropriately to a multicultural audience

importance of conveying messages responsibly. The knowledge, skills, and insights that
students gain from this course may be used in their other academic endeavors, their chosen
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and their future careers as they compose and produce relevant oral, written,
audio-visual and/or web-based output for various purposes” (CMO No. 20, s2013).
Divided into three major areas, the intended learning outcomes of Purposive
Communication include the following:
Knowledge
1. Describe the nature, elements, and functions of verbal and nonverbal communication
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Skills
1. Convey ideas through oral, audio-visual, and/or web-based presentations for different
4. Write and present academic papers using appropriate tone, style, conventions, and
reference styles.
Values
4. Appreciate the impact of communication on society and the world.
contains materials that the authors have designed to further enhance not only the knowledge
and understanding of the learners but also their higher order thinking skills that include
analysis, application, evaluation and creation.
Unit 1 – Communication Processes, Principles and Ethics
Unit 2 – Varieties and Registers of Spoken and Written Languages
Different Cultures
Unit 3 – Communication Aids and Strategies Using Tools of Technology
Communication for Various Purposes
Unit 4 – Communication for Work Purposes
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Each of the lessons under these units contains seven components from vocabulary
enhancement to deepening of learning through the HOTS – application, analysis, evaluation
and creation.
With the current emphasis on Outcome-Based Education (OBE) in the curriculum of
Multimodal Public Awareness Campaign (MPAC) project through print, i.e. brochure and
way of assessing students’ knowledge and skills vis-à-vis the course intended learning
outcomes, learning-teaching strategies and assessment strategies in an OBE curriculum.
in order to effectively use the knowledge they gain.

The Authors
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Icons
Throughout each lesson, you will find the following icons or graphic symbols that alert
you to a change in activity within the lesson.
Boost Your Word Power!
Speak up, Please…
partner activities or group spontaneous collaborations on topics related to the main lesson.
Keep Calm and Read on!
This part of the lesson consists of reading passages from various media sources which
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as spring-board to the
to discuss Soria, Cyan Lxaryn, Tuguin | College - 2
main lesson.
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Tell Me about It!
This component of the lesson allows you to react to the reading passages and then discuss
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Bring Home These Key Concepts!
This is the interactive lecture part where your instructor discusses the salient points or
“key take-away” of the lesson. Here, you can freely share your thoughts and feelings about
the topic.
Let’s Stay Connected!
to deepen your learning through application, analysis, evaluation and creation.
Test Your Knack!
understanding of the main topic.

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TaBLe Of cONTeNTS
Preface, iii
Icons, v
UNIT 1
Communication Processes, Principles and Ethics, 1
Communication and Globalization, 1
Lesson 1 Communication Processes, 1
Boost Your Word Power, 2
Speak up, please, 3
Keep Calm and Read on, 5
The Flight from Conversation, 5
Tell Me about It, 9
Bring Home These Key Concepts, 11
What is Communication?, 11
Forms of Communication, 11
Models of Communication, 13
Verbal and Nonverbal Communication, 15
Causes of Misunderstandings in Communication, 16
Let’s Stay Connected, 19
Test Your Knack, 21
Lesson 2 Communication Principles and Ethics in Communication, 23

Speak up, please, 25
The Value of Communication, 27
Tell Me about It, 29
This
Bring file
Home isThese
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Key Concepts, 31 Cyan Lxaryn, Tuguin | College - 2
Key Principles
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Let’s Stay
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Test Your Knack, 36
Lesson 3 Communication and Globalization, 37

Local and Global Communication in Multicultural Settings, 37
Pop Culture in the Arab World, 39
A Definition of Global Communication, 43
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Intercultural Communication, 51
Intercultural Communication Tips, 57
Nonverbal Forms in Intercultural Communication, 58
Test Your Knack, 65
UNIT 2
Varieties and Registers of Spoken and Written Languages, 67
Evaluating Messages and Images of Different Types of Texts Reflecting Different
Cultures, 67
Lesson 1 Varieties and Registers of Spoken and Written Languages, 68

American and British English, 70
Varieties of the English Language, 73
Language Registers, 83
The Importance of Knowing When and How to Move between Registers, 85
Bias-Free Language, 86
Test Your Knack, 93
Lesson 2 Evaluating Messages and Images of Different Types of Texts, 97

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Test Your Knack, 117
UNIT 3
Communication Aids and Strategies Using Tools of Technology, 119
Communication for Various Purposes, 119
Lesson 1 Multimedia and Web-based Presentations, 119

The 4 Basic Principles of Presentation Design, 123
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Tools of Technology and Communication Strategies, 132

Lesson 2 Communication for Various Purposes, 147

Informative Speaking, 153
Persuasive Speaking, 154
UNIT 4
Communication for Work Purposes, 163
Communication for Academic Purposes, 163
Lesson 1 Communication for Work Purposes, 163

What Makes Workplace Communication Effective?, 168
Workplace Communication Documents, 173
This Writing
file is Business Letters, 184
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Writing Business Emails, 186
Writing Memorandums, 189
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Writing Minutes in Business Meetings, 190
Writing Business Reports, 192
Writing Business Plans, 194
Lesson 2 Communication for Academic Purposes, 203

Oral Presentation Tips, 207
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Communication for Academic Purposes, 211
Listening for Academic Purposes, 211
Speaking for Academic Purposes, 212
Reading for Academic Purposes, 215
Writing for Academic Purposes, 216
Final Group Project: Multimodal Public Awareness Campaign, 224
References, 241

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Unit 1
Communication Processes, Principles and Ethics
Communication and Globalization
Unit Learning Outcomes:

At the end of the unit, you are expected to:
a. describe the nature, elements and functions of verbal and nonverbal communication in
various multicultural contexts,
b. explain how cultural and global issues affect communication, and
c. This
appreciate
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society and the world.
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Lesson 1 Communication Processes
Lesson Learning Outcomes:

At the end of the learning engagement, you should be able to:
1. identify and explain the forms and models of communication along with the causes of
communication failure,
2. compare and contrast verbal and nonverbal communication,
3. participate in activities to enhance communicative competence, and
4. appreciate the value of understanding the process of communication.
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Do It Yourself: The following exercise contains words with missing letters. Guess the
word that corresponds to the given meaning by providing the missing letters.
1. I R T E – capable of influencing each other.
2. N V A – not using spoken or written language to communicate
3. D C R – an extended communication dealing with some particular

topic
4. A I L T N – expressing in coherent verbal form
5. D S M A O – the act of spreading something, especially

information
Fast talk: In what way are these words related to communication?

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Speak up, Please…
Learning Partner: Choose a partner and discuss with him/her the following questions.
Then fill the Question and Answer table below. Use complete sentences. Present your output
in class.
Name: Section: Score:
Name of Partner: Date:
Questions Answers
1. What do you understand about
communication?
2. Is communication static or does it

involve a process? Why?
3. What happens during communication?
4. Can you communicate with yourself?

How?
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5. How many people does it take to really
communicate? Why?
6. In what ways can you communicate

with others?
7. Is it easier to communicate verbally or

nonverbally? Why?
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4
Read the article written by a psychologist and professor at M.I.T. Then, answer the
activity that follows. (Source: https://www.nytimes.com/2012 /04/22/opinion/sunday/the-
flight-from-conversation.html)
The Flight from Conversation

By Sherry Turkle
(Printed with author’s permission.)
WE live in a technological universe in which we are always communicating. And yet we

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

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Tell Me about It!
Understanding the Text: Answer the following questions about the selection you have
just read.
Name:
Section: Date: Score:
1. What did Turkle mean when she said “…we are always communicating. And yet we have
sacrificed conversation for mere connection”? Give two examples that she provided to
prove her point?

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2. Do you agree with Turkle that we are “alone together”? Give reasons to support your
conviction.
3. Do you think modern technology creates more disadvantages in the way we

communicate? Why or why not?

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Interactive Lecture: Listen to your teacher as he/she discusses the salient points of the
lesson. Feel free to share your thoughts and feelings about the topic.
“Real communication occurs ... when we listen with understanding - to see the expressed
idea and attitude from the other person’s point of view, to sense how it feels to him, to achieve
his frame of reference in regard to the things he is talking about.” –Carl Rogers (1952)
What is Communication?
By Jesus Perry L. Caudilla
Communication can be defined as a process by which information, meanings and
feelings are shared by persons through a common system of verbal and nonverbal symbols,
signs or behavior.
As a process, communication is characterized as:
1. dynamic – it is constantly changing because it relies on human perception that can
change overtime; therefore, it is irreversible and unrepeatable;
2. continuous – it is an ongoing exchange of meaning-sharing behaviors between/among
individuals who operate within a frame of experience; it does not have a beginning, an
end, a fixed sequence of events;
3. adaptive – it adjusts to the changes that occur in its physical and psychological
environment;
4. systemic – it involves components that are interrelated and interacting in a cyclic order;
and
5. transactional – every communication is a unique combination of people, messages
and events; it consists of unending sharing (transmission and reception) of messages
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Soria, Cyan Lxaryn, Tuguin | College - 2
A. Forms of Communication
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1. Intrapersonal Communication is talking to oneself (self-talk) through internal
vocalization or reflective thinking due to some internal or external stimulus. In
other words, this type of communication takes place within the person. For example,
you may talk to yourself about what you want to drink because of the internal
stimulus of thirst, or you may think about a car accident you have witnessed. In
contrast with other forms of communication, intrapersonal communication takes
place only inside a person’s head.
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2. Interpersonal Communication is a form of communication wherein individuals are
engaged actively in the overt and covert transmission and reception of messages.
a. Dyadic Communication is a two-person communication such as telephone
conversation, job interview and doctor-patient conversation.
b. Small Group Communication ideally consists of three to six persons such as
committee meeting, buzz session and brainstorming activity.
3. Public Communication is conveying information to a large audience. It is more sender-

focused than intrapersonal and interpersonal forms of communication.
a. Speaker – Audience Communication is talking to a large number of people who
are gathered for some occasion. The speaker centers the communication event on
the audience. He analyzes the audience to determine the content, language usage
and listener expectations. Effective communication occurs because the speaker can
tailor messages to the needs of the listeners.
b. Mass Communication is the “process whereby media organizations produce and
transmit messages to large publics and the process by which those messages are
| PATTS College of understood,
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and influenced | Property
by audience” of and
(Littlejohn Books Atbp
Foss, 2011).
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B. Models of Communication
The following material is based on the book Communication in the Real World:
An Introduction to Communication Studies published by University of Minnesota
Libraries Publishing (2016) and licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License (https://creativecommons.org/
licenses/ by/4.0/). The book discussed three models of communication: transmission,
interaction and transaction.
1. Transmission Model considers communication as a one-directional exchange
in which the message is purposely conveyed by a speaker to a listener (Ellis &
McClintock, 1990). This model centers on the sender and information present
in a communication environment. Despite the inclusion of the receiver in this
communication model, this function is regarded merely as target or destination
and not a part of a continuous exchange of meanings. Therefore, communication is
considered simply as source and destination of messages.
2. Interaction Model describes communication as a process in which communicators

change roles as sender and receiver and produce meaning by exchanging messages
within their own environment and experiences (Schramm, 1997). Rather than
illustrating communication as a linear, unidirectional method, the interaction model
incorporates feedback that makes communication significantly collaborative, two-
way method. Feedback is conveyed as a response to received messages. From this
standpoint, communication can be described as producing exchanges of meanings
within physical and behavioral settings.
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3. Transaction Model explains communication as a way of creating realities
based on our social, relational and cultural backgrounds. This model shows that
communication is not a mere exchange of experiences. It rather shows that we
intend to build relationships, create intercultural understanding, form our self-
identity, and interact with others to engender societies. In other words, transactional
communication aims towards creating experiences instead of merely talking about
them. It considers communication as an amalgam of our constant engagements
with other people to not only construct experiences but modify them as well.
Social context can be described as the declared rules or undeclared norms that
guide communication. As we get integrated with different communities, we become
acquainted with rules and indirectly get along the norms for sharing experiences. Some
common rules that influence social contexts include don’t lie to people, don’t interrupt
people, don’t pass people in line, greet people when they greet you, thank people when
they pay you a compliment, and so on. These rules are often overtly taught to children
or students by their parents or teachers. Rules may be stated over and over, and there
may be punishment for not following them.
ThisRelational context involves our erstwhile socializations and type of association we

file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2
have forged with other people. We communicate differently with someone we just met
versus someone we’ve known for a long time. First time encounters with individuals are
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to be dictated by established rules and norms; however, once we have a strong
relational context, we tend to disregard or alter social norms and rules more easily.
Cultural context consists of an individual’s self-concept and self-perception in
relation to nationality, ethnicity, religion, social class, race, gender and sexual orientation.
We have not just one but multiple identities that influence our communication. Our
awareness of these identities adversely impact the way we interact with others, especially
when we feel inferior to other cultures. Similarly, people with identities that are dominant
or in the majority - who think highly of their culture - show more confidence in the way
they communicate with others particularly those that have been historically oppressed
and downgraded.
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C. Verbal and Nonverbal Communication
Verbal communication can be defined as the exchange of ideas that occurs
through words. This can be both written and oral.
Verbal communication allows individuals to exchange ideas, opinions, values and
suggestions, and creates an atmosphere where an individual can connect with
another.
Verbal communication may take place face-to-face or through some media such
as the telephone.
When a person engages in a conversation with a friend, this is verbal communication
because it allows them to use words to communicate with each other. Through
letters, various documents, memos, text messages, and bills, people communicate
with others. Both situations exemplify verbal communication in oral and written
form, respectively.
Since words are man’s primary symbols, verbal communication creates a condition
where transferring information becomes very clear.
Nonverbal communication is wordless exchange of information, thoughts,

feelings, etc. between or among individuals.
People communicate a lot nonverbally through intonation and stress, gross bodily
movements such as gestures and facial expressions, material things such as hair
style and jewelry, and touching, kissing and hugging.
These nonverbal elements give deeper meaning and intention to words.
Nonverbal signals can give clues and additional information and meaning over and
above verbal communication.
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It includes the following types:
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(1) Paralanguage (Vocalics) refers to vocal qualities that go along with
verbal message, such as pitch, volume, rate, vocal quality, and verbal fillers
(Andersen, 1999).
(2) Action Language (Kinesics) refers to gross bodily movements such as
walking and eating. It consists of (a) gesture, (b) facial expression, (c) eye
contact and (d) posture.
(3) Sign Language consists of body movements that are used as substitute for
letters, words, numbers, phrases and even sentences.
(4) Object Language (Objectics) refers to the intentional or unintentional
display of material things such as the clothes you wear, hair style, the
decoration of a room, jewelry, implements, machines, the human body, etc.
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(5) Tactile Language (Haptics) is communication by touch such as a kiss or a
tap on the back. It is the most elementary mode of communication and the
first an infant experiences.
(6) Space/Distance (Proxemics) expresses certain types of messages. In
America, there are four primary distance zones: (a) intimate, (b) personal,
(c) social and (d) public distance.
(7) Time (Chronemics) refers to man’s use of time in sending certain types of
messages. Time as a form of nonverbal communication can be best explained
by the concept of punctuality, willingness to wait and interactions.
(8) Silence is the lack of audible sound, or the presence of sounds of very low
intensity. It can be best explained by the statement “What is not said is as
important as or even more important than what is said.” Sometimes silence
can communicate better than any words.
Combining Verbal and Non-Verbal Cues

Both verbal and nonverbal communications are part of the complete interaction
process and, in practice, are inseparable. A combination of verbal and non-verbal
signals is a good style to effectively convey information, thoughts and feelings. Smiling,
laughing, and using a friendly tone of voice while saying, “That is so funny,” lets your
listener know that you really do think the situation is funny. However, making the same
statement while using an unfriendly tone of voice accompanied by no smile, clearly
lets your listener know that you do not, in fact, find the situation humorous. Another
example that shows successful integration of verbal and nonverbal communication is
using your finger to point to the direction you are describing.
D. Causes of Misunderstandings in Communication

The book Business Communication identified and explained the major barriers to
effective
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Problemsofin developing
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a) Indecision about the message content. This is due to the fact that the sender
has too much information on the subject, which gives rise to the difficulty
in choosing what to include and what to exclude. When the message has too
much of information then the receiver can get confused.
b) Lack of familiarity with the situation or the receiver. The sender should get
all the necessary information and find out to whom the message is to be
sent. This would enable the sender to state the message in a language that is
appropriate to the situation and clearly understood by the receiver.
c) Emotional conflicts. There are times when the message has to be delivered
that would cause emotional disturbance to the receiver. In such case, without
being defensive, the sender should state the message in a manner that would
avoid emotional conflict.
16
d) Difficulty in expressing ideas. This is due to the lack of experience in writing
or speaking that the sender may have and cause difficulty in expressing his/
her ideas. One must possess sufficient knowledge of language to express
using appropriate words.
2. Problems in transmitting the message
a) When speaking, the sender may find that the acoustics in the place is poor,
or there may be no proper facilities for the audience to hear the speaker.
b) There are written messages that are difficult to understand because of
illegibility due to poor printing quality.
c) When more than one message is sent on the same subject there is a good
possibility of contradictions. In such a case, the receiver is uncertain and
interpretation may be confused.
d) When there are too many links in the communication line there could be
distortion of message. For instance, when the message has to pass through
many people there is a possibility of each person interpreting the message
in his or her way. By the time the message gets to the actual receiver, the
message would have undergone change that would be far from the intended
meaning.
3. Problems in receiving the message

a) Physical distraction: The receiver may have physical impairment (difficulty
of hearing, poor eye sight) that could cause hindrance in understanding the
message.
b) Lack of concentration: The receiver may not have enough capacity to
concentrate and may get his/her mind wander off the message-i.e. sometimes
we are thinking of some other issue when a person is telling us something
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4. Problems in understanding the message
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a) Different cultural background, such as education, social status, economic
position, etc. could become a hindrance in the process of understanding the
message.
b) Different interpretation of words: This happens when the receiver is not
familiar with a particular language. For example, the receiver may not be
computer literate and hence, may not understand the computer language
that the sender is using.
c) Different emotional reaction: The message consists of both the content
meaning and relationship meaning. The message may be clear, but the
manner in which it is expressed or worded may not be acceptable to the
receiver. When the message is not acceptable, then it may give rise to
negative feelings and the communication can breakdown and not receive
proper response.
17
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18
Reflection Essay: Using the models described in this lesson, analyze the communication
that takes place in your family. Which model best reflects the communication between/
among members of your family? How can you make the communication in your family even
better? Explain substantially.
Name:

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19
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20
Test Your Knack!
Comprehension Check: Answer the following exercise as directed.
Name:
A. True or False
1. Verbal communication allows people to use words to communicate with each

other.
2. Communication is systemic because it involves components that are
interrelated and interacting in a static condition.
3. Nonverbal signals are more vulnerable to misunderstanding.
4. Communication is dynamic because human perception can change overtime.
5. Verbal signals can give clues and additional information and meaning over
and above nonverbal communication.
6. Modern avenues of mass communication like the Internet and blogs can be
very powerful in information dissemination instantly.
7. The interactive model views communication as a process in which the speaker
and listener take turns speaking, listening and giving feedback to each other.
8. You cannot
| PATTS College communicate if| you
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9. Communication can involve only one person.
10. Each person in the communication process reacts depending on factors such
as their background, prior experiences, attitudes, cultural beliefs and self-
esteem.
B. Identification
1. Each person in this communication model is both a

speaker and a listener, and can be simultaneously sending
and receiving messages.
2. It is the most elementary mode of communication and the
first an infant experiences.
21
3. This model views communication as a one-way process in
which the speaker speaks and the listener listens.
4. It refers to the intentional or unintentional display of
material things.
5. This model indicates that the speaker and listener
communicate better if they have common fields of
experience which overlap.
6. It consists of body movements that are used as substitute
for letters, words, numbers, phrases and even sentences.
7. This context includes various aspects of identities such as
race, gender, nationality, ethnicity, sexual orientation, class,
and ability.
8. In this form of communication, individuals are engaged
actively in the overt and covert transmission and reception
of messages.
9. This form of communication takes place only inside a
person’s head.
10. In this form of public communication, information is
transmitted to many people through print or electronic
media.
11. In this barrier, the sender has too much information on the
subject, which gives rise to the difficulty in choosing what
to include and what to exclude.
12. Difficulty
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to Soria, Cyanand poor eye sight
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| College
problem in receiving the message.
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not understand the computer language that the sender is
using” is an example of this problem in understanding the
message.
14. This problem in receiving the message refers to the idea
that sometimes we are thinking of some other issue when a
person is telling us something else.
15. This problem in understanding the message has a clear
message but the manner in which it is expressed or worded
may rise to negative feelings.
22
Lesson 2 Communication Principles and Ethics in Communication

1. explain how to bring positive change to poor communication that damages important
relationships,
2. discuss the value and principles of communication,
3. explain the key concepts of ethical communication,
5. appreciate the value of understanding the principles of ethics in communication.
Learning Partner: The following exercise contains a picture with dialogue bubbles.
With a partner, use your imagination and complete the picture with dialogues. Use at least
two vocabulary words you learned in Lesson 1. Then, perform your dialogue in class.

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Fast talk: What do you usually converse with your friends and family? In what way do you
see the value of communicating with them?
23
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24
Speak up, Please…
Spontaneous Collaboration: Form a group of 5 to 6 members. Complete the following

table to show communication problems that damage your important relationships and the
ways to solve them. Present your output in class.
Name:
What is wrong in your Important

How will you bring positive change?
communication? Relationship
Parents

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Siblings
25
Close friends
Classmates

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Teachers
26
Read the article below. Then, answer the activity that follows.
The Value of Communication

Without doubt, communication is an essential tool to help you succeed in life. Whether
in matters of academics or business, excellent communication is imperative in gaining
advantage. Appropriate and respectable communication can lead you to finding solutions to
issues and concerns confronting you or your organization. Thus, you should be able to convey
your message well. The concomitant requirement to communicating well is evaluating your
own communication competence and developing your skill in using a language, interacting
with people and sharing experiences. Your speech and language instructor or any reputable
speaker you talk to or watch on television can help you considerably in this regard.
Developing communication skills should start early in life. The spoken and written
language is learned even before you attend formal school. Consequently, you improve
your communication skills as you constantly interact with people who possess language
proficiency. However, once you have gained communication competence, you never get
satisfied, thus you continue engaging with the people around you and make a compelling
impact on them.
If your communication is ineffective now, you may encounter a lot of problems
in your future career or professional life. You should have realized by now that effective
communication is essential in life and it is increasingly becoming an inevitable requisite
for successful personal, academic and professional undertakings. Therefore, you need to
recognize
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What makes
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The importance of communication cannot be disregarded. Without it, relationships
crumble, businesses fail, groups are disintegrated, problems remain unsolved and good
reputations are lost. Good communication can be a stairway to success.
Communication serves as vehicle in building relationships. An individual does not
live alone. He or she needs to interact with other people to build relationship with them
for various reasons. At home, family members exchange experiences to strengthen open
togetherness. A student communicates with other students and instructors to share lecture
notes, discuss assignments, work together for group writing and presentation tasks and other
academic endeavors. They also communicate to create friendship or emotional bond with
one another. In the same way, employees connect with co-workers, their bosses, customers
and other people around to build strong working relationship with one another. Whether
in school, at work or anywhere else, the purpose of communication is to create a congenial
milieu within which sharing of thoughts and feelings can be easily carried out.
27
Communication works in improving working environment. Business processes cannot be
simply done without problems. Issues and concerns about product and services and personnel
behavior to name some can be avoided when employees, managers and business owners
come together to share valuable ideas necessary to solve them. In addition, organizational
communication, whether downward, upward or lateral, serves as potent instrument in
creating a working environment that is inviting, friendly and stress-free in order to achieve
business efficiency and profitability.
Communication assists in fostering strong team. A strong team cannot be formed when
members of a group do not work interdependently with one another. Propelled by appropriate
and effective communication, this interdependence creates team collaboration in turn. Team
members therefore need to meaningfully interact and exchange information, experiences
and resources in order to make their team spirit strong towards achieving their goals.
Communication helps find appropriate solutions to problems. The key to the solution of
many problems is communication. Individuals who are confronted with problems often ask
for ideas and advice from others especially from those they consider knowledgeable and
well-experienced. A son talks to his father about problems in school. A student asks advice
from instructors about conflict in work and class schedule. An employee opens up to his or
her manager about altercation with a co-worker. In these cases, communication can lead to
finding answers applicable to troublesome situations.
Communication builds greater respect. People with excellent communication skills usually
get high positions in the business, media, entertainment, religious, academic and political
organizations. The late Sen. Miriam Defensor-Santiago, Jessica Soho, Bo Sanchez and Boy
Abunda are just a few luminaries in the Philippines who have gained admiration of people
for their great speaking and writing prowess. Because of their remarkable communication
competence, they gained unquestionable reputation as leaders and influencers in their
respective communities. Truly, excellent communication skills can make a big difference to
a person’s reputation and can be his or her ticket to success.
Working on your communication skills does not happen overnight. In school, actively
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At the work place, carry out intelligent discussions with co-workers and share
valuable ideas to help in effective decision making for the business. Observe how effective
managers express themselves and persuade others, and imitate their good communication
habits. Thus, to succeed in becoming effective communicator you need to devote time and
effort to engage yourself in various speaking engagements as speaker or listener and write for
academic, business and other purposes. Don’t be lagged behind.
28
Tell Me about It!
Reacting to the Text: After reading the essay, answer the questions that follow. Share
your answer with a learning partner.
Name:
1. Do you feel that you are lagging behind in terms of your communication skills?
2. In what way can you work on your communication skills to gain a great impact on your
(a) personal, (b) academic and (c) professional life?

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29
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30
lesson. Feel free to share your thoughts and feelings about the topic. (Source: http://global.
oup.com/ us/companion.websites/9780199827 428/student/ chapt1/outline/)
Key Principles of Ethical Communication

By Jackielou E. Cansancio
Understanding the importance of communication can bring you great benefits in terms
of your personal, academic, professional and civic life. Increasing your knowledge about
communication can result in satisfying your needs. You can learn communication. Rules
and norms can influence the way you communicate. Because communication has ethical
implications, it is imperative to adhere to the standards of ethical communication.
Principles that Guide Understanding of Communication

1. Communication is transactional; it consists of interrelated components that influence
one another, thus communication becomes a dynamic process.
2. Communication has content and relational dimensions. The content dimension involves
the ideas being openly talked about, while the relational dimension expresses your
behavior towards the other person.
3. Communication can be intentional or unintentional because all words and actions have
meanings and communicative use.
4. Communication is irreversible; to “unreceive” a message is unlikely, as words and actions,
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or undone.
5. Communication
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meanings when used or expressed at different times and on diverse occasions.
Ethical Communication
Etymologically, the word ethics comes from the Greek term ethos which can pertain
to customs and habits. As a branch of knowledge, ethics deals with a structure of moral
principles. Ethics guides an individual’s behavior – his words and actions – and the way he
or she communicates with others.
Ethics is defined as a code of moral standards of conduct for what is “good” and “right”
as opposed to what is “bad” and “wrong”. It deals with values with human conduct, with
respect to the rightness and wrongness of certain actions and to the goodness and badness of
the motives and ends of such actions.
31
Communication is ethical when it is utilized to enhance the way people interact with
one another to improve society’s moral life. On the other hand, communication is unethical
when it is used to damage human relations or encourage societal decadence. Some common
examples of unethical communication are inappropriate jokes, coercive, threatening and
intimidating statements, misleading words, lying, meddling with something overheard,
telephone tapping, betraying or backstabbing somebody, and spreading fake news.
Communication ethics varies by culture and context and involves the negotiation of
and reflection on our actions regarding what we think is right and wrong or good and bad.
Ethical Standards of Communication

1. Truthfulness and honesty mean refraining from lying, cheating, stealing and deception.
2. Integrity means maintaining a consistency of belief and action.
3. Fairness means achieving the right balance of interest without regard to one’s own
feelings and without showing favor to any side in a conflict.
4. Respect means showing regard or consideration for others and their ideas, even if we
don’t agree with them.
5. Responsibility means being accountable for one’s actions and what one says.
Principles of Ethical Communication

According to Ruth Mayhew (2018), ethical communication has several guiding elements.
1. Fact-based messages should be communicated with honesty and accuracy. Ethics in
communication is shown by observing freedom of expression, accepting differences in
opinion and tolerating dissimilarities in beliefs and behaviors. Ethical communication
should be direct and honest. It should maintain tactfulness and discourage unpleasant
remarks or confrontational behavior.
2. Resources and facts from which the message is generated should be accessible. For example,
if you are providing information about academic standing of students, you are ought
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to give Corp.
your audience the written output, performance output and major examination
results.
3. Message should be made accessible. If you are conveying information to a diverse
audience, make certain that you give consideration to their communication preferences.
They may have different languages and listening styles, thus there is a need to deliver
your message in view of these differences. This way, your content reaches your whole
audience.
4. Basic human needs should be given careful consideration. Communication is a basic
human need and should be used to satisfy other human needs. Ethical communication
gives premium to the need of people to connect with one another with high regard
despite cultural diversity.
32
A. Reflection Essay: Write short but substantial paragraphs for the following questions.
Name:
1. What are some examples of unethical communication that you have witnessed or
experienced?

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2. Tell a situation in which you wished you could repeat communication.
33
3. Tell a situation in which you wished you could reverse communication.
4. What lessons have you learned from these two situations that you can apply to
future communication?

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34
B. Responding to Image: Take a good look at the picture that follows. What ethical standard
of communication, if any, is violated in the words of President Rodrigo R. Duterte?
Write your thoughts and feelings about how the picture affects you.

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35
Test Your Knack!
Comprehension Check: Answer the following exercise with Yes or No.
Name:
1. The goal of communication between a sender and a receiver is understanding

of the message being sent.
2. Communication noise can influence our interpretation of messages and
significantly affect our interactions with others.
3. Content dimension expresses how you feel about the other person.
4. Context refers to the situation or environment in which your message is

delivered.
5. We all use and interpret the meanings of words differently, so even simple
messages can be misunderstood.
6. The non-verbals that we use often cause messages to be misunderstood as we
tend to believe what we see more than what we hear.
7. Ethical communication means being inconsiderate of basic human needs.
8. Communicating messages based on facts with honestly and accurately is the

focus of ethical communication.
| PATTS College
9. Once of
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10. Lack of ethical communication leads others to question your professional and
personal integrity.
11. Words and deeds, once said or done, are retrievable.
12. Ethical communication is also accepting responsibility for the messages you
convey to others.
13. Communication is always intentional.
14. Whether you are talking to a close friend or addressing the workforce in a
meeting, your message must be truthful and consistent with your value system.
15. Words and behavior mean the same each time they are spoken or performed.
36
Lesson 3 Communication and Globalization
Local and Global Communication in Multicultural Settings
1. explain the concept of culture and globalization,
2. discuss how cultural and global issues affect communication,
4. appreciate the significance of understanding how culture and globalization affect
communication.
Do It Yourself: The following exercise contains sets of words that are related to the term
“globalization”. Fill in the blanks using the words provided to complete the meaning of each
short paragraph.
access availability connectedness indicators

inflows integration ownership
1. Among the of the level of globalization is technological

; measured in terms of computer
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Other indicators are regional economic and
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of population, workers, and goods across borders.
capabilities economists financial upgrade
2. Governments, interest groups and in any particular country

should work together to find ways for that country to its
system and build up its technological .
37
assets local profile raise
3. In order to a country’s global economic

, it is necessary to encourage
businesses to invest globally and purchase foreign .
Fast talk: What are the most important characteristics of the following?
1. A globally competitive student
2. A globally competitive education system

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38
Speak up, Please…
Spontaneous Collaboration: Form a group of 5 to 6 members. Your professor will show

you a video clip titled “Pop Culture in the Arab World”. After watching the video, answer
the questions that follow. Write your answers on the space provided. Present your output in
class. (Source: TED Talks at http://www.ted.com/talks/shereen_el_feki_pop_ culture_in_the_
arab_world)
Name:
Group Members:

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1. How did Dr. Shereen El Feki start her speech? What is her reason for presenting Barbie
and Fulla dressed up differently from one another?
39
2. What do you think is the meaning of “clash of civilizations” as mentioned by Dr. El Feki
in the video clip?

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40
3. What is “Islamic cross-cultural hybridization”? Do you think Fulla, 4Shbab and The 99
who represent the Arab pop culture are effective avenues in promoting the enmeshing
of strands of other cultures with their own? Support your answer with specific details.

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41
4. What do you think is the implication of this “Islamic cross-cultural hybridization” on
effective intercultural communication?

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42
Read the following article by Leaf Group, Ltd.. (Source: https://bizfluent.com/facts-

7601794-definition-global-communication.html)
A Definition of Global Communication

By David Weedmark, Leaf Group
© 2019 Leaf Group, Ltd. U.S.A.
(Printed with author’s and copyright owner’s permissions.)
Today, the internet and advances in communication technologies have opened new
opportunities for both large and small businesses that would have been unthinkable 50 years
ago. With a single web page and a cellphone, any business person can reach new customers,
partners and suppliers anywhere in the world. However, communicating with people on a
global scale is not the same as communicating with people locally. Not only are there more
technological hurdles to overcome, but you also need to address language barriers and
cultural nuances.
Global Communication Definition

At its root, global communication can be defined just as any communication can: a
message is sent from one person or group to another anywhere in the world, which can be
described as a five-step process:
(1) A person or an organization in one country sends a message.
(2) The message is encoded.
(3) The message travels through a channel or medium.
(4) The
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(5) The recipient receives the message.
WhenCorp.
Publishing it comes to communicating globally, it is usually in the encoding and decoding
that problems occur. As with any communication, ensuring that the message is received as it
was intended, is the responsibility of the sender.
Examples of Global Communication

One of the most common forms of global communication is an email. A person in
one country types a message and clicks the send button. The message is then encoded into
packets which are sent across the internet to the recipient. In another country, the receiver
logs in and decodes the message by opening the email, and retrieves the message.
When someone from another country reads your company’s web page, this too is an
example of global communication. The message is written and encoded in HTML, uploaded
to a server, which is then accessed across the internet and decoded by a web browser – and
perhaps a translation plugin – before the recipient reads it.
43
In both of these examples, noise can distort the message or make it undecipherable. In
electronic communication, noise can include anything from typos that change the context
of a sentence, to a failed internet connection, which could make it appear that you are not
communicating anything at all.
With global communication, encoding and decoding the message can be more
complicated than when you are communicating with someone in your own country due
to differences in language and culture. If either the sender or receiver isn’t proficient in the
language being used to send the message, translation issues can add noise, distorting the
message. Even small cultural differences can add noise. While most Americans, for example,
associate the word “cheers” with drinking, someone from the UK may informally use the
word as a way of saying thank you, or goodbye. In Quebec, Canada, a car is often called “un
char,” which most translation services decode as a “chariot” or a “tank.”
Global communication becomes more complicated when there are multiple recipients
from different cultures with different languages all receiving the same message, as well as
when there are more layers added to the channel. For example, if a world leader makes a
speech broadcast across the globe, people from one region may rejoice at the news, while
others may find it offensive. In this case, the channel itself can involve many different layers,
as translators, news, editors and commentators each interpret the message differently before
passing it on to the intended audiences.
Global Communication in Business

Because there are so many different ways communication can fail in a global context,
businesses must be diligent in reducing as many potential errors as possible, especially those
related to differences in language and culture.
Before attempting to do business with people in another country, organizations should
become familiar with cultural differences that can arise in different contexts. It may be
necessary to hire consultants who are experienced with that country.
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including: Corp.
3 a corporate law firm
3 a protocol and etiquette specialist
3 a media consultant
3 a human resources and labor law expert
3 a management consulting firm
3 a corporate anthropologist
3 a market research firm
Each of these specialists is able to give insights into local laws and customs to help
ensure the new venture doesn’t result in unnecessary complications or liabilities that could
destroy a company’s reputation before they even get started. Small businesses may not have
the budget to bring on a team of specialists. However, they still need to be familiar with local
laws, culture and language.
44
Language Barriers in Global Business Communication
Whenever you are communicating with someone in their language, it is your
responsibility to ensure that the words you use are correct. This includes advertising
and marketing. Over the past several decades there have been many large and successful
companies that have made mistakes when translating what they wanted to say to a different
language, often with offensive, or even hilarious, results. Here are a few examples of some
translation misfires:
Germany: Clairol marketed a new curling iron named “Mist Stick.” In German, mist
means manure.
China: Coca-Cola’s name was mistranslated when it began selling its product to the
Chinese, who were told to “bite the wax tadpole.”
Ethiopia: When Gerber began selling its baby food here, they used the same label design
as in other countries, featuring a cute infant. In Ethiopia, however, where not everyone
was literate, the custom was that images on a label only depicted the jar’s contents.
Mexico: When Parker Pen began marketing its pens to this Spanish country, its motto,
“It won’t leak in your pocket and embarrass you” was translated to, “It won’t leak in your
pocket and make you pregnant.”
Thailand: Ikea entered this market using the same Swedish names for its products that
it used all over the world. However, many of these names in Thai mean “sex,” or have
sexual implications, like “getting to third base.”
Cultural Barriers in Global Business Communication

A common way small businesses first become involved in global operations is by hiring
a firm or consultant from another country, like a company in the United States hiring a
software development team in India with more affordable rates than those who are available
locally.
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project requirements, timelines and deliverables. The Indian manager, on the other hand,
Publishing Corp.
may be more focused on building a solid relationship with a new client. After the American
manager carefully explains the project requirements and deliverable in terms she believes
are easy to understand, the Indian manager has many questions but does not ask them.
Instead, he says, “Yes,” and agrees to take on the project. Weeks later, when the Indian team
completes the first phase of the project, it does not meet the Americans’ expectations and the
relationship falls apart.
This was caused by a cultural nuance, in which the word “Yes” did not necessarily mean
that the Indian manager understood everything and was in agreement. It was simply a word
that he used to move the relationship forward. Had the American manager understood this,
she could have invested more time in fostering their new relationship before assuming that
they were in agreement, thus avoiding the problem.
45
Complications Inherent with Global Communication
Increasing communication from a local to a global scale has many ramifications beyond
cultural pitfalls and language barriers. One example is the increase in emails and other
messages people receive every day, many of which are sent from different time zones, often
when the recipient is not even awake to read them in a timely manner. Many business people
now receive up to 200 emails each day, which is too many to read carefully and respond to in
a thoughtful manner. The result is that many emails are merely scanned before being deleted,
or filtered away by software, never to be even read.
Business people must be diligent in trying to ensure that the most important emails don’t
get lost in the volume. A legitimate query from a potential new client could get mistaken for
spam. An important question from a business partner could get lost in a series of replies in
an unrelated thread of messages. Additionally, when sending an email, business people have
no assurances that the message will be received and read by the recipient.
Another complication in global communication for businesses is overcoming the
disadvantage you have when competing with local companies. While face-to-face meetings
can be replaced with video conference calls, subtleties of body language can’t always be
captured on video. A frown from an executive during a presentation, for example, is a
crucial piece of visual information that you could easily miss on video, particularly when
that executive may be off-camera at that moment.
There are many other pieces of important information that get lost when you are
interacting with someone across the globe. When doing business locally, it’s usually quite easy
to discern between a company located in the business district, whose ads you have noticed
on billboards and local radio for a number of years, compared to a business located in an
apartment building on the outskirts of town. On the other hand, when you are approached
by a company located in a different country, you may not have much to go with beyond what
they state on their website. Finding out more about a foreign firm usually requires much
more time and research.
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foreign company is based. You should know, for example:
Publishing Corp.
How strong is their currency?
Is the local economy stable?
Are there trade agreements or tariffs that would affect your business?
What recourse will you have if they don’t pay their bills?
How will you find out if there are changes in any of these answers?
Benefits of Global Communication

Despite the risks, operating a business on a global level has many benefits that far
outweigh those risks. Not only does doing business on a global level open up new markets
for selling products and services, it can give you access to resources and talent that may not
be available locally. While every business is different, it’s worthwhile to note that Coca-Cola
didn’t stop selling their products worldwide because of a few translation problems.
46
As the world has continued to become more tightly connected and communication
technologies have continued to evolve, the benefits as a whole can be illustrated by the
market penetration of these new technologies themselves. The more globally connected the
world has become, the faster people have adopted new global communication technologies.
The telephone, which was the greatest global communication technology of its time,
replacing the telegraph, took 71 years to reach a market penetration of 50 percent of homes.
Electricity took 52 years to reach the same penetration. Radios followed, taking 28 years.
Color televisions took 18 years. Personal computers took only 19 years. Cellphones took 14
years, while internet access took only 10 years to reach 50 percent of all homes in the U.S.
Because a growing number of companies are already competing on a global level, any
business that wants to compete with them must also open its channels to communicate
effectively with the entire world.

Publishing Corp.
47
Publishing Corp.
48
Tell Me about It!
Reacting to the Text: Answer briefly but substantially the following questions. Share
your answer with a learning partner.
Name:
1. Give a one-sentence definition of global communication in your own words.
2. Aside from email and web page, what two other examples of global communication are
you familiar with? Explain each.

Publishing Corp.
49
3. Explain this complication inherent in global communication: “While face-to-face
meetings can be replaced with video conference calls, subtleties of body language can’t
always be captured on video.”

Publishing Corp.
50
Interactive Lecture: Listen to your teacher as he or she discusses the salient points of
the lesson. Feel free to share your thoughts and feelings about the topic. (Source:
Communicating in a Multicultural Society and World at https://www.academia.
edu/37113953/Communicating_in_a_Multicultural_Society_and_World)
Intercultural Communication
In 1964, the term “global village” was coined by a media and communication theorist,
the late Marshall McLuhan to describe a world where people instantly and easily share
culture through the tools of technology. He popularized the concept of global village in his
words: “Today, after more than a century of electric technology, we have extended our central
nervous system itself in a global embrace, abolishing both space and time as far as our planet
is concerned” (McLuhan, 1964).
Indeed, the world has changed not only physically because of drastic climate change but
also culturally because of the development of electronic and now digital media which has
reduced the distance of people from different parts of the globe. The world is now viewed
as a global village where people and their culture are brought together as one community
by electronic communications, particularly the Internet. Food, music, education, religion
and government among others are linked together and “compressed into one super-culture”
(Dixon, 2009). In the global village, people may be physically distant from one another
yet everyone has become a neighbor. Undoubtedly, at the heart of this phenomenon is the
relationship between communication and culture.
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environment
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neighborhood. Undeniably, since culture influences communication, they need to learn how
to develop their competence in intercultural communication.
Culture Defined
The system of shared beliefs, values, customs, behaviors, and artifacts that the members
of society use to cope with their world and with one another, and that are transmitted
from generation to generation through learning. –Brian Schwimmer, University of
Manitoba
The cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings,
hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe,
and material objects and possessions acquired by a group of people in the course of
generations through individual and group striving. –Ifte Choudhury, Texas A&M
University
51
Manifestations of Culture
The differences in cultures of people are manifested in various ways and at different
levels. Hofstede, Hofstede and Minkov (1997) identified these levels as symbols, heroes,
rituals and values.
Symbols are the most evident – words, gestures, pictures, clothes, acts or objects that
carry a particular meaning – which are recognized only by members of the same culture.
Symbols easily develop and disappear. A culture’s symbols are easily imitated by other
cultures.
Heroes are past or present, real or fictitious personas who are respected and admired
in a culture. They possess qualities that are highly valued by members of a culture.
According to Deal and Kennedy (1982) the hero is a great motivator, the person
everyone will depend on when beset with problems.
Rituals are a collection of activities such as ways of greetings, paying respect to others,
religious and social ceremonies. They hold social significance although often times they
are acted out for their own sake.
Values are the core of a culture. They consists of a culture’s predilection between
right and wrong, good and bad, likes and dislikes, and natural or unnatural. They are
interconnected with what is moral or ethical standards of a culture.
Co-cultures Defined
From the previous definitions, culture can be considered as the system of knowledge,
beliefs, values, customs, attitudes, and utilitarian objects that are acquired, shared and used
by a specific portion of a population. When a person closely aligns with a cultural group, he
or she acquires a certain cultural identity. Culture can be dominant in the sense that majority
of a population possess and share the same knowledge, beliefs, values, customs, attitudes,
and materials. On the other hand, people can be part of a co-culture, or subculture, in which
they are
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indigenous peoples in the country.
Philippine Culture
52
Another example is ‘Muslim culture’ which broadly represents many diverse Muslim
cultural groups: the Asian Muslims, the Middle Eastern, the Africans, the Europeans and
the American Muslims, each with their own variations on customs and traditions (Sharon
Pluralism Network, 2019).
Other examples of co-culture pertain to gender, race, ethnicity, sexual orientation,
religion and social class.
Strategies of Interaction within a Culture

Individuals or groups of people who migrate to a whole new environment by choice,
necessity or force have to contend with the new system of the host or dominant culture. They
can use strategies when they choose to interact with members of the host culture or not at all.
Accommodation. According to the famous psychologist J. M. Baldwin, the term denotes
acquired modifications in the behavior which help individuals to adjust to their new
environment (Sociologyguidecom).
Acculturation. Conceived in the fields of anthropology and sociology early in the 20th
century, N. L. Cole defines the term as “a process through which a person or group
from one culture comes to adopt the practices and values of another culture, while still
retaining their own distinct culture”(ThoughtCo.).
Assimilation. Considered as the most extreme form of acculturation, the concept refers
to “the process whereby individuals or groups of differing ethnic heritage adopt the
cultural norms of a dominant or host culture, over their original culture” (Wikipedia).
Integration. This process occurs “when individuals are able to adopt the cultural norms
of the dominant or host culture while maintaining their culture of origin. Integration
leads to, and is often synonymous with biculturalism” (Wikipedia).
Separation. This strategy occurs “when individuals reject the dominant or host culture in
favor of preserving their culture of origin. Separation is often facilitated by immigration
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Marginalization. This strategy occurs “when individuals reject both their culture of
Publishing Corp.
origin and the dominant host culture where cultural exclusion is promoted” (Wikipedia).
Hofstede’s Dimensions of Culture: Understanding Cultural Similarities and

Differences
What if you will be assigned by your multimillion business firm to manage a team
consisting of members from different parts of the globe? You might think that this is an
exciting once-in-a-lifetime opportunity but a challenging and nerve-wrecking one as well.
Apparently, you will be working closely with people who have cultures different from yours.
Therefore, it is necessary that you understand their cultures and avoid using inappropriate
cross-cultural communication.
To understand cultural similarities and differences, it is useful to learn about and explore
the use of Hofstede’s six dimensions of culture. Back in the 70s, a Dutch social psychologist
and former IBM employee Dr. Gerard Hendrik (Geert) Hofstede published his cultural
53
dimensions model after a decade’s research involving people who worked for IBM in more
than 50 countries. From four dimensions, two others were added later in cooperation with
Drs. Michael H. Bond and Michael Minkov. The three scored each country on a scale of 0 to
100 for each dimension.
Here is a bite-size discussion of Hofstede’s four of six dimensions of culture.
1. Power Distance Index (PDI) refers to the level of inequality that exists between people
who hold and who do not hold power. Malaysia with a high PDI rating of 100 accepts
an unequal hierarchical distribution of power. In this country, employees will not take
any action unless guided and directed to finish a task. A leader’s status is recognized in
cultures with high PDI score. Contrarily, cultures with low power distance score believe
that power is shared and considerably distributed. As such, supervisors and employees
are considered almost as equals. Likewise, employees who will be directly affected by a
decision are involved in decision making.
2. Individualism Versus Collectivism (IDV) pertains to how strong the ties that exists among
people within a community. Cultures with high IDV rating shows weak interpersonal
relation with others, thus people’s time and privacy are highly respected. Individual
achievements are highly valued. On the other hand, cultures with low IDV score tend to
promote group welfare towards stability and harmony, and therefore suppress behaviors
(giving derogatory remark in public) that may espouse disagreement or disintegration.
Panama and Guatemala of Central America have very low IDV scores.
3. Masculinity Versus Femininity (MAS) refers to the distribution of roles between
men and women. In highly masculine culture, aggressiveness, strength, money and
achievements are given high premium by members. They show strong egos brought
about by status of pride and importance. In highly feminine societies, members
value relationship, sensitivity towards members of both sexes, and a high quality of
life. They give importance to flexibility at work (maintaining good relationship with
supervisor) and balance between life and work. Japan has the highest MAS score of 95
(a hierarchical, deferential and traditionally patriarchal society), whereas Sweden has
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4. Uncertainty Avoidance Index (UAI) is the dimension that describes the way people tackle
uncertainty and ambiguity. People in societies that have high score in this dimension
make life as predictable and controllable as possible. They have the tendency to give up
easily when they lose control of their own lives or depend so much on God’s hands for
their destiny. They are generally conservative and follow many declared and undeclared
societal norms and conventions. In conversations, expressions of emotions and anger
and the use of vigorous gestures are nothing but normal. They use indirect approach
based on tradition-bound communication system. Greece is topnotch in the UAI scale
with 100. In a low UAI culture, people are more relaxed, open to change and innovations
and generally inclusive. They give less value to titles, so bragging about achievements
is avoided. In addition, they give respect to those who can deal with any difficulties. In
Hofstede’s model, Singapore has the lowest score of eight.
54
The two additional dimensions, Long- Versus Short-Term Orientation (originally
Pragmatic Versus Normative (PRA) dimension) and Indulgence Versus Restraint (IVR) are
relatively new, and are therefore accompanied by less data.
By recognizing the characteristics of cultures belonging to a particular dimension, it
becomes easier to understand the way members communicate within their group. When a
non-member steps into a specific culture, he or she can evaluate his or her communication
approach – words and actions – in relation to the way members of that culture might think
and react. Hofstede’s dimensions can be a good starting point to overcome cultural ignorance
and to guide one’s behavior and competence in communicating with people of different
cultures, i.e. to respond appropriately to varying communication styles and to interact
effectively with people of diverse religious, social, ethnic, and educational backgrounds.
Defining Intercultural Communication

Intercultural communication refers to the communication between people from two
different cultures. (Chen & Starosta, 1998)
Intercultural communication is the exchange of information between individuals who
are “unalike culturally.” (Rogers & Steinfatt, 1999)
Intercultural communication is a symbolic, interpretive, transactional, contextual
process, in which people from different cultures create shared meanings. (Lustig & Koester,
2007)
Intercultural communication is identified as both a concept and a competence.
Intercultural competence is the active possession by individuals of qualities which contribute
to effective intercultural communication and can be defined in terms of three primary
attributes: knowledge, skills and attitudes. (LANQUA, n.d.)
Intercultural communication is called in various ways: multicultural communication,
cross-cultural communication, interracial communication, interethnic communication, and
international communication.
| PATTS College
Culture ofCommunication
Influences Aeronautics | 2020-2021 | Property of Books Atbp
Publishing Corp.
The formula for a successful communication with other cultures is by understanding
our similarities and differences from them. When we interact with people whose system of
knowledge, values, behaviors, etc. differs from ours, we need to compare and contrast our
cultures and interaction approaches in order to avoid misunderstandings and conflicts that
communication can create.
The following concepts are a good guide in intercultural communication:
Ethnocentrism is the tendency of a group of people to consider their culture as superior
to all other cultures. It can lead them to give negative judgments on other cultures
based on their own knowledge, values and behavioral norms. Ethnocentrism can also
steer them to a failure in intercultural communication. Although it can be a barrier to
successfully communicating interculturally to highly ethnocentric culture, it can be a
challenge to improve intercultural competence among those with low ethnocentricity
level.
55
Cultural relativism is the acceptance that all cultures are equal in value with one another
despite their differences. It is an approach in avoiding giving judgments on other
cultures as inferior to one’s own standards of right and wrong, bad and good or natural
and unnatural. Because cultural relativism leads to understanding cultural practices of a
group of people in their own context, it can show the way towards effective intercultural
communication.
Melting pot philosophy pertains to the idea that different cultures will blend together
and create one ultimate culture. The USA is often described as a melting pot of all races
or all types of people who migrate to the country. It is an environment where many
cultures or people, despite their assortment, assimilate to produce a new amalgam of
culture and co-exist as one strong homogenous American nation.
Pluralism refers to the acknowledgement of cultural relativism and promotion of
respect for uniqueness and forbearance of diversity of cultures. Instead of creating a
new hybrid of culture like in the melting pot theory, all cultures are allowed to co-exist
with one another. For a successful intercultural communication to thrive in a pluralistic
society, people need to understand and interact with others with different social and
educational backgrounds, values, lifestyles, religious and political beliefs, behavioral
norms, communication styles, etc.
Improving Intercultural Communication

In intercultural communication, it is necessary to reduce the strangeness of strangers.
Stanley Martinez (n.d.) in his discussion of intercultural communication at personales.upv.es/
mcandel/Hybels9 _Ch3.pdf, explained five ways to improve communicating interculturally.
Pay attention to your words and actions. Become cognizant of how your own thinking
patterns, assumptions, perceptions, prejudices, and biases through thoughtful
communication with others. Study your own self and the way you interact with others
based on how well you know your own gender, race, social status, physical appearance,
abilities and disabilities.
Control
| PATTS your assumptions.
College of Aeronautics Question a lot of your |assumptions
| 2020-2021 Property about cultures,
of Books for
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example,
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Corp.
brought about by others because you have different mind tracks, rules on interpersonal
communication in your culture are the same with all other cultures, etc.
Engage in transpection. Transpection is the process of empathizing across cultures.
Through practice that involves structured experience and self-reflection, try to see the
world exactly the way others see it. Try to learn beliefs, feelings and perspectives of other
cultures. Martinez (n.d.) explained that transpection can help you avoid assumptions
and move you closer to tolerance, sensitivity, respect, empathic listening, and effective
communication responses.
Gain knowledge. Read, observe and discover about other countries’ customs, traditions,
religions, etc. Visit places where you can meet and talk to people from other cultures.
The more you know about a culture, the better that you control assumptions and the
more you overcome misunderstandings. Gaining knowledge about other cultures is a
great way of eliminating any personal biases and prejudices you have developed over
the years.
56
Gain experience. Gaining experience in intercultural communication is not limited to
reading, observing, discovering or doing research on the net about a culture. You gain
true experience by actually visiting a place though sometimes it is costly and tedious.
However, you can also find someone of another culture and talk to him or her and ask
direct questions in a conversation intended to help you better understand his or her
culture.
Intercultural Communication Tips

By Commisceo Global Consulting
(Printed with copyright owner’s permission.)
Working across cultures is a new experience for many people. Intercultural

communication can be a dynamic and creative affair but occasionally due to the inability
to interpret people correctly it can be a challenge. Building an understanding of other
people’s
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relationships and being more successful in an intercultural environment.
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without trawling through lots of books, articles or even taking part in an
intercultural communication workshop, it is possible to implement some basic principles
to help improve one’s intercultural communication skills. The following intercultural
communication tips are provided to help people working in international and multicultural
environments get some basic insight into dealing more effectively with people and not letting
culture become an issue.
1. Be Patient. Working in an intercultural environment can be a frustrating affair. Things
may not get done when expected, communication can be tiresome and behavior may
be inappropriate. Patience with yourself and others helps move beyond such issues and
address how to avoid similar incidents in the future.
2. Establish Rules. Sometimes, working in a truly intercultural team, it may be necessary
for all to take a step back and set down some ground rules. i.e. how do we approach
punctuality, meetings, communication, emails, disagreements, etc? It is always a good
idea to try and develop the rules as a group rather than have them imposed.
57
3. Ask Questions. When you don’t understand something or want to know why
someone has behaved in a certain way, simply ask. Asking questions stops you making
assumptions, shows the questioned you did not understand them and helps build up
your bank of intercultural knowledge.
4. Respect. The foundation of all intercultural communication is respect. By demonstrating
respect you earn respect and help create more open and fruitful relationships.
5. The Written Word. Sometimes people who do not have English as their mother tongue
will read more proficiently than they speak. It is a good idea to always write things down
as a back-up.
6. Time. Not everyone in the world thinks “time is money”. Understand that for many
people, work is low down on the priority list with things like family taking a much
higher precedence. Do not expect people to sacrifice their own time to meet deadlines.
It is a good practice to always leave a bit of spare time when considering deadlines.
7. Humor. In an intercultural environment one man’s joke is another’s insult. Be wary of
differences in the sense of humor and also the acceptability of banter and the like in a
business environment.
8. Always Check. The easiest way of minimizing the negative impact of intercultural
communication is to check and double check. Whether agreeing something or giving
instructions, a minute spent double checking all parties are ‘reading from the same
sheet’ saves hours of work later on down the line.
9. Be Positive. When faced with incidents of an intercultural nature steer clear of blame
and conflict. Stay positive, analyze the problem areas and work as a team to build
strategies and solutions to ensure the same never occurs again.
10. Self-Reflect. A good intercultural communicator not only looks outwards but also
inwards. Take time to reflect on your own communication, management or motivation
style and see where you can improve as an individual.
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Publishing However, unless businesses and individuals start to address the area of
intercultural communication as a serious business issue, this potential will not be realized.
Nonverbal Forms in Intercultural Communication

By Rebecca Bernstein
(Source: https://online.pointpark.edu/business/cultural-differences-in-nonverbal-
communication/)
Nonverbal communication can take many forms. Effectiveness as an international

professional often hinges on understanding what these forms might be and how their
meanings may differ between countries. Below are samples of seven forms of nonverbal
communication, as well as specific cultural variances.
58
Eye contact
Whether or not eye contact is made, who makes it and how long it lasts vary
tremendously in meaning. In many Asian cultures, avoiding eye contact is seen as a sign
of respect. However, those in Latin and North America consider eye contact important for
conveying equality among individuals. In Ghana, if a young child looks an adult in the eye,
it is considered an act of defiance.
Touch
A great number of cultural expressions are achieved through touch. In America, for
example, using a firm handshake is considered appropriate to greet a stranger or another
business professional. In France, however, it is common to kiss someone you greet on both
cheeks. Touching children on the head is fine in North America. Yet in Asia, this is considered
highly inappropriate, as the head is considered a sacred part of the body. In the Middle East,
the left hand is customarily used to handle bodily hygiene. Therefore, using that hand to
accept a gift or shake hands is considered extremely rude. There are also a wide range of
cultural viewpoints on the appropriate rules regarding physical contact between both similar
and opposite genders.
Gestures
Gestures can convey wildly different meanings. Individuals in the United States use
the “OK” sign to convey that something is acceptable. In Japan, the same hand symbol
means “money.” Argentinians, Belgians, the French and the Portuguese all use the symbol to
mean “zero” or “nothing.” Still other countries in eastern Europe consider that same sign an
offensive swear.
Physical Space
Countries
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than those that are not. The Japanese, for example, are less
| PATTS College of Aeronautics | 2020-2021 | Property of Books Atbplikely to react strongly to an
accidental touch
Publishing Corp. by a stranger than Americans. Less personal space is also needed in areas
such as Latin America, and, in the context of one-on-one conversations, the Middle East.
Facial Expressions
Winking is a facial expression particularly varied in meaning. In Latin America, for
example, the gesture is often considered a romantic or sexual invitation. The Yoruba people
in Nigeria wink at their children if they want them to leave the room. And the Chinese
consider the gesture rude.
Posture
Posture can convey power structures, attitudes and levels of civility. Slouching in Taiwan
is considered disrespectful, while other parts of the world may not think much of it one way
59
or another. In America, standing with hands on the hips may suggest power or pride, but in
Argentina, it may suggest anger or a challenge.
Many cultures also frown upon showing the bottom of the shoe, something that is
considered dirty. Therefore, sitting with the foot resting on the opposite knee is strongly
discouraged in places such as many Arab countries.
Paralanguage
“Paralanguage” refers to factors of speech such as accent, pitch range, volume or
articulation. In Britain, for example, people use volume to convey anger, while in India,
they use it to command attention. Japanese women make a point of raising the pitch of
their voices to differentiate themselves from men. In America, voice pitch between genders
remains comparably the same.
The use of and attitude toward silence can also be considered a type of paralanguage.
The Greeks use silence as a way to refuse things, while Egyptians use it to consent. Some
cultures (such as those in Asia) are generally more comfortable with long bouts of silence
than others.
When international business professionals take the time to learn what isn’t being said,
everyone benefits. Not only will their efforts decrease the likelihood of misunderstandings,
they will improve their abilities to negotiate, solve problems effectively, create good working
relationships and become better global citizens.

Publishing Corp.
60
A. Case Study: Read the case. Then answer the questions that follow. (Source: http://www.
freeonlineresearchpapers.com/intercultural-communication-workplace)
Name:
Eight years ago while working for a financial institution, I had a miscommunication
with a coworker, Keiko, who was originally from Tokyo and worked as a finance officer
for the local branch. Although Keiko has been in the United States for several years she
still had a very heavy Asian accent and was incapable of forming proper grammar, but
she was an excellent worker and expert at loans. If someone could not comprehend
what she said they would then ask her to say it again and she would without a problem.
Well, a client came in one day and asked for her because he had a question about
a loan for their business. I went ahead and called her over for the client to ask her a
question in reference to his business loan. The client did not comprehend what she was
saying and Keiko did not understand what the needs of the client were. After explaining
for the third time what he wanted, the client became aggravated. A bit frustrated, the
client exasperatingly stated, “I cannot comprehend why businesses hire people who do
not speak English. Don’t they know that they work and live in America and need to
speak English? If we lived in their country we would have to learn their language.” To
make matters worse, I expressed my regret to the client and told him that I would talk
with the loan manager to make sure that his demands were taken care.
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taken aback.
Publishing Corp. My thoughts were what did I do and why was she upset with me? I thought
I was doing her a favor by getting the client away from her.
I did not think there was anything wrong with what I did. I did not think what I
did was wrong. On the other hand, evidently that was not what Keiko believed.
When I talked with the loan manager and explained to her what took place, I
realized that Keiko was saddened because I did not support her when the client made
those malicious comments about her and she also thought I should have explained the
issues the client had to her ,myself. I learned from her that day some Asian cultures. She
explained to me that in China, Japan, and other Asian cultures it is imperative to avoid
causing your counterpart to “lose face.” In Asian cultures, to raise your voice or shout at
a person in public, or to correct them in front of their peers will cause them to lose face
(Berman, 2003). I made an apology to Keiko and let her know I was trying to be helpful
and that I meant no disrespect.
61
Answer the following questions:
1. Who was Keiko?
2. Where was she from?
3. What kind of a worker was she?
4. Could she communicate in English properly? Why?
5. What happened one day?
6. What was the outcome of the situation with the client?

Publishing Corp.
7. What did the author do in the end? Why?
62
8. What is the importance of intercultural communication in this case?
B. Responding to Image: Small Group Communication
Country Specific Communication Styles

| PATTS College
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following: Corp.
1. Which groups of people will have little or no difficulty in communicating interculturally?
Why?
2. Which groups of people will have more problems in intercultural communication?

Why?
63
Intercultural Communication Competence
Competence in intercultural communication exists when the purpose is carried
out in a way that is suitable to human environment and the relationship therein. Thus,
it is necessary that intercultural communication connects the demarcation between
appropriateness and effectiveness. Appropriateness ensures that valued rules, norms,
and expectations of the relationship are not violated significantly, and effectiveness
causes the attainment of valued goals and the accompanying rewards.
Twelve affective behavioral and cognitive competencies have been identified.
C. Learning Partner: In this exercise, the twelve behavioral and cognitive competencies
have been mixed up with their descriptions. Try to match them appropriately.
Column A Column B
1. Self-awareness A. Holds a realistic and positive confidence in own

judgments, abilities and powers.
2. Appropriateness
B. Is able to bring about an effect.
3. Self-confidence
C. Has knowledge of the socially appropriate
4. Effectiveness communicative behavior.
5. Motivation for success D. Has a strong orientation towards pragmatism

and useful action.
6. Changing perspectives E. Is considerate to the importance of differences
7. Empathy and to the point of view of other people.
F. Having a type of mental elasticity allowing to be
8. Open-mindedness
part of and yet apart from another milieu.
9. Communication ability G. Is conscious about one’s self (the way one looks)
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11. Sensitivity
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12. Flexibility I. Is free from bigotry and prejudice, accepts and
advocates diversity.
J. Tries to understand actions and reactions of
others from their point of view.
K. Is open towards new ideas and experiences;
functions effectively with people of other world
views
L. Shows interest in others and shares emotions.
64
Test Your Knack!
Name:
I. True or False
1. Cultural misunderstandings often lead to lost opportunities and increased
levels of tension between people.
2. Technology and computer networks are maintaining the traditional definition
of a community.
3. When we interact with persons whose cultures are different from ours, we
must first recognize and acknowledge our differences.
4. Demographers tell us that cultural diversity has nothing to do with a country’s
future.
5. Cultures differ in their attitudes about gender roles.
II. Identification
6. It consists of a system of knowledge, beliefs, values,
customs and behavior that are acquired, shared, and used
by members during daily living.
7. It is a tradition-bound communication system which
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its original culture.
9. It is a strategy in which individuals reject the dominant or
host culture in favor of preserving their culture of origin.
10. It is the view that all cultures are equal in value and
therefore should not be judged on the basis of another
cultural perspective.
11. It recognizes cultural relativism and promotes respect for
uniqueness and forbearance of diversity of cultures instead
of creating a new mixture of cultures.
12. It is the tendency to see our own culture as superior to all
others.
13. These are composed of members of the same general
culture who differ in some ethnic or sociological way from
the parent culture.
65
14. It is the view that different cultures should be assimilated
into the dominant culture.
15. It refers to exchanging information between people from
different cultures.
III. Reflection Essay: What are your thoughts and/or feelings after reading the articles?
a. A Definition of Global Communication
b. Nonverbal Forms in Intercultural Communication

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66
Unit 2
Varieties and Registers of Spoken and Written Languages
Evaluating Messages and images of Different types
of Texts Reflecting Different Cultures

At the end of the learning engagement, the students are expected to:
1. determine culturally appropriate terms, expressions and images,
2. adopt cultural and intercultural awareness and sensitivity in communication of ideas,
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3. evaluate
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67
Lesson 1 Varieties and Registers of Spoken and Written Languages

1. explain the varieties and registers of spoken and written languages,
2. discuss how varieties and registers of languages affect communication,
4. appreciate the significance of understanding how varieties and registers of
languages affect communication.
Learning Partner: Select a partner. Practice saying “Thank you” to each other in
different languages.
English – Thank you, Thanks Russian – Spasiba (spah-see’-boh)
Spanish – Gracias Korean – Gamsahamnida
French – Merci Arabic – Shukran
Italian – Grazie Icelandic – Takk
Japanese – Arigato Hawaiian – Mahalo
Chinese – Do jeh, Daw-dyeh Hebrew – Toda (toh-dah’)
German – Danke sehr Greek – Efharisto (ef-har-ris-tou’)
Thai – Khop Khun Mak Kha Hindi – Dhanyavād / Shukriya
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English – You’re welcome. Welcome. Russian –
Spanish – Korean –
French – Arabic –
Italian – Icelandic –
Japanese – Hawaiian –
Chinese – Hebrew –
German – Greek –
Thai – Hindi –
68
Speak up, Please…
Spontaneous Collaboration: Form a triad. Study the table of difference between

US English and UK English. Then discuss with your group the impact of knowing these
differences in your communication style as a Filipino student. Explain your answer briefly
but substantially. (Source: https://www.google.com)
Name:
Group Members:

Publishing Corp.
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American and British English
US English UK English US English UK English
The media Money and Shopping
talk show chat show, talk show check cheque
TV program TV programme check (bill in a restaurant) bill
realtor estate agent
sales clerk shop assistant
store, shop shop
People and society Entertainment
apartment flat, apartment humor humour
crazy (insane) mad, crazy movie film
diaper nappy movie theater cinema
line queue, line theater theatre
mad angry
mean (unpleasant, rude) nasty
stingy (not generous) mean, stingy
The law and crime Fashion and design
attorney, lawyer barrister, solicitor, lawyer closet wardrobe, cupboard
jail prison color colour
license licence cuffs (on trousers) turn-ups
offense offence modeling modeling
pants, slacks trousers
sweater, jumper, jersey, sweater
vest waistcoat
zipper zip
Health and fitness Work and business
doctor’s office (doctor’s) surgery desk clerk receptionist
drug store, pharmacy chemist/s labor labour
restroom public toilet, lavatory raise pay rise/raise
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two Cyan
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fortnight, two| weeks
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US English UK English US English UK English
Travel and transport Food and drink
airplane aeroplane burner hob
gasoline petrol can (of beans) tin
highway, freeway main road, motorway candy sweets
one-way (ticket) single potato chips crisps
parking lot car park cookie biscuit
pavement road surface French fries chips, French fries
railroad railway silverware cutlery
sidewalk pavement stove cooker
subway underground takeout takeaway
tire tyre
trailer caravan
truck van, lorry, truck
vacation holiday
windshield windscreen
Hobbies, sport Education and learning
and games
football American football elementary/junior high/ primary/secondary school
soccer football, soccer senior high school
sneakers trainers eraser rubber, eraser
to practice to practise grade mark, grade
track and field athletics principal head, headteacher,
headmaster,
quiz (at school) test
recess break
school (university) university
Science and technology Weather and the
environment
antenna aerial garbage/trash can, dustbin, rubbish/litter bin
cellphone mobile phone to Soria, Cyan
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Read and understand the following article. (Source: https://blog.cudoo.com/different-

varieties-of-english-language)
Varieties of the English Language

By Govind
(Printed with copyright owner’s permission.)
Languages and Culture

English is the most widely-spoken language in the world, having the distinct status
of being the official language of multiple countries. While the English language is uniform
with major variations in spelling present between American English and British English,
the dialect or accent is usually the factor that enables one to distinguish the various types of
English out there.
From the thick Ugandan English to the French-themed Canadian English, the varieties
of accents present are both diverse and beautiful. Apart from accents, there is a tendency for
people to mix English with their local lingo to form a hybrid variety of English language that
is as colorful as the culture in that country.
Read on to find out more about the various types of English language that are present
in countries around the world.
British English
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English is a West Germanic language that originated from the Anglo-Frisian dialects
brought to Britain by Germanic settlers from various parts of what is now northwest Germany
and the northern Netherlands. The resident population at this time was generally speaking
Common Brittonic—the insular variety of continental Celtic, which was influenced by the
Roman occupation. This group of languages (Welsh, Cornish, Cumbric) cohabited alongside
English into the modern period, but due to their remoteness from the Germanic languages,
influence on English was notably limited.
American English
American English sometimes called United States English or U.S. English, is the set of
varieties of the English language native to the United States and widely adopted in Canada.
English is the most widely spoken language in the United States and is the common language
73
used by the federal government, considered the de facto language of the country because of
its widespread use. English has been given official status by 32 of the 50 state governments.
Australian English
Australian English is a major variety of the English language, used throughout
Australia. Although English has no official status in the constitution, Australian English is
the country’s national and de facto official language as it is the first language of the majority
of the population.
Australian English began to diverge from British English after the founding of the
Colony of New South Wales in 1788 and was recognized as being different from British
English by 1820. It arose from the intermingling of early settlers from a great variety of
mutually intelligible dialectal regions of the British Isles and quickly developed into a distinct
variety of English.
Canadian English
Canadian English is the set of varieties of the English language native to Canada.
According to the 2011 census, English was the first language of approximately 19 million
Canadians (57% of the population) the remainder of the population were native speakers of
Canadian French (22%) or other languages (allophones, 21%).
The term “Canadian English” is first attested in a speech by the Reverend A. Constable
Geikie in an address to the Canadian Institute in 1857. Canadian English is the product of
five waves of immigration and settlement over a period of more than two centuries. The
first large wave of permanent English-speaking settlement in Canada, and linguistically the
most important, was the influx of loyalists fleeing the American Revolution, chiefly from the
Mid-Atlantic States – as such, New York, New Jersey, Pennsylvania, Delaware, Maryland,
Washington, D.C., Virginia, and West Virginia. Canadian English is believed by some
scholars to have derived from northern American English.
Indian English
Publishing Corp.
English language public instruction began in India in the 1830s during the rule of the
East India Company (India was then, and is today, one of the most linguistically diverse
regions of the world). In 1835, English replaced Persian as the official language of the
Company. Lord Macaulay played a major role in introducing English and western concepts
to education in India. He supported the replacement of Persian by English as the official
language, the use of English as the medium of instruction in all schools, and the training of
English-speaking Indians as teachers.
The view of the English language among many Indians has gone from associating it with
colonialism to associating it with economic progress, and English continues to be an official
language of India, albeit with an Indian twist, popularly known as Indian English.
74
Philippine English
Philippine English is any variety of English (similar and related to American English)
native to the Philippines, including those used by the media and the vast majority of educated
Filipinos. English is taught in schools as one of the two official languages of the country, the
other being Filipino (Tagalog).
Philippine English has evolved tremendously from where it began decades ago. Some
decades before English was officially introduced, if not arguably forced, to the Philippines,
the archipelagic nation has been subject to Spanish rule and thus Spanish was the language
of power and influence. However, in 1898, when the Spanish gave the United States control
of the nation, the English language, although initially not favored, became widely used in a
matter of years, which was catalyzed by the coming of American teachers.
Ugandan English
Ugandan English, or Uglish (pronounced you-glish), is the dialect of English spoken in
Uganda. As with similar dialects spoken elsewhere, Ugandan English has developed a strong
local flavor. The speech patterns of Ugandan languages strongly influence spoken English.
Uganda has a large variety of indigenous languages, and someone familiar with Uganda can
readily identify the native language of a person speaking English. Ugandan speakers will
alter foreign words to make them sound more euphonic.

Publishing Corp.
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Publishing Corp.
76
Tell Me about It!
A. Reacting to the Text: Design a colorful and creative Infographic about the varieties of
the English language based on the article by Govind. Use 81/2 x 11 inches bond paper
for this task.
B. Video Watching: Your professor will show you a number of videos from YouTube that
show varieties of the English Language. After watching, write your reaction on each of
the videos.
1. How to Speak with a Japanese Accent (Source: https://youtu.be/ LPcKa7LHoak)
My Reaction:

Publishing Corp.
77
2. Filipino Accent Tutorial by Mikey Bustos (Source: https://youtu. be/3BBtS1ir4tA)
My Reaction:

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78
3. Australian English (Source: https://youtu.be/xuRrp83jCuQ)
My Reaction:

Publishing Corp.
79
4. English vs. Singaporean Pronunciation (Source: https:// youtu.be/PAy-xRLl2Ik)
My Reaction:

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80
5. The English Language in 67 Accents & Random Voices (Source: https://youtu.be/
riwKuKSbFDs)
My Reaction:

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Publishing Corp.
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Language Registers
According to Eaton (2012), language or speech register is the level of formality or

informality with which people converse with one another. The choice of language register
depends on communication situations and people involved.
Here are pieces of information about the five types of language or speech registers.
Frozen Register
3 Literally “frozen” in time and form; rarely or never changes and often learned and
repeated by rote.
3 Quality is static.
3 Ritualistic and may even be archaic.
3 Most formal communicative style used in respectful situation or formal ceremonies.
3 Does not require any feedback from the audience.
Examples:
Anthems and Pledges
Alma Mater song
Marriage ceremonies
Speeches for state ceremonies
ThisPrayers likeRegistered
file is The Lord’s Prayer
to Soria, Cyan Lxaryn, Tuguin | College - 2
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Formal Register
3 Language is standard - avoids slang and may use technical or academic vocabulary.
3 Speaker uses complete sentences.
3 Is likely that the speaker will use fewer contractions.
3 Used for most academic and scientific publishing.
Examples:
Sermons
Rhetorical statements and questions
Speeches
Pronouncements made by judges
Announcements
83
Consultative Register
3 The normal style for speaking to strangers or persons who are neither acquaintances
nor friends or relatives.
3 Two defining features:
The speaker supplies background information – he does not assumes that he will be
understood without it; and
The listener participates continuously.
3 Uses feedback and listener participation – the speaker depends on the listener’s
responses in deciding whether he is being understood.
3 Used in semi-formal communication, and uses titles such as “Doctor”, “Mr.”, “Mrs.”,
“Atty.”, etc.
3 Words are general but precise, rather than technical.
3 Conversational in tone. Interruptions can occur during the communication.
3 Speaker does not usually plan what he wants to say like in an advice.
3 Sentences tend to be shorter and spontaneous.
Examples: A communication between
a superior and a subordinate
a doctor and a patient
a lawyer and a client
a lawyer and a judge
a teacher and a student
a counselor and a counselee
Casual Register
3Used among friends and acquaintances that does not require background information.
3No social barriers required.
3Very relaxed and focused on just getting the information.
3Conversational in tone. Interruptions can occur during the communication.
3Used in informal situation and uses informal language – slangs, vulgarities and
colloquialisms are normal and quite often used.
| PATTS
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to feel at ease.
Examples:
Chat with buddies
Emails or letters to friends
Blogs
Phrases like –
• “I’m doin’ it my way.” (doing)
• “Lemme go.” (Let me go.)
• “Watcha gonna do?” (What are you going to do?)
• “Wassup?” (What’s up?)
84
Intimate Register
3 A non-public speech style.
3 Used by family members and very close friends.
3 Meaning is shared even without “correct linguistic forms” – grammar correctness is
unnecessary.
3 Uses private vocabulary – personal language codes, terms of endearment and name
callings.
3 Also the language used in sexual harassment.
3 Best avoided in public and professional situations.
3 Characterized by an economy of words, with a high incidence of significant nonverbal
communication such as gestures, facial expression, eye contact, etc.
3 Free and easy participation of both speaker and listener, and is far more elliptical.
Example: Canadians tend to be culturally informal. They are more likely to address their
boss by their first name and use a casual register more than any other (Storti, 2001).
The Importance of Knowing When and How to Move between Registers

From: Language Register and Why It Matters
By Sarah Elaine Eaton
A speaker may move from one register to another with ease. For example, it is not
uncommon for Canadian teachers to address one another casually in the staff room, and
then adopt a more consultative register when speaking with a parent or school board trustee.
If one register is expected and another is presented, the result can be either that offense
is taken (or intended) or a comic response. For example, on the TV show “Big Bang Theory”,
Sheldon’s character often uses the higher consultative register with his friends, as well as
everyone else. He sometimes seems “stuck” in the world of high-level vocabulary, unable
to speak in the lower casual register that his friends use among themselves. The result is
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In contrast to Sheldon’s academic speech, some researchers have found that those living
in poverty are more likely to be “stuck” at the casual register. They are less likely to have
developed the skills at the consultative or formal language registers. Or if they do know
how to use the higher registers, it feels inauthentic to do so, like wearing a suit that does
not fit properly. As a result, those living in poverty may disregard the higher registers or
simply refuse to use them in their speech and writing. This, in turn, may inhibit them from
advancing in their work and ultimately, getting out of poverty. The same may also apply to
professionals looking for advancement or aspiring scholars who wish to publish their work.
For professional and academic writing, the formal or at the very least, the consultative
register, is appropriate.
Knowing what the various registers are, how to differentiate between them and when to
use which one increases your chances of being accepted by groups and speakers in a variety
of contexts.
85
Fast Talk: What language register is illustrated in the following?
1.
You have the right to remain silent. Anything you say can and will be used
against you in a court of law.
You have the right to an attorney. If you cannot afford an attorney, one will be
appointed for you.
2.
L: Excuse me, madam?

C: Oh, hi...uh...Louie, isn’t it? Come in, Louie. I haven’t seen you in quite a while, have I?
How can I help you?
L: Well...if you have a few minutes... I need you to help me sort out my credit hours. It’s
kind of an, uh, an emergency.
C: OK, sit down. I’ve got a few minutes right now.
L: Thanks very much.
C: So, what’s the problem with your credit hours?
L: Well...um...I think I may not have the right ones. The ones I need to graduate, I mean.
C: What’s your major again? Business Management?
L: Yeah, it’s supposed to be.
3. ______________________________________________________
“Daddy” She called out.

“Hey, Luna. My pumpkin. How are you? Did u sleep well?”
This file is Registered to Soria, Cyan Lxaryn, Tuguin | College -
“Daddy. When did u come?”
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“But daddy where is mommy? We were supposed to go out for my birthday shopping today.”
“Oh dear! She has gone to your granny’s house. Your granny mother is not well. Mom will
be back by evening.”
“Oh no,” her face drooped. “I told her what I want for my birthday. She knows everything.
What am I going to do now?”
Bias-Free Language
In speaking and writing, it is important that bias is avoided. You must not attempt
to use discriminatory words or remarks that either degrade or elevate people based on
your assumptions on ethnicity, gender, sexual orientation, age, abilities and religion of the
recipient of your communication. In other words, the use of bias-free language is essential in
a bias-free communication so that it will not result to offending your audience.
86
Locker (2006) defined bias-free language as “language that is sensitive to people’s
sex, race, age, physical condition and many other categories. Bias-free language does not
discriminate and therefore includes all readers in a fair and friendly manner.” Failure to
use bias-free language in communication may lead to disturbance of message, thus it is
necessary to select your words carefully. In addition, all communications should be inclusive
and diverse.
Here are some guidelines for bias-free communications.
Gender
1. Use gender-neutral or inclusive terms to refer to people.
Use this Avoid this
people, humanity, human beings man, mankind
chair, chairperson, moderator chairman
staff the operation man the operation
labor, human resources, workforce, staff, manpower
personnel
ordinary terms layman’s terms
manufactured, synthetic, artificial manmade
spokesperson spokesman
salesperson, sales clerk salesman, sales lady
2. Don’t use gender-bias pronouns.

Use this Avoid this
Each employee should hand in a business report Each employee should hand in his business
by... report by…
You should
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Guidance
Publishing Corp. counselors give advice to their A guidance counselor gives advice to her
students... students...
When talking to customers, ask them to give… When talking to a customer, ask him/her to
give…
Age, Class and Size

1. Refer to a person’s age only when it is relevant to the message.
Relevant Irrelevant
The professors, 35 and 40, have been promoted. Dr. Cansancio, 25, has been promoted to a new
post. She is the youngest President the university
has ever had.
87
2. Intellectual, physical and emotional abilities are not qualified based on age, so don’t use
words that underestimate people.
Appropriate Inappropriate
Ten-year old Stephen continues to improve his Ten-year old Stephen still finds it difficult to read
ability to read and write. and write.
3. Preferred and Problematic Language

Preferred Problematic
people of advanced age, old people older people, elders, seniors, senior citizen
person who lacks advantages that others have, poor person, person from the ghetto/slum
low economic status related to a person’s
education, occupation and income
person living at or below the poverty line, people poor person, poverty-stricken person
experiencing poverty
person of material wealth rich
people of size obese, overweight people
Race, Ethnicity, Culture and Immigrant Status

1. Unless important, never identify people by race or ethnic group.
Randy Santos, the student from Pinatubo, always Randy Santos, the black Aeta from Pinatubo,
submits his research paper before the deadline. always submits his research paper before the
deadline.
Randy Beltran, a professor of Chemistry, has Randy Beltran, an Igorot professor of Chemistry,
recently obtained his doctorate degree. has recently obtained his doctorate degree.
This file
2. Preferred andisProblematic
Language
Publishing Corp. Preferred Problematic
people of color colored, non-White
person who is blind/visually impaired blind person, “dumb”
international people foreigners
undocumented immigrant or worker; person illegal alien
seeking asylum, refugee
Disabilities
1. Put people first, not their disabilities.
The receptionist, who is hard-of hearing, can do The deft receptionist can do her duties
her duties competently. competently.
88
2. People are more important than their disabilities.
Relevant Irrelevant
The new manager will talk from experience about The new manager, who’s been battling polio
interpersonal communication at the workplace. since childhood, will discuss a new set of
He has hearing impairment since childhood. workplace rules and regulations.

“non-disabled” is the preferred term for people normal, able-bodied, healthy or whole
without disabilities
person who is blind/visually impaired blind person, “dumb”
person who is learning disabled, person who has retarded, slow, brain-damaged, special education
a cognitive disability student
someone of short stature, little person dwarf, midget
Sexual Orientation and Gender Identity

1. “Gender orientation” and “sexual orientation” are preferred to “sexual preference”. The
latter puts sex as focus of relationship and being homosexual, bisexual or heterosexual
is a matter of choice.
Sexual Orientation, Gender Identity “Sexual Preference” is used to suggest that
being gay or lesbian is voluntary and therefore
“curable.”
Gay, Lesbian, Same Gender Loving (SGL) “Homosexual” is an outdated clinical term
This file is Registered to Soria,considered derogatory and offensive to many

Cyan Lxaryn,
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gays and lesbians
Tuguin | College
Sexual Reassignment Surgery (SRS), Gender Sex Change
Publishing Corp.
Reaffirming Surgery, Gender Confirming Surgery
Using bias-free language in communication can lead to better message exchange and
stronger relationship with those whom we work with in the academic, business, civic and
other fields.
89
A. Spontaneous Collaboration: Form a pair or a triad. Read the two telephone conversations.
Determine which of them is formal or casual. Then discuss with your group what makes
the conversation formal or casual. For formal conversation, underline the lines that
show formality; for casual conversation, circle the lines that show its being casual.
(Source: https://www.pinterest.ph/pin/372391462928341806/)
Judy: Brown’s Technology, Judy speaking. How can I help you?

Jeff: Hello, this is Jeff Samuel. May I speak with Amy Richards, please?
Judy: One moment please -- I’ll put you through.
Judy: Mr. Samuel? I’m sorry. Amy’s in a meeting now. Would you like to leave
a message?
Jeff: Yes please, could you ask her to call me back as soon as possible? It’s an
urgent matter.
Judy: Of course. Does she have your number?
Jeff: She has my office number, but let me also give you my mobile number.
It’s 341-226- 7645.
Judy: Let me read that back to you - 341-226- 7645.
Jeff: That’s correct.
Judy: And could you spell your last name for me?
Jeff: S–A–M–U–E–L
| PATTS Judy: Okay, Mr. Samuel. I’ll give her the message.
College of Aeronautics | 2020-2021 | Property of Books Atbp
Jeff: Thanks
Publishing Corp. a lot. Bye.
Judy: Bye
1. This is FORMAL / CASUAL conversation because
90
Ann: Hello?
Nick: Hi Ann, it’s Nick. How’s it going?
Ann: Pretty good, thanks. How about you?
Nick: I’m fine. Hey, is Tom there?
Ann: Yeah, hold on, I’ll get him. Tom! Nick’s on the phone.
Tom: Hey Nick, what’s up?
Nick: Not much. Are you up for going fishing this weekend?
Tom: Wow, hang on a sec, let me check with my wife to make sure we
have no other plans.
Nick: Sure.
Tom: Okay, she’s given me the green light!
Nick: Great! We’ll pick you up at 7 tomorrow morning, is that OK?
Nick: Uh, you still living on York Street, near the city center?
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Tom: All right – see you tomorrow, then.
Nick: Take care.
Tom: Bye.
2. This is FORMAL / CASUAL conversation because
91
B. Learning Partner. Compose your own conversation using anyone of the frozen, formal,
casual, consultative or intimate registers. You are free to choose your own context. Be
sure to use bias-free and culturally sensitive language. Present your output in class.

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Test Your Knack!
Comprehension Check: Answer the following exercises as directed.
Name:
A. True or False
1. Being the official language of multiple countries, English is considered as the

most widely-spoken language in the world.
2. The accent is usually the factor that distinguishes the various types of English
in the world.
3. Today, many Indians associate English with colonialism rather than with
economic progress.
4. Aside from English, Canadians also speak French.
5. English is taught in schools as one of the two official languages of the

Philippines, the other being Cebuano.
6. A speaker may move from one register to another with ease.
7. Consultative register is used for most academic and scientific publishing.

8. Different situations and people call for the same registers.
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Formal register is best avoided in public and professional situations.
10. An academic manuscript submitted to a journal is more likely to receive an

unfavorable response from the editors if the tone is too conversational.
B. Identification
11. This register is impersonal and often follows a prescriptive

format.
12. Aside from the formal register, this is also appropriate for
professional and academic writing.
13. This register is best avoided in public and professional
situations.
93
14. This type of language is often learned and repeated by rote.
15. It is the language used between or among friends.
16. Some examples of this register include a doctor’s

appointment, a meeting with the school principal, or any
first meeting between strangers.
17. This language register is mostly intellectual and
informational, not emotional.
18. This register doesn’t follow standard societal rules, but
follows the “norms” of the people in the relationships.
19. Some examples of this register include the “golden rule”,
national anthems, religious books, laws, and famous
speeches.
20. In this register, slangs, vulgarities and colloqualisms are
normal and quite often used.
C. Bias-free and culturally sensitive language. Bias-free language is language that is

sensitive to people’s sex, race, age, physical condition and many other categories. Bias-
free language does not discriminate and therefore includes all readers in a fair and
friendly manner. In this exercise, encircle the letter of the sentence that uses bias-free
and culturally sensitive language.
1. A. The priest asked, “Are you ready to love and honor each other as husband and wife
for the rest of your lives?”
B. The priest asked, “Are you ready to love and honor each other as man and wife for
the rest of your lives?”
This
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Publishing matter how busy the pilots are, they should take the time to thank the flight
attendants at the end of every flight.
3. A. My grandparents’ days consist of waiting by the window for someone to come up
the walk--whether friend, mail carrier or salesperson.
B. My grandparents’ days consist of waiting by the window for someone to come up
the walk--whether friend, mailman or salesman.
4. A. Though occasionally she may be called on to help others in the office, a secretary
should take orders only from the manager she supports.
B. Though occasionally they may be called on to help others in the office, secretaries
[or assistants] should take orders only from the managers they support.
5. A. Each manager must debrief his or her department.
B. Each manager must debrief his department.
94
6. A. Each laboratory assistant must perform the experiment at least once before teaching
it to the class.
B. Each laboratory assistant must perform the experiment at least once before he
teaches it to the class.
7. A. Give your report to the committee chairman.
B. Give your report to the committee chair.
8. A. A strange man spoke to me at the grocery store.
B. A strange Black man spoke to me at the grocery store.
9. A. I met an epileptic on the bus today.
B. I met a person with epilepsy on the bus today.
10.A. To a woman who possesses the necessary qualifications, nursing offers a life of
unusual interest and usefulness. She will have limitless opportunities to improve
herself and to help others.
B. To those people who possess the necessary qualifications, nursing offers a life of
unusual interest and usefulness. They will have limitless opportunities to improve
themselves and to help others.

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Lesson 2 Evaluating Messages and Images
of Different Types of Texts

1. explain various types of multimodal texts,
2. discuss how multimodal text analysis help in understanding messages or images like
pictures, posters, etc.,
3. participate in activities in analyzing content of various multimodal texts, and
4. appreciate the significance of analysis of multimodal text in understanding content and
significance of these texts.
A. On Your Own: Circle the letter of the meaning of the word in bold in each of the
following sentences. (Created by Enoch Morrison. Last Updated: 07/05/2018.)
1. After practice, the girls’ softball team stated, “We’re famished!” Famished means...
A. Fatigued. B. Hungry. C. Excited. D. Ready.
2. The newborn baby was enamored with the rattle. Enamored means...
A. Fascinated. B. Happy. C. Unsure what to do. D. Aggravated.
3. When having a problem, it is best to dissect the situation, then act. Dissect means...
A. Control. B. Discuss. C. Ignore. D. Analyze.
4. This fileapprized
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A. Appreciated.
Publishing Corp. B. Compromised. C. Defied. D. Noted.
5. The aural component of balance is critical for postural control during ambulation.
Aural means related to the...
A. Eyes. B. Ears. C. Nose. D. Hands.
6. The wound exhibited signs of copious drainage requiring medical intervention. Copious
means...
A. Minimal. B. Clear. C. Maximal. D. Foul.
7. The scientist was able to evoke powerful emotions from her audience. Evoke means...
A. Sell. B. Calm. C. Call forth. D. Exaggerate.
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8. The official exhibited a heedless attitude when dealing with the dignitaries. Heedless
means...
A. Thoughtless. B. Pleasant. C. Friendly. D. Bitter.
9. The general tried to instill the hope of victory in his troops. Instill means...
A. Infuse. B. Delay. C. Inscribe. D. Indict.
10. The winning team of the World Series often has a jovial attitude. Jovial means...
A. Merry. B. Sad. C. Somber. D. Laborious.
B. Construct your own sentences using each of the newly learned words.
Words Sentences
Famished
Enamore
Dissect
Apprize
Aural

Copious
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Evoke
Heedless
Instill
Jovial
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Speak up, Please…
Assess Yourself: The following activity is an assessment of your critical reading skills.
Complete this self-assessment task to figure out how well you do in terms of your critical
reading ability. Put a check mark in the appropriate column.
CRITERIA YES IDK NO

1. Identifies and summarizes the problem or question at issue
a. I fully identify and summarize the main idea, problem,

or question with complete accuracy due to thorough
comprehension.
b. I make inferences that contribute to knowledge in a focused,

specific manner.
2. Identifies and assesses the quality of supporting data or

evidence
a. I completely identify and assess the importance and quality

of all supporting data/details or evidence due to thorough
comprehension.
3. Identifies and considers the influence of the context on the

issue
a. I completely identify and consider the influence of the

context on the issue.
4. Demonstrates higher level thinking by interpreting the author’s
meaning or potential bias
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a. I demonstrate higher level thinking by understanding and
interpreting the author’s meaning.
b. I demonstrate higher level thinking by understanding and

interpreting the author’s potential bias.
5. Identifies and evaluates conclusion, implications, and

consequences and is able to form conclusions.
a. Accurately identifies conclusions, implications and

consequences from available data, with a fully developed
explanation and can provide alternate consequences.
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Your lecturer will show you a TV commercial of a popular product. After watching,
accomplish the task that follows. (Source: https://www. youtube.com/watch?v=wWSlMRhIO38).
Scenario: Two housewives are at a drugstore – one buying medicines and the other buying
soap.
Text:
Housewife A: Oy mare, daming gamot ah.
Housewife B: May sakit si mister. Anong bibilhin mo?
Housewife
ThisA:file
Pang-iwas sa ganyang gastos.
Housewife B: Ano?
Housewife A:Corp.
Publishing Safeguard.
Female voice over: Sa hirap ng buhay ngayon para makaiwas sa malaking gastos sa gamot
ugaling mag-Safeguard. Sa 16 pesos lang malaki ang pwedeng matipid. Dahil ang Safeguard
tumutulong na maiwasan ang sakit.
Housewife A: Oh, may sakit ulit si mister?

Housewife B: Hindi. Natuto na ’ko. Safeguard nga.
Male voice over: Iwas sakit, iwas gastos with Safeguard protection.
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Tell Me about It!
Reacting to the Text: Critical thinking about media and culture is among the skills
that are necessary for profound understanding of various types of texts and images. In this
exercise, use this skill to answer the following questions.
Name:
1. What message is conveyed in the advertisement?
2. How does the ad use the rhetorical appeals of emotion, credibility and reason?

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3. Does the advertisement effectively represent reality? In what way?
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4. Who is the target audience? (Consider age, gender, race/ethnicity, socioeconomic status,
etc.)
5. Does the advertisement intend to inform, entertain, or persuade? Is it successful in its

purpose? Explain.
6. What lifestyle or values are embedded in the advertisement? Do you think the
advertisement is effective in influencing the viewers to practice these values? Explain.

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7. Identify at least two facts in this advertisement.
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8. If any, what message is hidden in this advertisement?
9. What techniques did the advertisers use? (Consider emotional appeal, promotional
advertising, bandwagon advertising, facts and statistics, complimenting the customer,
bribe, endorsement, visual metaphors, catchy phrases, etc.) Are these techniques
successful in making the advertisement believable? Explain.

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10. Does the advertisement show bias? How is this bias demonstrated?
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11. Do you agree with the advertisement? Why or why not?

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Evaluating Different Types of Multimodal Texts

With technological development come the changes in communication modes. Through

the internet, access to authentic information and resources is not limited any more within
classrooms. People in various fields are now engaged in co-construction of knowledge.
Exchange of information through feedback has become instant on available and easy-to-
use social platforms, online forums and web pages. Individual activities and collaborative
interaction is carried out fast and easy through mobile technology and application software.
More importantly, production and processing of multimodal texts for a variety of purposes
and settings have tremendously improved through the aid of a number of high performing
computer gadgets.
Analyzing Multimodal Texts in Various Fields

In most academic and business settings, the importance of gaining knowledge alone
has been overtaken by the myriad possibilities and opportunities of how individuals and
organizations can utilize the knowledge they gain. However, gaining units of knowledge and
developing 21st century skills in using the knowledge must work concomitantly for one is
useless without the other.
What should be done with multimodal texts? Because multimodal texts provide huge
amount of knowledge, it is imperative that people should evaluate these materials. Among
| PATTS College
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critical listening.
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According to Center for Writing of the University of Minnesota (2017), effective reading
“requires approaching texts with a critical eye: evaluating what you read for not just what
it says, but how and why it says it.” The Center further explained that effective reading is
central to both effective research (when you evaluate sources) and effective writing (when
you understand how/what you read is written, you can work to incorporate those techniques
into your own writing). Being an effective reader also means being able to evaluate your own
practices, working to develop your critical reading skills.
Similarly, the University of Minnesota Libraries Publishing (UMPL) (2012) described
critical listening as “the process a listener goes through using careful, systematic thinking
and reasoning to see whether a speaker’s message makes sense in light of factual evidence.
When listeners are not critical of the messages they are attending to, they are more likely
to be persuaded by illogical arguments based on opinions and not facts.” The UMLP added
that the word ‘critical’ does not necessarily mean that you are claiming that the information
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you are listening to is somehow faulty or flawed. Rather, critical listening means engaging
in what you are listening to by asking yourself questions such as, ‘What is the speaker trying
to say?’ or ‘What is the main argument being presented?’, ‘How does what I’m hearing differ
from my beliefs, knowledge or opinion?’. Critical listening is, therefore, fundamental to true
learning.
Critical reading and critical listening are parallel in that they involve analysis of the
information being received and alignment with what we already know or believe. Indeed,
both are essential in analyzing multimodal texts present in various contexts. In this article,
both skills will be used in analyzing advertisements, journalistic photography, and visual
arts.
Analyzing Advertisements
Collins English Dictionary (2019) defines advertisement as “any public notice, as a
printed display in a newspaper, short film on television, announcement on radio or online,
etc., designed to sell goods, publicize an event, etc.” From this definition, we can identify the
numerous types of ads: (a) Print ad uses different colors, images, logos and slogans to get
people’s attention;
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ad uses the elements of the print and radio ads including Atbp
to tell a story; and (d) Online ad uses the features of the print, radio, and television ads, with
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a component of customer feedback that can instantaneously communicate comment about
products or services.
According to Jessica McKee (2017), advertisements provide information to every facet
of our lives, but we give them little attention. We may pass judgment on them as “funny”
or “stupid” or see them as simple ways of making us buy products or services. However,
it is seldom that we see them as messages that need critical consideration. Furthermore,
advertisements do more than just entertain and sell products – they suggest yardsticks of
success, of happiness, of beauty, and so on or paradigms of how we perceive and understand
the world. Therefore, analysis of advertisements is necessary (McKee, 2017).
By giving advertisements a critical eye, we will be able to create insights into how
multimodal texts and culture influence each other. We will also be able to recognize
opportunity to look into the purpose, design, persuasive techniques, logical fallacies, biases,
arguments, and other characteristics of advertisements.
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In doing a simple analysis of an advertisement, it may be useful to ask these basic
questions:
1. What message is conveyed in the advertisement?
2. How does the advertisement use the three rhetorical appeals of ethos (emotion), pathos
(credibility) and logos (reason)?
3. Does the advertisement effectively represent reality? in what way?
4. Who is the target audience? (Consider age, gender, race/ethnicity, socioeconomic status,
etc.)
5. Does the advertisement intend to inform, entertain, or persuade? Is it successful in its
purpose? Explain.
6. What lifestyle or values are embedded in the advertisement? Do you think the
advertisement is effective in influencing the viewers to practice these values?
7. Identify at least two facts in this advertisement.
8. If any, what message is hidden in this advertisement?
9. What techniques did the advertisers use? (Consider emotional appeal, promotional
advertising, bandwagon advertising, facts and statistics, complimenting the customer,
bribe, endorsement, visual metaphors, catchy phrases, etc.) Are these techniques
successful in making the advertisement believable?
10. Does the advertisement show bias? How is this bias demonstrated?
11. Do you agree with the advertisement? Explain your arguments.
Analyzing Journalistic Photography

Perhaps in one of your courses in basic education, you have been assigned to hold
a photo essay activity which tells a story using the medium of photography. This kind of
activity requires you to analyze photographs, which consequentially enhances further
your media literacy. Journalistic photography is another form of multimodal text which
uses a combination of meaning-making systems. Since photographs are often considered
as truthful representation of the world – history, politics, education, religion, traditions,
customs architecture, etc., we ought to think critically about the images that we encounter in
our lives. Although photojournalists possess their own point of view in their own work, it is
| PATTS College
still important of Aeronautics
to view photographs with| a2020-2021
critical eye. | Property of Books Atbp
Publishing Corp.
In analyzing journalistic photography, Houghton Mifflin Harcourt Publishing Company
(2008) suggested that we consider these questions.
1. What is the subject and angle of the photo essay? What is the essay’s message?
2. Describe the photos in the essay. Which images are particularly memorable to you?
Explain your reason.
3. Do the photos appeal to your emotions? Are they intended to make you feel a certain
way?
4. Is the photo essay objective? If not, in what ways is it biased?
5. Do captions or text accompany the photos? What do they say? Do the words and images
effectively tell the story?
6. In your opinion, does the photo essay do a good job of telling you about an important
event or issue? Is there anything you think the photographer could have done differently?
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The example taken from Analyzing Photojournalism at https://photojournalismobjectivity.
weebly.com/ is a good guide in writing an analysis of a journalistic photograph.
Photographer: Stinger
This is an image of the rescue workers carrying a girl who was rescued from the rubble
at the site of a collapsed residential building in Mumbai September 27, 2013. The five-storey
apartment block collapsed on Friday in the Indian financial centre of Mumbai, killing at least
four people and trapping scores in the latest accident to underscore shoddy building standards
in Asia’s third-largest economy.
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on the reader/viewers heartstrings as the image of a dirtied,
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rubble of a collapsed apartment building. This may not be happening from the comfort of their
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home, but this image causes sympathetic readers to be transported to a place where tragedies
such as these are taking place. This causes more interest in the article and the overall newspaper
because it makes people feel something they usually don’t. As referred to in Donna Schwartz’s
article “To Tell the Truth: Codes of Objectivity in Photojournalism”, drama holds people. If this
photographer had taken a photo with just the destroyed building, the photo wouldn’t have been
as affective on the audience because there is no human response. If the building would have
collapsed with no one in it, the story would be less tragic- buildings can be rebuilt. But memories
stay with you forever.
This photo also exercises the use of selective focusing. As you can see, the only figure with
brighter colors on them is the little girl being rescued. So as soon as you look at this photo,
your eyes are directly drawn to the little girl. Then, because the little girl seems to be in such
grief, it causes the viewer to analyze the photo to figure out what happened to this girl. The
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little girls face is also one of the only faces you see, so it seems as though this picture was put
together rather than just randomly taken. This photo exercises the informational bias of what
is happening to the people affected by the tragedy, but the photo nor description don’t give you
much insight as to what happened to the building itself or why it collapsed.
Analyzing Visual Arts

Dictionary.com (2019) defines visual arts as the arts created primarily for visual
perception, as drawing, graphics, painting, sculpture, and the decorative arts as opposed
to music, drama, and literature. As a multimodal text, the evaluation of visual arts aims to
appreciate and understand the visual choices the artist used in creating the artwork. Aside
from discussing the formal elements such as color, line, texture and size, visual arts analysis
may also include the artwork’s historical foundation.
Analysis of visual arts provide students with better understanding and greater
appreciation of the arts – often considered as subject for the elite – as it helps them break
the obstacle that they feel when they encounter art. Prior to analyzing visual arts, they may
be encouraged to visit a local museum or gallery or even make them watch in class a video
about artists and art organizations to throw light on how to evaluate artworks.
According to Sweetland Center for Writing (2019) at University of Michigan, visual arts
typically consist of three components: Context is the information relevant to the creation
of the artwork, including the time period and the artist’s background; Form consists of the
artwork’s formal elements such as color, line, texture and size; and Content is the issue or
subject matter addressed in the artwork.
Writing Studio (n.d.) at Duke University explained that in writing a visual arts analysis,
“you must look closely at an art object—or at a photograph of an art object— and translate
your visual observations into written text. However, a visual analysis does not simply record
your observations. It also makes a claim about the work of art.” It also outlined the actions to
take in visual arts analysis as follows:
1. This
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your first impressions.
2. Formulate a main claim. Reflect on the overall organization of the work of art. Consider
how formal elements impact the meaning of the artwork. Relate this work relates to
other works you have studied
3. Support your main claim with visual details. Analyze the form of the artwork. Address
only those elements relevant to your main claim. In other words, explain the significance
of your choices for your main claim. Use vocabulary words mentioned in class (Writing
Studio, n.d.).
Study the following example of visual arts analysis by Adrian Lopez taken from Analyzing
Artwork (Art Criticism) at https://sites.google.com/a/hbuhsd.edu/ib-art/analyzing-artwork.
This material is printed with the author’s permission.
109
This artwork contains a sad little girl that is bleeding from the nose and holding a teddy
bear, all while she is standing in a landscape of rubble. There are five people in the background
that are looking directly at the little girl; two men are photographing her, a woman with a clip
board and headphones has her arm extended that prevents two men wearing red crosses from
interfering with the sad event that is occurring.
The artist used jagged lines to create the disorder and destruction surrounding the little
girl. The little girl is placed slightly off-center in the foreground for the viewer in order to place
greater emphasis on her, while placing the observers in the background. The most noticeable use
of the This
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viewer’s attention to the blood on the girl’s face and on the Red Cross men that want to help the
child. The placement of the people in the artwork and the use of red place great emphasis on the
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child being depicted because it makes the viewer’s eyes refer back to the little girl.
The destruction surrounding the child, blood on her face, and her facial expression tells
us that it is a sad and uncomfortable environment. The scene is also disturbing because the
adults are not helping the innocent and crying child. Instead, they are taking advantage of her
situation and documenting it for their own benefit. The artist utilizes this scene to make his
audience aware of the great lengths that the news media is willing to go to in order to obtain a
“touching” story.
This artwork is very powerful and thought provoking because the artist provides a different
perspective for his audience about the news media. He confronts the viewer with a dramatic
scene of helplessness in order to get his social message across. Therefore, this artwork successfully
achieves and meets the criteria for the aesthetic theory of instrumentalism.
110
A. Spontaneous Collaboration: Form a pair or a triad. Study the following picture. Use
your critical reading skills in analyzing the content of the text. Then answer the questions
that follow. (Source: https://www.google.com)
Name:
1. What is the message?

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2. What is the purpose of the message?
3. How is the message conveyed by the image?
111
4. Who is the target audience of the message?
5. Can you fully understand the message? Explain.
6. Who is the author? Do you know the author?
7. What does the author claim?

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8. What evidence does the author show to prove his claim? Is the evidence strong
enough to convince the audience? Explain.
112
9. Is the author effective in communicating what he claims to the audience? Explain.
10. What other ways can the author effectively present the message? Expound.

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11. What is your overall evaluation? How do you judge this particular reading material?
113
B. On Your Own: Watch and listen to a video on YouTube titled Will the Philippines Finally
Legalize Divorce? Use your critical listening and viewing skills in evaluating the material.
Then answer the questions that follow. (Source: https://www.youtube.com/watch?v=_
vUxSsfc8rg)
Name:
1. Did the speaker deliver a factual message or a message based on opinion? Explain.

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2. Did you hear any speaker’s assumption or information that appears unsupported
by evidence? Explain.
114
3. Did you listen with an open mind? What new ideas did you hear and agree or
disagree on?
4. What did your common sense tell you about the message? Was the message logical
or illogical? Explain.

| PATTS5.College of Aeronautics | 2020-2021 | Property of Books Atbp
While listening, did you relate new ideas with previously held ideas? Did you make
Publishingany
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comparison? Did the comparison deepen your understanding of the message?
115
6. Did you listen to the speaker with respect? Did you give the speaker consideration
and decency whether you agreed with her or not? Explain.
7. What is your overall evaluation? How do you judge this particular listening
material? Support your answer with specific details.

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116
Test Your Knack!
Comprehension Check: Go back to Tell Me about It! activity in this lesson. Then,
compose an analysis of the “Safeguard” commercial based on your answers to the guide
questions.
Name:

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117
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Unit 3
Communication Aids and Strategies Using tools
of technology
Communication for Various Purposes

1. convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers,
2. This
create clear,
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3. present ideas persuasively using
| PATTS College of Aeronautics | 2020-2021 appropriate language| Property
registers, tone,
offacial
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and gestures, and
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4. adopt awareness of audience and context in presenting ideas.
Lesson 1 Multimodal and Web-based Presentations

1. explain multimodal and/or web-based presentations,
2. prepare multimodal and/or web-based presentations,
3. identify problems with the research presentation in the video,
5. appreciate the significance of understanding the value of multimodal and web-based
presentations in communication.
119
Learning Partner: Select a partner. Then, work together to identify the following audio-
visual icons.
1. ______________ 2. _______________
3. ______________ 4. _______________
5. ______________ 6. _______________
7. ______________ 8. _______________
9. ______________ 10. ______________

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11. Corp.
______________ 12. _______________
13. ______________ 14. _______________
15. ______________
Fast Talk: What is the importance of being familiar with these icons in your communication?
120
Speak up, Please…
Do It Yourself: Write your impression of the audio-visual presentation of It’s More

Fun in the Philippines 2019 - DOT Official AVP - Tourism. (Source: https://youtu.be/bH0_
2GsynME)
Name:

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122
Read and understand the following article about basic presentation design principles.
(Source: https://blog.slideshare.net/2014/07/07 /the-elements-of-design-for-presentations)
The 4 Basic Principles of Presentation Design

By Scott Schwertly
Creating a beautiful presentation requires a symphony of visual elements to work

together for a “big picture.” Designers seek to make the entire vision work together in terms
of how each part interacts. This includes layout, typography, and imagery, which all add up
to a cohesive set of design elements. So, how can you orchestrate the chaos of design in your
next presentation? Use the principles below to guide your way.
1. Balance
There are two types of balance: symmetrical and asymmetrical.

Symmetrical Balance: With this type of balance the elements on both sides of the
design are in similar location and size. If you were to draw a line down the middle of
a symmetrical design, it would be a mirrored image on both sides. An example of this
would be the human face.
Tip: You can use this technique by making sure lettering, images, and other
elements are aligned and equally weighted on both sides of a slide.

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Asymmetrical Balance: Each side of the design is different, yet still balanced. For
example: You could have one large box on the left side and several smaller boxes on the
right. This kind of balance creates a more visually intriguing dynamic on a slide.
Tip: Incorporate asymmetrical design by using larger visual elements in one

area of the space, until the place you want the viewer to focus on is featured.
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2. Emphasis
It is important to have some element of your design that stands out and grabs
the attention of your audience. You can do this by using the size, color or placement
of the object to increase the focus on a certain part. To select the element of design to
emphasize, ask yourself: What is the most important feature of this slide?
Tip: In order to add emphasis, make your text bolder, an image larger or use a
color brighter than your base.
3. Unity
Your design should always feel unified so that all of your slides are connected
together visually, and your deck has a consistent look and feel. The elements on your
page must relate to one another through design elements such as color, shape, texture
and so on. For example, if the elements on the page feel like they were placed without
purpose, then your design will feel scattered, and your audience will likely be confused
about
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that all of the elements flow together to create a cohesive design.
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4. Movement
Designers often use curved lines to instill a sense of motion, and to encourage the
eye to move sequentially from one point to the next. This can be an important tool when
you are trying to move an audience through a story, or present a series of information
on a slide.
Tip: Try using a curved line that moves through your text, from image to image
or even slide to slide. Curved lines are also great for creative chart layouts. Ditch the
standard chart designs for a layout that utilizes curved lines to draw eyes to your various
points.
Putting It All Together

Developing an eye for these different design elements can be learned, and there are
plenty of resources online that can help guide you along. Think of the overall elements
of design as a way to edit down the visual pieces of your existing presentation in order to
organize and make them more cohesive. Next time you work on a presentation, go through
this list and check off the elements it has. Then, try to incorporate any missing pieces in your
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Tell Me about It!
Reacting to the Text: After reading the article about Multimedia, provide short but
substantial answers to the questions that follow.
Name:
1. What is design balance? How is symmetrical balance different from asymmetrical

balance?
2. This
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b. unity
c. movement
3. What is the value of applying the principles of design in your presentation?

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Interactive Lecture: Listen to your teacher as he or she discusses the salient points of
the lesson. Feel free to share your thoughts and feelings about the topic. (Source: https://sites.
google.com/site/ aismultimodaltext/1-what-is-multimodal-text)
Creating Multimodal Text

As part of becoming literate in the 21st century, you learn how to engage with your
technological surroundings and how to gather and use information for academic and business
purposes. In school and at the workplace, you are often tasked to create common types of
multimodal texts such as infographics, animation, still and video advertisements, newscasts,
music videos, brochures, mind maps, presentations, letters, posters, blogs, interviews and
even movies. These texts inform, persuade and entertain your audience through the use
of linguistic, visual, audio, gestural and spatial features. Along with creating multimodal
texts, you also learn valuable skills in directing, designing, editing, writing and speaking. In
addition, you also get the chance to explore and use of new technologies such as software
programs that are vital in the production of high end multimodal texts. On top of this, your
viewing and presenting skills along with listening, speaking, reading and writing skills are
further enhanced.
Multimodal text is a text that utilizes more than one meaning-making system of
communication. Thoughts and feelings are conveyed and shared using a combination of
the linguistic, visual, audio, gestural and spatial systems. According to Annemaree O’Brien
(2013), linguistic system consists of spoken and written language through the use of
vocabulary, generic structure and grammar; visual system includes color, saliency, page
layouts, viewpoint, screen formats, subject distance and angle and camera movement
among others in still and moving images; audio system concerns volume, pitch and rhythm
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of music, sound effects, noises and silence; gestural system comprises body language such
as movements of hands and eyes, facial expression, and use of rhythm, speed, stillness and
angles; and spatial system concerns the use of distance, direction, layout and position and
organization of objects in space.
Although a multimodal text is greatly influenced by the growth of digital communication,
multimodal does not necessarily mean digital. In fact, a multimodal text can be paper such
as books, brochures and posters, digital such as e-books, e-posters, blogs, web pages, movies
and video games, live such a ballet performance or a concert, and transmedia “where the
story is told using ‘multiple delivery channels’ through a combination of media platforms,
for example, book, comic, magazine, film, web series, and video game mediums all working
as part of the same story” (O’Brien, 2013).
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Three Common Presentation Programs
PowerPoint
Created by Robert Gaskins and Dennis Austinat at a software company named
Forethought, Inc., and released on April 20, 1987 initially for Macintosh computers
only, PowerPoint is the program in the Microsoft Office software suite that allows you to
make powerful and customizable presentations. With each slide made like a piece of art,
PowerPoint allows you to make a beautifully crafted presentation that can create great and
lasting impression about you and your presentation.
PowerPoint has wide applications for personal, academic and business use. For personal
use, you can use it to present pictures during a family reunion, birthday celebration or
Christmas party. In school, PowerPoint is a great tool for discussion of a lesson, individual or
group reports, thesis or dissertation oral defense and presentation during school events and
programs. In business, it can be used for presentation of product launch, marketing research,
employment orientation, seminars and workshop, and meetings or conferences with staff,
clients and investors. With the use of PowerPoint, you will be able to actively engage your
audience with your impressive presentation.
PowerPoint boasts of features such as a customizable design so you can be as personal
or professional as you want by editing the appearance and format of slides, animation that
can add movement and sounds and allow you edit the transition effect and timing in your
slides, presentation that comes with built-in notes function in each slide, and integration as
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To guide you in creating a Multimedia PowerPoint presentation, watch this video at
https://www.youtube.com/watch?v= 8xaMalJfOhY&t=521s.
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Prezi
An alternative to PowerPoint which focuses on the use of slides is Prezi. Adam Somlai-
Fischer, Peter Halacsy, and Peter Arvai were responsible for the establishment of Prezi in 2009
in Budapest, Hungary. The term Prezi is the clipped form of Hungarian word “presentation”.
In Prezi, a large canvas is utilized on which users can zoom in and out to particular
portions of the presentation to emphasize text, images and ideas. The Prezi platform supports
the use of video as well. It provides a collection of templates to choose from, so navigating
the system and familiarizing with the drag and drop interface come with ease. With this type
of interface, it becomes easy to arrange chronology of events and timelines of ideas along
with creating diagrams to focus on individual information.
The greater use of Prezi is in the field of business. Although it started as software for
visual storytelling in place of conventional slide-based presentation formats, it has evolved
into Prezi Next that boasts of a newly designed editor, designer template and the use of
augmented reality” in presentation. It further developed into Prezi Business which is a
more business oriented platform that integrates with Slack to enhance presentation towards
improved productivity. Among other features of this platform is Live Prezi that provides
virtual conference rooms for conducting Prezi presentations from far-off areas.
Go to https://www.youtube.com/watch?v=mEqbJ1sulWA&t=746s for a tutorial on
Prezi Next.

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PowToon
PowToon was founded in 2012 in London, UK by Ilya Spitalnik, Daniel Zaturansky,
Sven Hoffman and Oren Mashkovski. The four friends thought of an animation software that
everyone can use to create engaging yet professional looking animated videos. For personal
use, PowToon is an effective venue for interacting with friends and family members during
special occasions. In school, with your presentation coming to life, PowToon can grab and
maintain the attention of students and help in overcoming distractions in class. It is great
for school projects, too. At the workplace, it can likewise help in getting the interest of your
bosses and colleagues, so you don’t get ignored during business meetings. PowToon has also
reduced the high cost of animated video paid to professionals and studios.
PowToon boasts of its done-for-you templates that feature drag-and-drop interface
designed and scripted to create presentations fast and easy. Guided by its mission “So
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Everyone Can Animate!” it claims to be the world’s leading, most user-friendly and intuitive
animation software. Anyone – even those who have no professional knowledge of animation
software – can create engaging animated videos with PowToon.
After 7 years since its establishment, there have been over 16 million PowToon users
worldwide. A PowToon is created every second of the day, and it only takes 20 minutes to
make it. 20,000 new PowToon users signup every single day. As of the latest count, over 45
million PowToons have been created and shared around the world.
For a PowToon tutorial, go to https://www.youtube.com/ watch?v=AFv8L0z-
72c&t=351s.
Tools of Technology and Communication Strategies

In today’s world, the use of technology in communication is a luxury no more; in

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pace. The emergence
cannot do away with this phenomenon. Consequentially, we have changed our strategies
of communication at school and business among others. Thus instead of rejecting these
technologies, we are driven to embrace them as they impact incredibly on academic and
business communication.
Along with technology development are the changes in communication modes. Through
the internet, authentic information and resources are accessed beyond classrooms. People in
various fields are now engaged in co-construction of knowledge. Exchange of information
through feedback has become instant on available and easy-to-use social platforms, online
forums and web pages. Collaborative interaction is carried out fast and easy through mobile
technology and application software. Finally, production and processing of multimodal texts
for a variety of purposes and settings are facilitated by a number of high performing gadgets.
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Communication Strategies Using Technology in School
In the traditional classroom set up, the teacher is the center of instruction. But the
surrounding environment has evolved and so have the classrooms. The emergence of
instructional technology has contributed much to the way innovative instruction is delivered
to technology-famished learners in the 21st century classrooms. With the latest technologies
around, schools can give primary attention to digital citizenship - the responsible use of
technology - which is among the essential skills 21st century students should acquire.
In June 13, 2016 TeachThought Staff reported examples of emerging educational
technologies. Some of these are:
1. Cloud Computing has become essential part of collaboration in both schools and the
workplace. As an example, using cloud-based tools, the Global Curriculum Project in
Social Science course allows students to take part in a virtual exchange program with
schools across five different countries.
2. Mobile Learning has continued to gain popularity because of the expected billions of
downloads of applications across smartphones and tablets. Surpassing in popularity
both business and entertainment applications, educational applications are the second
most downloaded in iTunes. In Mathematics, for example, Year Four students at St.
Leonard’s College, a primary school in Australia, are using tablets loaded with math
apps and e-textbooks to access information, receive instruction, record measurements,
and conduct research.
3. Tablet Computing allows students to use their tablets to seamlessly access textbook
and other course materials. They can choose applications that make it easy for them to
create a personalized learning milieu. The value of this technology is clearly displayed
by Professor Messner at Virginia Commonwealth University who secured iPads for his
students so they could create multimedia news stories happenings on campus and in
the surrounding community. The students learned the importance of social media in
journalism and found the iPad useful for gathering news and sources.
4. This
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Knowledge. ” MOOC is a free Web-based distance learning program that is taken up
through unlimited participation by students from different locations around the globe.
MOOCs may not have academic credits like in a college or university course; however,
they provide education that may be used for certification, job applications and further
studies. In Writing, for example, Ohio State University has partnered with Coursera to
create a course that engages participants as writers, reviewers, and editors in a series of
interactive reading, composition, and research activities with assignments designed to
help them become more efficient consumers and producers of alphabetic, visual, and
multimodal texts.
5. Games and Gamification, also referred to as “Game-Based learning” has passed
through recreation and become widely used in education. This technology integrates
digital and online games into the curriculum because they have been found effective
tools for scaffolding concepts and stimulating real world experiences. As an example, the
University of Minnesota’s School of Nursing has partnered with the Minnesota Hospital
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Association and the technology firm, VitalSims, to develop web-based interactive games
that engage nursing students with real-life scenarios.
Innovative classroom instruction is also experienced in the utilization of open-source
Learning Management Systems (LMSs). Watson and Watsons (2007), in an article by Kurt
(2018), defines LMSs as a “framework that handles all aspects of the learning process. An
LMS is the infrastructure that delivers and manages instructional content, identifies and
assesses individual and organizational learning or training goals, tracks the progress towards
meeting those goals, and collects and presents data for supervising the learning process of an
organization as a whole”. LMSs such as Open edX, Canvas, Moodle, Schoology and Google
Classroom have been designed to assist with course design, assignment submissions, file
organization and digital grade books.
1. The Open edX is a tool empowering learners to access course content, including videos
and textbooks, while checking their progress in the course. The Open edX LMS has a
discussion forum and a wiki that both learners and course team members can contribute
to, whereas the latter can also use an instructor dashboard.
2. Canvas is a cloud-based learning management system designed particularly for K-12
teachers and students. This LMS connects all the digital teaching tools and resources
in one place. It is a seamless integration of a myriad of applications that enhances
instruction and make it easier and more exciting. Tools in Canvas can be utilized on
web browsers, mobile devices and tablets.

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3. Moodle is an LMS designed to create personalized learning environments through a

robust, secure and integrated system. Guided by social constructionist philosophy,
Moodle is a learner-centered and collaborative classroom that enhances course
instruction. Moodle consists of the following features:
Assignment Activity is where learners can submit work for grading by and feedback
from teachers and remind them of tasks they need to accomplish offline. Moodle
claims this feature to be more efficient than email.
Forum Activity allows learners and teachers to exchange ideas by posting comments
in this feature. In forum posts, students may include images and media files.
Aside from teacher giving grades to these forum posts, the students may be given
permission to rate one another’s posts.
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Quiz Activity allows the teacher to design quizzes (kept in the Question Bank) of
different types such as multiple choice, true-false, short answer and drag and drop
images and text.
Workshop Activity is where students submit their work and receive work of their
classmates which they must evaluate in accordance with the teacher’s instructions.
Identities of student-evaluators can be overt or covert depending on the choice of
the instructor.
4. Schoology, pronounced /skoo.luh.jee/ is another LMS that consists of tools in creating
engaging content, designing lessons and assessing student understanding. It connects
the users on the same network where sharing across classroom, institution or global
environment transpires. In Schoology, teachers can easily produce “media-rich lessons,
reuse their past courses, and even embed content from Google Drive, Microsoft Office,
YouTube, and countless other web tools.” Among the important features of this LMS
are pace and track students individually, connect them in collaborative activities and
differentiate, flip or blend instruction. In addition, through its grading tools, instructors
can evaluate and record student performance and engagement by accessing their
submitted work, and later provide them with written and video feedback.

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and grading of assignments. Its primary objective is to make the process of sharing files
between teachers and students more efficient and effective. Google Classroom integrates
unique features such as:
Google Drive for assignment creation and distribution. Photos taken using mobile
apps in iOS and Android devices can be attached to assignments.
Google Docs, Sheets and Slides for writing activities that allow students and teachers
to create and edit documents, spreadsheets and presentations.
Gmail for communication where announcements, along with media forms such as
YouTube videos, can be posted and learners can comment on. Teachers can also
send emails to students in its interface.
135
Google Calendar for scheduling that includes assignment due dates, field trips, and
class speakers.
Communication Strategies Using Technology in Business

Undoubtedly, businesses have embraced technology and relied heavily on it to boost
their efficiency and productivity and organizational goals as well. They utilize technology to
find their way to their prospective consumers, suppliers and investors through various forms
of media such as the Internet. Though there are many ways to communicate with clients,
careful choice should be done on communication strategy to keep valuable customers and
not turn them away.
The following are among the uses of technology in business communication.

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Introducing a product is made easy. Gone are the days when salesmen had to visit
homes just to introduce and sell encyclopedia. They also had to bring with them voluminous
amount of books and other products which was cumbersome. Business firms had to spend
a lot for this kind of door-to-door marketing which takes so much time to gain profitability.
Today, technology has made this business process simple and easy. Through massive email
subscriptions, e.g. MailChimp companies can launch their advertising campaigns for
products and services with ease by sending a single copy of email to a large number of target
consumers in just a minute.
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Conducting a survey for product or service is made simple. The importance of
market research cannot be side-lined because is it the most effective way of learning about
your customers’ wants and improvement on products and services. Prior to the introduction
of the Internet, it was difficult for companies to conduct marketing research. Conducting
surveys about products and services entails a lot of money for payment to magazines which
would place survey forms and offer freebies to readers who filled out and mailed those forms
back to business firms. Nowadays, surveys can be carried out using social networks, data
collection software and advanced analysis tools which are more time and budget efficient.
In just a short time, results can be garnered from the voluminous amounts of data. Indeed,
these technologies have revolutionized market research in the modern world.
Business transactions have overcome geographic boundaries. Previously,
communication with clients was limited to using telephones (landlines) and sending
letters. Now, companies use various types of technology to keep in touch with their clients.
Sending short email messages, the first sentence of which should contain the most important
message, is particularly effective when a large group of clients need to be constantly informed
about products and services. Using a VoIP (Voice over Internet Protocol) desk phone or a
company smart phone, can quickly reach and engage a client to solve an issue and express
apologies for company shortcomings. Skype, with or without video, is another free-of-charge
technology that allows constant engagement with local and international clients. It is great
for conference call with multiple customers from countries around the world. With these
technologies, interaction with clients has become wide-ranging. Skype can also be used to
interview potential employees.

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Companies can easily interact with clients. Business pages on social media such
as Facebook and Twitter enable companies to gain followers. Building a fun base for a
company page on social media does not require whopping budget. By accessing business
pages, customers are updated on the latest news and developments about products and
services. Here you can also address customer concerns, respond to their questions and
even find information for your marketing strategy. Take for example Lazada, a Southeast
Asian e-commerce company, which uses its Facebook page to update followers about
new products, anniversary sales, best and hot deals, prices and discounts. It also replies to
customer complaints and queries. As of this writing, Lazada Facebook page has 28,214,315
followers and 28,188,028 likes in the Philippines alone.
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Business meetings have become ubiquitous. New technologies eliminate the problem
on waiting for the boss to be in the meeting to see your presentation. Through video
conferencing, you and your boss together with suppliers and investors can attend the same
meeting simultaneously though you are in different local or international locations. Thus
business meetings can be conducted anytime and anywhere.
In conclusion, technology has transformed the way we communicate in academic and
business milieus. The emergence of new technologies has created a tremendous impact on
carrying out academic responsibilities and doing business processes. In both, we have to
choose the best communication strategy with the right technology.

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A. Learning Partner: Evaluate the following multimodal texts as directed.
Name:
1. Which mode or modes of communication are illustrated in this sign? Explain.

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2. Which of the five communication modes is represented in this picture? Explain.
3. What communication modes are at work in this poster? Explain.

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(Source: Anti-smoking poster by Aprilyus)
140
B. Spontaneous Collaboration: Form a group of 5 to 6 members. Together, brain storm on
a multimodal design on any one of the given topics below. Then create a multimodal
presentation of your chosen topic using any one of the following programs: PowerPoint,
Prezi or PowToon. Your presentation must contain Filipino cultural values. Present
your output in class using available technology.
Topics:
1. Wonders of the World 11. Original Pilipino Music (OPM)
2. AIDS 12. Recycling
3. Alternative Medicine 13. Stress Management
4. Climate Change 14. Cyber Crime
5. Sexual Abuse 15. Urban Gardening
6. Fake news 16. Academic Freedom
7. Travel Plans/Goals 17. Death Penalty
8. Environmental Preservation 18. Consumer Rights
9. Cosmetic Surgery 19. Education Today
10. Green Technology 20. Internet Banking
Rubric for Grading (Adapted from iRubric)

To get the highest points, the multimodal presentation should satisfy the following
requirements for the categories in the rubric.
1. Slide/Facts – PowerPoint and Prezi presentations must contain not more than 10
slides, excluding the title slide, or the created by slide. Each of the 10 slides should
contain one fact or piece of information. PowToon video must not be less than 3
minutes and not more than 5 minutes long. (20 Points)
2. Fact Sheet – 100% of the facts used in the presentation are listed in the fact sheet.
The fact sheet is shared with the instructor. All of the uploaded images used in the
presentation are included in the fact sheet. (20 Points)
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Props/Animation – At most 8 of
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outside sources or from the presentation application. (20 Points)
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4. Images/Sound – There are images used in the presentation that have been uploaded
from a source other than the presentation application. The sound used in the
video has been uploaded from other sources or the video contains voice over
commentary. (20 Points)
5. Filipino Cultural Values - Your presentation shows Filipino cultural values which
impact positively on the lives of the audience. (20 Points)
C. Spontaneous Collaboration: Form a group of 5 to 6 members. Together, brain storm
on a multimodal design for your favorite burger snack. Then create a 1 to 2 minutes
TV commercial based on the agreed multimodal design. Your TV commercial must
contain Filipino cultural values. Your presentation must contain Filipino cultural values.
Present your output in class using available technology.
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Rubric for Grading (Adapted from iRubric)
To get the highest points, the multimodal presentation should satisfy the following
requirements for the categories in the rubric.
1. Content – There are sufficient number of facts and opinions to support why people
should buy your product. (20 Points)
2. Audience Persuasion – Your advertisement connects well with your audience and
provides a convincing argument as to why they should purchase your product. (20
Points)
3. Slogan – The slogan was very effective in describing and selling your product. (20
Points)
4. Collaboration and Final Presentation – Your team has worked well together and
stayed on task consistently. The final production is a great example of a successful
advertisement. (20 Points)
5. Filipino Cultural Values – Your advertisement shows Filipino cultural values which
impact positively on the lives of the audience. (20 Points)

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Test Your Knack!
Name:
A. Fill the Gap: Read the following sentences and then fill the gap to complete the text.
1. Your design should always feel and look so that all of your
slides are connected together visually.
2. Emphasis in presentation is achieved by selecting the feature

of a slide.
3. In balance, each side of the design is different, yet still

balanced.
4. Designers often use to instill a sense of motion, and to

encourage the eye to move sequentially from one point to the next.
5. You can use balance by making sure lettering, images, and

other elements are aligned and equally weighted on both sides of a slide.
6. semiotic system in multimodal text consists of proximity,

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7. Volume,
semiotic system in multimodal text.
8. While the development of multimodal literacy is strongly associated with the

growth of digital communication technologies, multimodal is not synonymous
with .
9. A multimodal text can be where the story is told using

‘multiple delivery channels’ through a combination of media platforms all working
as part of the same story.
10. E-books, blogs, e-posters, web pages, and social media, and video games are
examples of multimodal text.
143
B. Identification: Provide the missing term or concept described in the following sentences.
11. Its mission is “So Everyone Can Animate!”
12. This word is the short form of “presentation” in Hungarian.
13. It refers to an exhibition, performance, demonstration or

lecture utilizing communication media directed at both the
sense of sight and the sense of hearing.
14. This technology integrates digital and online games into
the curriculum because they have been found effective
tools for scaffolding concepts and stimulating real world
experiences.
15. Open edX, Canvas, Moodle, Schoology and Google
Classroom are examples of this open-sources learning
infrastructure.
C. Short Essay: Answer the question briefly but substantially.

Have you ever been a part of a class that used a Learning Management System
like Open edX, Canvas, Moodle, Schoology or Google Classroom? If yes, describe your
experience on how it helped you with your learning. If not, in what ways do you think it
can help learning and teaching activities? Be specific with your answer.

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Lesson 2 Communication for Various Purposes

1. distinguish between informative and persuasive communication,
2. explain the types of multimodal texts,
3. obtain, provide, and disseminate information,
5. appreciate the significance of understanding the value of communication for various
purposes.
Spontaneous Collaboration: The following words are misspelled deliberately. Write the
correct spelling of each word on the blank provided for. Then give a synonym or two by using
a dictionary or a thesaurus. Work in three’s.
Misspelling Correct Spelling Synonym/s

1. attennuate
2. contemptous
3. descripant
4. efervecent
5. irridecense
6. oppullent
7. persipiense
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8. raproachment
9. relliquary
10. riminish
11. millieu
12. ebulient
13.collosus
14.cacofonous
15.assymetric
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Speak up, Please…
Do It Yourself: Determine whether the following texts are informative or persuasive
communication. Explain your answer.
1.
2. Ireland is a country steeped in history. In fact, its history dates beyond 3,000 B.C,
when the megalithic tombs were constructed in Newgrange. Throughout the country’s
expansive evolution, the Irish fought time and again to maintain their independence
as a sovereign nation. Evidence of the rich history is clearly visible through its many
castles, including Leighlinbridge Castle and Carlow Castle, two of Ireland’s oldest
establishments. (Source: yourdictionary.com)
3. Freedom
Publishing of speech reinforces all other human rights, thus allowing society to develop
Corp.
and progress at a constant rate. The ability to state our opinion and speak freely is
pivotal for any change in society. Throughout the history, society evolved thanks to
the individuals, great thinkers, brave leaders, who were not scared to express their
beliefs. Back in time, those beliefs that were contrary to the typical “mindset” would be
considered as hate, a hatred towards their way of life, culture, and tradition. The most
reputable professors, experts, and campaigners only confirm that free speech has always
been used to fight for change, for better times. (Source: https://edusson.com)
148
Read and understand the following examples of texts adapted from various sources.
1. An Informative Speech on HIV and AIDS (An Excerpt)
AIDS is preceded by HIV infection. HIV can only be transmitted three different
ways (refer to visual aid). (1) The first is through sexual contact. This is the most
common way HIV is contracted. It can be passed when an infected person has vaginal
or anal intercourse with another. (2) The second way this deadly virus is transmitted
is through the exchange of blood. This method of transmission is now almost entirely
limited to people who inject drugs and share needles. This type of contact between an
infected person and someone else is the second most common way this virus is passed.
HIV can also be contracted through blood transfusions. Now blood transfusions are
far safer now than they were in the early years of the AIDS problem. (3) The third
way is from mother to child. Sadly, most children with HIV contracted it from their
infected mothers during pregnancy or childbirth. If the woman is infected, her child has
a 50/50 chance of being born with the virus. Once, or if, this virus is contracted through
these ways, the symptoms of the HIV infection may not appear for a long time after the
person gets infected. (Source: https://www.kibin.com/essay-examples)
2. A Persuasive Letter (An Excerpt)
Respected Mr. Smith,

We are offering a very few select people an offer to stay on board on our ABC
cruise for a week, in the lap of luxury like no other in this world. We will pamper
you and indulge your every little desire. We will ensure that you and your spouse
get a lovely time together and get a bit of romance going! And that too at a 50%
discount over our normal rates! | 2020-2021 | Property of Books Atbp
Publishing Corp.
Regards,
ABC Cruise Vacations
(Source: https://penlighten.com/persuasive-letter-example)
149
3. An Infographic
(Source: https://visme.co/blog/best-infographic-examples/#health)
4. A Persuasive/Argumentative Poster
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(Source: https://www.google.com)
150
Tell Me about It!
Reacting to the Text: Answer the questions that follow.
Name:
1. Enumerate the major pieces of information provided about HIV and AIDS.
2. This
What does
file the persuasive letterto
is Registered trySoria,
to achieve?
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151
3. What advantages does an infographic have over a text in paragraph form?
4. Explain the argument that feeding meat to children is child abuse.

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Informative and Persuasive Communication

Informative Communication
An informative communication is a written or spoken communication that conveys
knowledge or ideas to audience in order to develop understanding about a specific topic.
Like any form of communication, the purpose of informative communication is to promote
understanding, stimulate thinking and explain ideas. It can illustrate, define, describe and
instruct the audience about a topic.
Engaging in informative communication is advantageous for two reasons. First, it offers
you the chance to utilize your researching, writing, organizing, and speaking skills. You will
learn how to discern and impart information clearly and perform a type of communication
you can definitely use later in your professional career. Second, it also allows you to provide
thought-provoking, valuable, and unique information to your audience. You can provide
significant knowledge to your audience and make them realize the importance of gaining
new information in their lives.
Informative communication focuses on dealing with objects or things seen and
experienced in the world, process or patterns of action, i.e. how something is done or how
something happens or occurs, events or past, present and future occasions with which the
audience can relate to, and concepts or abstract ideas, theories, and beliefs.
Some TipsCorp.
Publishing for Informative Communication
Whether you are preparing informative communication for school activity or business
project, these bite-sized tips provided by the Department of Communication of University
of Pittsburgh (2019) are worthy to observe.
1. Analyze the audience. Never presume that your audience has a thorough background in
the subject.
2. Use appropriate language. Consider the standards of speaking and writing styles of your
audience. Your choice of language should not make your audience feel that their ability
to understand is belittled.
3. Explain the importance of the topic. Your audience should find a good reason to listen or
read your message. They should find a connection of their interest with your message.
153
4. Express interest in the subject material. You can get your audience’s attention and perk
up their interest in your topic when they see and feel that you show interest in your own
topic.
5. Show, don’t tell. Numerous topics are easily understood through “seeing” and “doing”.
Demonstration and visual aids using available technology can help you in this aspect.
6. Be specific. Communicate about details rather than general ideas of your topic, but not
too detailed that the big picture of the message is mislaid.
A Primer on Communication Studies identifies the four primary methods of informing

which are through definition, description, demonstration, or explanation.
Informing through definition entails defining concepts clearly and concisely using
synonyms and antonyms, use or function, example, or etymology.
Informing through description entails creating detailed verbal pictures for your
audience.
Informing through demonstration entails sharing verbal directions about how to do
something while also physically demonstrating the steps.
Informing through explanation entails sharing how something works, how something
came to be, or why something happened.
Persuasive Communication
Persuasion simply means trying to influence the way someone thinks or behaves.
Similarly, a persuasive communication is a kind of message that attempts to influence the
audience to adopt the communicator’s strong perspective on a specific topic and to act upon
that belief. A persuasive communication involves: pathos – to appeal to the feelings and
emotions of the audience or to show empathy; ethos – to show the character of the speaker
as credible and worth listening to; and logos – to demonstrate the extent of knowledge of the
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speaker that file is Registered
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Every persuasive communication expresses a particular proposition. A proposition is
Publishing
a statement Corp.
or assertion that expresses a judgment or opinion. It is a claim that something
is true or not, right or wrong, and practicable, beneficial and necessary or otherwise. When
you try to establish that something “is or isn’t” or is “true or false,” e.g. “GMA7 is a better
media network than ABS-CBN2,” you advance a proposition of fact. When you focus on
persuading an audience that something is “good or bad,” “right or wrong,” or “desirable or
undesirable,” e.g. “Gay marriage is immoral,” you declare a proposition of value. Finally,
when you advocate that something “should or shouldn’t” be done, e.g. “The Philippine
government should legalize medical marijuana,” your contention is a proposition of policy.
In school, students are often engaged in debates on timely and controversial issues. In
this academic exercise, they advance their contentions with the aim of changing the mindset
of the listeners and opponents from not believing to believing (or vice versa) and making
them to act upon the belief. To accomplish this purpose, they deliver logical and sometimes
heavily emotion-laden persuasive messages.
154
In business, the ability to persuade executives and co-workers is crucial. On a daily
fashion, you try to convince your colleagues to work hard towards achieving company
efficiency and profitability. You talk to executives to take into account your ideas and
suggestions, and persuade clients about the benefits of your products or services and in the
need to purchase them.
Mastering the art of persuasive communication is never easy. But once you have
acquired and developed the skill, you can substantiate your communicative competence,
obtain the support of others and earn their respect, and unify your colleagues and motivate
them to work as a team.
Persuading an audience becomes easy when you can present that your proposition is
beneficial to them. According to Williams (2018), you design your persuasive communication
according to your audience’s needs, values and desires. The author further explained that
audiences are more receptive to your message when they see you as somebody they can relate
to and comparable to them in terms of age, occupation and socio-economic status.
In addition, your persuasive approach should be based on audience’s orientation toward
the proposition.
1. When audience members agree with the proposal, focus on intensifying their agreement
and moving them to action.
2. When audience members are neutral in regards to the proposition, provide background
information to better inform them about the issue and present information that
demonstrates the relevance of the topic to the audience.
3. When audience members disagree with the proposal, focus on establishing your
credibility, build common ground with the audience, and incorporate counterarguments
and refute them.
Monroe’s Motivated Sequence

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| PATTS College
persuasive of Aeronautics
communication. | 2020-2021
Consider these five steps. | Property of Books Atbp
Publishing Corp.
Step 1: Attention – Get your audience to listen. Hook the audience by making the topic
relevant to them. Their ideal response to you is “I want to hear what you have to say.”
Step 2: Need – Get your audience to feel a need or want. Cite evidence to support the
fact that the issue needs to be addressed. Their ideal response to you is “I agree. I have that
need/want.”
Step 3: Satisfaction – Tell your audience how to fill their need or want. Offer a solution
and persuade the audience that it is feasible and well thought out. Their ideal response to you
is “I see your solution will work.”
Step 4: Visualization – Get your audience to see benefits of solution. Take the audience
beyond your solution and help them visualize the positive results of implementing it or the
negative consequences of not. Their ideal response to you is “This is a great idea.”
155
Step 5: Action – Get your audience to take action. Call your audience to action by
giving them concrete steps to follow to engage in a particular action or to change a thought
or behavior. Their ideal response to you is “I want it.”

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156
A. Do It Yourself: Study the sample profile of a fictional patient. Then, accomplish the task
that follows.
Name:
Sample Patient Profile

1. What kind of informative message is presented? How did you know?
Publishing Corp.
2. For whom is this informative message intended? Expound.
157
3. What other data should this informative text contain? Explain.
4. If you are the patient’s relative, e.g. brother, sister or wife, what is the value of this
informative communication to you?
5. In general,
This filehow is informative communication
is Registered used in
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Tuguin
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158
B. Learning Partner: With your chosen partner, write a persuasive letter to your Barangay
Chairperson on any one of the following issues: (1) Strict implementation of curfew
hours for minors, (2) Waste segregation, (3) Access to livelihood projects, (4) Clogged
drainages, and (5) Illegal drugs. Apply Monroe’s Motivated Sequence in your letter.
Write your draft here.

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159
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160
Test Your Knack!
Name:
True or False
1. The purpose of informative communication is to share or relay knowledge to

an audience on a specific topic.
2. Events speeches work to help your audience both understand the process, and
possibly be able to replicate the process for themselves.
3. When speaking about concepts, you may have to find concrete ideas in order
to make abstract ideas more relatable and tangible to your audience.
4. An informative speech about a process then describes how something is made,

done, or works.
5. Informing through demonstration entails explaining concepts clearly and

concisely using synonyms and antonyms, use or function, example, or
etymology.
Publishing6.Corp.
Informing through description entails creating detailed verbal pictures for
your audience.
7. The purpose of a persuasive communication is to convince the audience to

reject the speaker’s perspective on a topic.
8. A narrowed focus makes researching more manageable.
9. When audience members agree with the proposal, focus on intensifying their
agreement and moving them to action.
10. Choose a persuasive speech topic that meaningfully impacts society.
11. Drawing parallels between yourself and the audience increases the distance
between you and them.
161
12. For the audience to be persuaded, they have to feel that the speaker is credible
and worth listening to.
13. An appeal to pathos requires referencing evidence that shows that the speaker
is knowledgeable about the topic he or she is talking about.
14. The thesis statement of your persuasive communication should be clearly

argumentative and states your stance.
15. The core of a persuasive communication is to appeal to and resonate with the
audience’s feelings and emotions.

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Unit 4
Communication for Work Purposes
Communication for Academic Purposes

1. create clear, coherent, and effective communication materials,
2. present ideas persuasively using appropriate language registers, tone, facial expressions,
and gestures, and
3. This
conveyfile
ideasisthrough oral, audio-visual,
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Cyan web-based
Lxaryn, presentations
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target audiences in local and global settings using appropriate
| PATTS College of Aeronautics | 2020-2021 | Property of Books Atbp registers.
Publishing Corp.
Lesson 1: Communication for Work Purposes

1. explain the importance of effective communication in the workplace,
2. analyze different communication documents in the workplace,
3. prepare communication materials in the workplace,
5. appreciate the significance of understanding the value of effective workplace
communication.
163
Do It Yourself: The following words are workplace-related. Look up the meaning of or

description for each of them by using appropriate sources of information.
1. HR –
2. stationery –
3. annual leave –
4. email –
5. board of directors –
6. overtime –
7. pay slip –
8. daily time
Publishing record –
Corp.
9. video conference –
10. workspace –
11. receptionist –
164
12. secretary –
13. business plan –
14. inventory –
15. meeting minutes –

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165
Speak up, Please…
Learning Partner: Identify the following samples of workplace communication

materials as memorandum, minutes, requisition, incident report or letter. Some parts of the
materials have been omitted. Explain your answers.
1.
Date
Ms. Margaret O’Malley
18361 Cliff Street
Sparta, NJ 07871
Dear Margaret,
This confirms your dismissal from the Ernesto Company for poor performance, effective
immediately.
You are dismissed because, despite repeated feedback and performance coaching from
your manager, your work performance has not improved. Your performance has been
documented in three letters of reprimand which you read and signed. Additionally, the
performance improvement plan (PIP) you were participating in put forth specific goals and
targets that you agreed to meet by their due date.
You failed to meet the target dates in any of the areas specified within the plan that you
and your manager wrote and agreed to together. You were offered resources and additional
support that you refused. As a consequence, your dismissal is the result of your refusal to
meet the core requirements of your job.
Payment for your accrued vacation days and sick days will be included in your final
paycheck*
This filewhich you will receive on
is Registered toyour regularCyan
Soria, payday,Lxaryn,
Friday. We can mail your
Tuguin final
| College -2
paycheck to your home, or you can make arrangements with your manager to pick it up.
You willCorp.
Publishing also receive a letter that outlines the status of your benefits upon your dismissal.
The letter will include information about your eligibility for the Consolidated Omnibus
Budget Reconciliation Act (COBRA) continuation of group health coverage.
You turned in your company badge and smartphone at the time of your dismissal, so we
have accounted for all company-owned items.
You will need to keep the company informed of your contact information so that we are
able to provide the information you may need in the future such as your W-2 form.
Regards,
[Name of Manager or Company Owner]
(Source: https://www.thebalancecareers.com)
166
2.
To: Marlene Smith, office manager
From: Alexis McMillan-Clifton, personal assistant
Date: April 25, 2013
Subject: Implementation of a paper recycling plan
I would like to recommend that our office establish a policy for the recycling of paper
materials. This will lead to less waste and more attractive working conditions for us all.
Currently, there are eight trash cans in our office: one in the X X X X X. The cleaning staff
will be informed of this change X X X X X recycling dumpster outside the office building.
Some will see the separation of paper recycling materials as an added difficulty, initially. X
X X X X. That way we will not accidentally dispose of trash in the recycling containers, or
vice versa.
In closing, if you approve this recycling program, X X X X X. This will result in a cleaner,
more environmentally-friendly office space for us all.
(Source: https://courses.lumenlearning.com/businesscommunication)
3.
PRESENT: A list of first and last names of all those present at the meeting
REGRETS: A list of first and last names of Committee members who have contacted the
Chairman to let him or her know that they will be unable to attend the meeting
ABSENT: A list of first and last names of Committee members who did not contact the
Chairman to let him or her know that they won’t be in attendance
1. CALL TOof
| PATTS College ORDER / OPENING REMARKS
Aeronautics | 2020-2021 | Property of Books Atbp
Time that the Chairperson called the meeting to order
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Any opening remarks from the Chairperson summarize here
2. APPROVAL OF THE xxxxx FROM (DATE) (You need a motion to approve the xxxxx
of the previous meeting as circulated or a motion to approve the xxxxx as amended if any
corrections are needed to the xxxxx.)
Motion: To approve the xxxxx of (DATE) as circulated (or amended)
Motion By: First and last name of person who made the motion
Seconded By: First and last name of person who seconded the motion
3. ADDITIONS TO THE AGENDA (If anyone has an item that they would like to be
added to the agenda they would bring it up here and ask the Chair if the item may be added
to the agenda or can be added to the next meeting’s agenda.)
(Source: https://web.csulb.edu)
167
Read and understand the following article about communication in the workplace.
What Makes Workplace Communication Effective?

Essential to business success is effective communication in the workplace. Workplace

communication is simply described as the process of sending and receiving verbal and
nonverbal messages among members of a business organization. Its main purpose is to
increase efficiency and profitability through clear and effective communication that unifies
actions of employees toward attaining company objectives. In general, effective workplace
communication improves relationships among employees and between companies and
clients. On the other hand, poor workplace communication is damaging to the business.
In fact, US research firm Gartner as cited in the webpage of University of Auckland (2017),
reported that 70% of business mistakes are due to poor communication. This statistic
substantiates the need that more emphasis should be put on improving communication in
the workplace to prevent business losses.
Here are some ways of making workplace communication effective.
1. Build an atmosphere of trust. Gaining trust in the workplace is a difficult but rewarding
feat. It is difficult to trust managers when they talk the talk but never walk the walk, i.e.
they do not act in the way that agrees with what they say, and everything is just theatrical.
To do things consistent with what one claims is “a key pillar for building trust in the
workplace and, ultimately, for an organization’s success. We often find employees say
that what leaders say and do has the most impact on their perception of an organization.
When
This there
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likely to become engaged and committed to the organization”
| PATTS College of Aeronautics | 2020-2021 | Property of Books Atbp (Grossman, 2019).
PublishingManagement
Corp. can function effectively by creating two-way trust. When
management and employees trust each other, communication works best toward easily
breaking down individual and departmental peripheries, promoting cohesive and
collaborative actions, and building strong workplace partnerships.
2. Handle conflicts professionally. Conflicts at work are inevitable. You may have the
most intelligent and skillful people hired for particular jobs, but they certainly possess
different personalities. At a conference table, they may have clashes of opinions. They
may show disagreeable ways of carrying out business processes and performing their
tasks. All these may arise to minor or even major squabbles, and even worse result in
legal battle.
To avoid trivial argument to turn into major scuffle, management should show
openness and create a pleasant venue to make employees see and feel that they can voice
out their disappointments in a safe and neutral ground. Listen without being prejudicial,
i.e. listen with an open mind to what the disputants feel and think about their conflict.
168
Help them reach a resolution that is amenable to everyone. Finally, whatever transpires
in the office should remain entirely restricted.
3. Engage in face-to-face conversation whenever possible. Because of the tremendous
advancement in technology, communication in the workplace has taken advantage
of blogs, instant messaging and even social media sites such as Facebook and Twitter.
Undeniably, however, email has become the default method of business communication
around the world. It is most efficient in ensuring that employees are kept cognizant
about company information. Emails can be an effective way of connecting with clients
and colleagues. Even for internal communication such as simple announcements or
reminders, employees rely heavily on emails. But many times, emails are misconstrued
because of the absence of nonverbal cues.
Has everyone forgotten about the art of conversation because of excessive
dependency on technology? Notice how the meaning of the message changes when
you take away gesture, facial expression, posture, eye contact, etc. especially when the
manager lacks writing skills. Truly, it never hurts and in fact helpful when managers get
out of their office, pay brief visits to employees and hold short face-to-face conversations
with them whenever possible. Employees would like not only to read their managers’
emails but to see their body language as well.
4. Respect cultural differences. As previously discussed, the world has become a global
village and so has the workplace. Nowadays, business firms comprise of local and
foreign employees with different cultural backgrounds. Aside from interacting with co-
employees in the same workplace, they also work with colleagues abroad. Apparently,
this diversity can cause communication barriers. In this case, companies need to be
culturally sensitive towards their employees. Thus, they should create a work environment
that respects their employees’ food choices, religious practices, ethnicity, generational
differences, work styles, communication styles, disabilities, etc. Conducting seminars
and workshops about cultural sensitivity can significantly help companies in this regard.
5. Give good feedback. Every manager and employee knows how important feedback is.
This
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enhance the quality of| employees’
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| PATTSwork
College of Aeronautics | 2020-2021 | Property of Books
and may even help increase business productivity and profitability. AccordingAtbpto
Publishing
DavidCorp.
Hassell (2019), employee feedback should be task-focused, crystal clear, and to
the point. He further explained that general comments like “Your work needs to be
improved” or “I wasn’t very impressed with those reports: you have to do better than
that” will leave your employees confused and in the dark as to what aspect of their
work needs to be corrected. Don’t just walk away after giving the feedback. Afford the
employee the opportunity to respond to feedback to determine if the message is well
understood. Offer solution if there is a problem.
Remember to give positive feedback, too. Cited in Kramer (2019), certified career
coach Hallie Crawford stated that feedback “doesn’t always mean correcting mistakes–
it could be commending someone for a job well done.” Employees feel important and
motivated further when they are praised and recognized. A simple admiring remark
such as “You did a great job in that presentation. Good work.” will encourage employees
to consistently perform even better. Finally, end the feedback on a positive note.
Managers should let their employees know how much they appreciate them. This, in
169
turn, can lead to open communication.
6. Keep personal information to yourself. There is no better way to understand this than the
explanation found in the webpage of Fremont College (n.d.): “Be aware of disclosing
too much personal information to the people you work with. Aim to be friendly, yet
professional. If you become too personal with co-workers, you’ll risk the likelihood
of being perceived as less credible when communicating about something important.
Controlling your emotions is also very important. Your co-workers don’t need to witness
your hysteria over an argument with your significant other; behaving this way will give
them a negative impression and cause them to avoid talking to you.” Indeed, it is not a
good idea to talk (too often) about your personal life with everybody at work like you
are selling fish or vegetable to everyone in the market. If you keep on doing this, you
will eventually realize that your life is not worthy to know about anymore because it has
turned into something like a rotten commodity which nobody is interested in buying.
7. Avoid passing on rumors and talking about controversial issues. In a person’s work life,
there is that one co-employee who has the propensity of spreading rumors about others
in the workplace. If that co-worker prattle gossips to you, simply listen and smile, and
dismiss what you’ve heard by getting back immediately to what you are doing. Rumor-
mongering gives employees negative impression of you. It also destroys employee
relationships and defeats the purpose of workplace communication. Remember that
credibility is believability and can never be equated with gossiping.
Related to gossiping is engaging in thought-exchange about controversial topics.
Talking about contentious issues such as politics and religion is a big “NO” in the
workplace because it can lead to heated argument and offend co-workers. It is good to
engage in informal chats with others and get to know them better, but it is still best to
keep the topic of conversation in the workplace bias-free.
Achieving effective workplace communication is something that does not
happen overnight. It requires whole-hearted commitment and strong collaboration of
management and employees to make it a part of their business culture.
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170
Tell Me about It!
Name:
1. Why is good communication important in the workplace?
2. Name some disadvantages of poor workplace communication. Explain each.

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171
3. How do tools of technology negatively affect workplace communication? Support your
answer with specific instances.
4. Aside from the tips discussed in this article, what two or three other suggestions can you
give to improve communication in the workplace?

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172
Interactive Lecture: Listen to your teacher as he or she discusses the salient points of the
Workplace Communication Documents

Writing Business Letters
A business letter is a formal written communication between, to or from businesses

and usually sent through the Post Office or sometimes by courier. It is jokingly called snail
mail (in contrast to email which is faster).
Who Writes Business Letters

Letters are written from a person or group called sender to a person or group called
recipient.
Business Business
Business Consumer
Job Applicant Company
Citizen Government Official
Employer Employee
Staff member Staff Member
Why Write Business Letters

To persuade
| PATTSToCollege
inform of Aeronautics | 2020-2021 | Property of Books Atbp
To request
Publishing Corp.
To express appreciation
To remind
To apologize
To congratulate
To reject a proposal or offer
To introduce a person or policy
To invite or welcome
To follow up
To formalize decisions
173
Parts of a Business Letter
1. Letter head or Return address – should be readable, informative and attractive, BUT
not too attention occupying.
a. Mandatory elements:
Organization’s name
Address (including zip code and area code)
Telephone number
Email address
Website (if any)
b. Optional elements
Organization’s logo
The executive’s name and title
A list of officials or other governing bodies
2. Date Line – written below the sender’s address, sometimes separated from it by a space.
The common forms are:
September 24, 2018 (American)
24 September 2018 (British)
The month is never abbreviated, the day is never spelled out, and endings for
numbers (27th) are not usually used.
3. Confidential or personal notation
The same notation should be put on the envelope.
Written between the date line and the inside address
Example: Private & Confidential
4. Inside Address
Always on the left and single spaced.
The recipient’s name (if stated) is followed by the company’s name, the department
or division, the street address, city postal code and country.
If there
This fileisisa line that is too long,
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on the nextTuguin
line with two or three - 2
| College
spaces indention.
PublishingExample:
Corp.
ATTY. ENRICO F. CUENCA
General Manager, Golden Opportunity, Inc.
RCBC Plaza, Ayala Ave. cor. Gil Puyat Ave.
Makati City, Metro Manila, Philippines 1200
5. Attention line
This is used when you do not know the name of the person you are writing to.
This line can also be printed before the address of the company.
Example:
• Attn: Enrico F. Cuenca, General Manager
• Attn: The General Manager
174
6. Subject line
Provides a further reference
Saves introducing the subject in the first paragraph
Immediately draws attention to the topic of the letter
Allows the writer to refer to it throughout the letter
Quickly identifies the purpose of the letter
Should not be more than one line/ one or two words
Example:
• Subject: New Policy on Office Uniform
7. Salutation
Should be written below the address and with a space of one or two lines before the
body of the letter.
It is followed by a comma (,) or a colon (:), which is optional.
Examples:
• Dear Sir, Dear Sir:
• Dear Gentlemen, Gentlemen:
• Dear Madam, Dear Madam:
• Dear Mr. Cuenca, Dear Atty. Cuenca:
8. Body of the letter – contains the necessary information you want to communicate.
Clear, informative and accurate as possible.
The length depends on:
• the subject of the letter
• the style and the language used
The right length includes the right amount of information.
All the necessary points should be made in a logical sequence.
Style
• Avoid slang, jargon, buzz words, and elitist language.
• Avoid the passive voice. Use the active voice and active verbs.
• Be brief. Give short but clear explanations, instructions, reasons. Be specific.
State the facts.
• Be pleasant, | 2020-2021
positive, lively, and encouraging.| Property of Books Atbp
Publishing•Corp.
Use the word “you” in the opening sentence, but avoid using too many “you”-s
in your letter.
• “I”-s should be used when you are speaking about yourself.
• “We”-s should be used when speaking on behalf of your company or a group of
associates
First Paragraph
The first paragraph of formal letters should include an introduction to the
purpose of the letter. It’s common to first thank someone or to introduce yourself.
Example:
Dear Mr. Cuenca,

Thank you very much for writing us. It is always a pleasure to be of
service to our customers.
175
Second and Following Paragraphs
• Should provide the main information of the letter, and build on the main purpose
in the introductory first paragraph.
Example:
Please be informed that you must proceed to our Meralco Business

Center and submit your proof of ownership (e.g., Land Title, Transfer
Certificate Title or Lease Contract), proof of identity (such as Driver’s
License, SSS ID, and other primary identification cards) and latest bill to
the aforementioned office during weekdays, Monday to Friday between
8:00 AM to 5:00 PM. If an authorized representative will process the
application, he or she must present an authorization letter from the
owner of the property and valid identification cards with picture (both
from the owner and the representative)
Final Paragraph
• Should shortly summarize the intent of the formal letter and end with some call
to action.
Example:
Please feel free to email us again or contact us through our Call Center
hotline 16211 or 631-1111 for assistance.
9. Complimentary close
Formal Sign Off
• Yours faithfully,
• Faithfully yours,
This• Yours sincerely,
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• Sincerely Aeronautics | 2020-2021 | Property of Books Atbp
Less Formal
Publishing Corp.
• Best wishes,
• Best regards,
10. Signature Block
The signature block consists of your typed name, your handwritten signature and
your position in the organization.
The handwritten signature should be between the complimentary close and the
typed name and title.
176
11. Enclosures
Small enclosures (checks, folded flyers, business cards) are placed inside the folds
of the letter.
To safeguard against overlooking them include an enclosure line in your letter.
When your enclosures are bulkier, use an appropriately sized manila envelope.
Enclosures may include leaflets, prospectuses, CVs.
They can be mentioned at the bottom of the letter after Enc. or Encl.
If there are a number of documents, these are listed.
Example:
• Enc.: TOR Photocopy
• Encl.: Lease Contract (5 copies)
12. Copies line – c.c. (carbon copies)
c.c. is written when aside from the identified recipient, other people must be given
the same copy of the letter.
Put c.c. and list other people receiving the copies of the letter with their full name
and designation.
b.c.c. (blind carbon copies) is used if you do not want the identified recipient to
know that other people have received copies. It should be written on the carbon
copies themselves and not on the original copy of the letter.
13. Postscript
A brief message appended to the end of a letter (following the signature) or other
text usually introduced by the letters P.S.
In certain types of business letters (in particular, sales promotion letters), postscripts
are commonly used to make a final persuasive pitch or offer an additional incentive
to a potential customer.
Example:
• P.S. 20% discount awaits early registrants.
However, there are only seven basic parts of a Business Letter:

1. This file is Registered
Heading/Return Address to Soria, Cyan Lxaryn, Tuguin | College - 2
| PATTS College
2. Date of Aeronautics | 2020-2021 | Property of Books Atbp
Publishing
3. InsideCorp.
address
4. Salutation
5. Body
6. Complimentary close
7. Signature block
177
Common Types of Business Letters
A business letter is a professionally written communication that is sent through postal
mail or messenger or the internet. Business letters are written in standard formats and each
serves a specific purpose.
Here is a quick look at the description of common types of letters written for business.
Application Letter
A document that is prepared along with a resume or curriculum vitae when applying
for a job
Serves as a formal introduction to a prospective employer
Expresses the job seeker’s intent to apply for a specific position in a business firm and
eventually become part of its workforce
The central focus is to describe the job seeker’s skills, market his or her capabilities and
encapsulate his or her experiences
Includes the applicant’s compelling reason why he or she is qualified for the position
Must effectively persuade the reader to provide the applicant a chance to go through
screening process such as interview and testing
Letter of Recommendation
Often asked by would-be employers from job applicants before they get hired
Describe the relationship of the sender with the job applicant – a previous employer or
academic adviser
Includes information about the recommended job seeker’s knowledge and capabilities
about a position or role
Letter of Resignation
Written to inform the recipient, usually the immediate supervisor or manager, about
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Provides details on the circumstances that lead to a decision of giving up the job
Inquiry Letter
Written to solicit valuable answers to questions about a product or service
Be concise and distinct by stating exactly what information you need to know
It is always a good point to leave your contact information for easy and quick response
to your query
178
Follow-Up Letter
Usually written after some initial communication, i.e. not hearing from a company after
sending a job application letter or a request that has not been acted upon
Use a polite tone – remind the receiver gently and do not accuse him or her of forgetting
about your job application or a request
Write straight to the point stating in a few words the reason you are sending this type
of communication
Sales Letter
Starts off with appealing words to catch the reader’s attention
Strong call to action is used to make the reader act upon something
Details the advantages of doing something to the recipient, e.g. buying a product or
service
Includes information such as phone number or email address to make it easy for the
reader to respond
Order Letter
Sent by individual customers or businesses to other individuals or businesses to place
order for products or services
Must specifically state the name of the product or service, description, quantity and unit
and total price
Sometimes, the manner of payment or the payment itself is included in the letter
Complaint Letter
Written and sent to express dissatisfaction or disappointment about a product or service
Professional tone is used – words should be direct but tactful – if you want to be listened
to by the receiver
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Letter
Usually
Publishing written and sent by a company as a reply to a client’s claim or complaint
Corp.
Begin the letter with the good news on adjustment if it is to the client’s favor; otherwise,
stick to facts and make the customer feel and see that you understand the predicament.
Acknowledgment Letter
Written to inform the receiver that a previous communication has been received
Simply serves as simple receipt without explaining whether or not action upon the
previous letter has taken place
179
Cover Letter
Usually sent along with a parcel or other merchandize
Describes the contents of the package, why it is sent and what should be done with it
Very concise and clear
Sample Sales Letter
December 9, 2019
Dear Atty. Cuenca:
Christmas is just around the corner, and this joyful season will never be complete without
giving gifts to co-workers that we value the most in our company.
ORDER A BAG OF COOKIES AND GIVE AN ORPHAN A PAIR OF SLIPPERS THIS
CHRISTMAS.
You are absolutely right. Our school organization, Chefs and Chips, is selling bags of
assorted cookies to raise funds that we need to purchase at least a hundred pairs of slippers
for the kids at the Home for the Homeless Kids orphanage. For all we know, Christmas
Season is the time of sharing our blessings with the less fortunate ones especially those
abandoned children of God. When you buy our cookies, you not only get a taste of sugar-
free chips made by Bread and Pastry students of the University of Makati but you also
contribute in making the orphans happy with a pair of slippers for this Christmas.
We offer 10 cookies/bag for P200.00 and 15 cookies/bag for P280.00 only. So, don’t waste
time.
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Sincerely,
(Signature)
Emman C. De Gracia
Encl.: Order Form
180
Sample Job Application Letter
April 22, 2019

Hiring Manager, Golden Opportunity, Inc.
Dear Atty. Cuenca:
I would like to express my interest in applying for the position of Recruitment Assistant as
recently advertised in April 21, 2019 issue of the Philippine Daily Inquirer.
With flying colors, I have recently obtained my bachelor’s Degree in Business Administration
major in Human Resource Development Management (BSBA-HRDM) from the University
of Makati. I believe that my education and training have prepared me for this position.
As a student, I was provided with the necessary knowledge and skills about manpower
recruitment, workforce organization, personnel training and compensation as well as
legal provisions and other labor concerns. During my internship at Bank of the Philippine
Islands (BPI), I was able to work with some of the country’s experts in the human resources
industry. Along with commitment to excellence in human resources management, I intend
to bring in these valuable experiences to your company’s innovative environment.
Aside from being hard-worker, I have developed a wide range of skills in working with
others and blending with a team’s culture in order to achieve company efficiency and
profitability.
Enclosed in this application letter is my resume and photocopy of my TOR for full
consideration of the details regarding my qualifications as Recruitment Assistant.
Should you consider my application, I am ready for interview and testing at your most
| PATTSconvenient
College time. I am looking forward to visiting your respected office for further
of Aeronautics | 2020-2021 | Property of Books Atbp
discussion of my application.
Publishing Corp.
Sincerely yours,
(Signature)
Zachary Aiden V. Nostratis
Encl.: Resume and TOR
181
Sample Order Letter
March 25, 2019

Christian Michael F. Reyes
Store Manager, National Book Store
Ground Floor, SM Megamall Building A,
EDSA cor. Doña Julia Vargas Ave., Ortigas Center
Mandaluyong City, Metro Manila, Philippines
Dear Sir:
Summer is fast approaching and I am getting some teenagers in my neighborhood ready for
a meaningful one by reading books of popular authors. I want them to spend summer time
reading books that inspire young minds in pursuit of their ambitions and dreams in life.
Too, I hope that by reading these books they will become people of great value someday.
Kindly see below for the list of inspirational books I wish to purchase at the end of this
month.
An Artist Once Said: An Inspiration Book 2 copies @ P295.00 each
God’s Little Devotional Book for Students 2 copies @ P265.00 each
Successful and Satisfied for Men 2 copies @ P150.00 each
Successful and Satisfied for Women 2 copies @ P150.00 each
The Power of Forgiveness 1 copy @ P669.00 each
The Power to Get Things Done 1 copy @ P695.00 each
The Kindness Pact 1 copy @ P495.00 each
All the Bright Places: A Novel 1 copy @ P459.00 each
TOTAL: 12 books for P4,038.00
I will be giving you the payment on the day the books are delivered to my home address at
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Thank you very much.
Sincerely,
(Signature)
Zoe Ysabelle V. Nostratis
182
Sample Resignation Letter
September 30, 2019

Human Resources Manager, Golden Opportunity, Inc.
Dear Atty. Cuenca:
Please accept this letter as a formal notice of my resignation from the position Recruitment
Assistant.
My contract requires me to give you a 30-day notice, and as such my last day of work will
be October 30, 2019. I believe this is ample time for the company to look for replacement.
My decision to leave my position came by after a thorough contemplation on an offer to
work in Japan. I know how difficult it is to leave my friends here, but the benefit of working
there and gaining considerable advantage for my career and life goals and ambition cannot
be simply set aside.
I cannot thank you enough for the golden opportunity you have afforded me to work with
your team during my time here. Let me assure you that I will perform my responsibility
and complete any outstanding matters and business affairs before my departure. Please let
me know of any way I can make a smooth transition.
Yours truly,
(Signature)
Zachary Aiden V. Nostratis
Publishing Corp.
183
Sample Inquiry Letter
August 20, 2019

Mary Claire C. Dela Cerna
Customer Service Manager, Tour and Guide, Inc.
20/f ABC Building, Gil Puyat Avenue
Makati City, Philippines
Dear Miss Dela Cerna:
I am writing you in reference to your advertisement on Bulletin Today about vacation
rental. I would like to receive a catalog about your rest house.
I would also like to know more details about economical accommodation and the great
service that will meet my family’s expectations as your guests for two weeks.
Yours truly,
(Signature)
Paula Mae C. Hillis
Business Letter Styles: Block and Modified Block

By Robert Insley
BlockThis
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It is efficient because it eliminates the need to set tabs and indent lines.
It does not necessarily mean full justification – there is usually no attempt to have each
line end evenly on the right margin.
Modified Block Letter Style

It is a traditional letter style still used in some businesses.
The date, complimentary close and signature block are indented.
The first line of each paragraph may start at the left margin as in the block style or it may
be indented one-half inch.
In both styles, the company letterhead is typically centered horizontally about one inch
from the top of the page, whether keyboarded or preprinted.
184
Block Letter Format Sample
Company Letterhead
March 31, 2019
Dear Atty. Cuenca:
First of all, let me congratulate you for…
I would like to inquire about….
I hope to receive your reply…
Sincerely,
(Signature)
John James San Sebastian
Sales Manager
Global Communications, Inc.
Modified Block Letter Format Sample
Company Letterhead
March 31, 2019
ATTY. ENRICO F. CUENCA to Soria, Cyan Lxaryn, Tuguin | College - 2
| PATTSGeneral
College
Manager, Golden Opportunity,| Inc.
of Aeronautics 2020-2021 | Property of Books Atbp
Publishing
RCBC Corp.
Plaza, Ayala Ave. cor. Gil Puyat Ave.
Dear Atty. Cuenca:
First of all, let me congratulate you for…
I would like to inquire about….
I hope to receive your reply…
Sincerely,
(Signature)
John James San Sebastian
Sales Manager
Global Communications, Inc.
185
Writing Business Emails
By now, you must have sent and received a lot of emails from friends, relatives and
business firms. Indeed, sending and receiving emails have become commonplace in our
personal and professional life. When writing emails to your friends and relatives, you can be
as informal as you want. However, writing business emails to your manager or client is quite
different. Although it is normally less formal than a printed business letter, you have to abide
by the rules and etiquette of business email writing if you want your recipients to take your
communication seriously and professionally.
Just like other workplace communication documents, the purpose of email is to convey
information in inexpensive and quick way to colleagues, customers, suppliers, investors
and other contacts around the globe. In fact, it has become one of the major ways of
communication at work. But remember that your business contact may not have the luxury
of time to read a long message, so keep your emails short and direct. The more concise and
to the point they are, the better chance that you will get prompt replies.
Example 1: Formal
In this example, you can see the basic parts of a formal business letter. It follows the
format and tone of a printed business letter.
Converge ICT Team <noemail@convergeict.com>

To:petecaudilla@yahoo.com
Dear Valued Subscriber,
As part of our efforts to constantly innovate not just our product but also our internal
systems, which are equally important in providing you better experience as a customer,
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modification, view e-billing, and transact payment, among others.
Should you have other questions on these changes, you may reach us through the following:
FB page: bit.ly/2FFKntK-FBSupport
Hotline: 02-667 0850
Best regards,
Converge ICT Team
186
Example 2: Informal
The following example shows the more conversational tone throughout the email. It’s
like a telephone conversation between sender and receiver.
On Wed, Apr 10, 2019 at 6:04 PM Pete Caudilla <petecaudilla@yahoo.com> wrote:

Hi, Mark.
Thank you for your prompt reply.
Can you tell me the email address of Zach Nostratis? Hope to connect with him ASAP.
Kind regards,
Pete
Example 3: Very Informal

This informal email is similar to texting. This type of email is commonly sent only to
colleagues with whom you have a close working relationship.
Insley, Robert <Robert.Insley@unt.edu>

To: Pete Caudilla
Apr 8 at 7:25 PM
Glad to help, Pete!
Bob
Here are 10 tips on how to write emails posted by International Language Academy
of Canada
This file(ILAC) at https://www.ilac.com/10-tips-on-how-to-write-a-business-email-in-
english/.
Publishing
1. SubjectCorp.
Line says a lot. No doubt, a subject line is the first thing a recipient reads. The
decision of whether or not to open an email depends highly on how the subject line
looks. Make sure the subject line is simple, specific, but catchy. Use key words that
briefly summarize the content of your message.
2. Start your email with greetings. It is always important to have a contact name, unless a
recipient is unknown (in “to whom it may concern” case). If needed, don’t be shy to call
and ask for the person’s name. Some people use informal salutations, such as “Good
morning” or “Hi“. It totally depends on how formal your relationships are.
The most standard ones are:
Dear Firstname Lastname
Dear Mr./Ms. Lastname
Dear Mr./Ms. Firstname Lastname
Dear Dr. Lastname
To whom it may concern
187
3. Say Thank You. If a person has replied to your email, you should thank him/her by
writing “Thank you for your (prompt) reply”. It is important to start an email on a
positive note, as it creates a good first impression of you.
4. Be clear and precise. No matter how complex your email appears to be, try to define its
purpose clearly at the very beginning of the email by writing “I am contacting you as…”
or “I am writing to you in reference to/regarding…” It helps the reader understand the
purpose of your email.
5. Save someone’s time. To save everyone’s precious time, keep your emails specific and
concise. It is also a good idea to split the body of the email into several paragraphs,
based on the topics you raise. You can also use bullet-points, which makes it easy to
read.
6. Informal vs. Formal. Your manner of speaking depends on who you are talking to. It
usually comes naturally and is based on your relationship with an interlocutor. It applies
to emails as well.
Here are some examples demonstrating different ways to write the same thing:
Informal: Can you …?
Formal: I was wondering if you could…
Informal: Sorry, I can’t meet you. I’m busy that day.
Formal: I am afraid I will not be available to make it that day.
7. Don’t avoid the negative. Delivering bad news is never easy! But it’s something you have
to do sometimes, when working in a business environment. A good way to do it is
to provide a reader with neutral or positive information first. Only then move to the
negative part, explaining what caused it and why it’s important. The final part of the
message should provide a potential solution to the problem or an optimistic note. It
is like making a sandwich! Your goal here is not to hide or minimize the scope of the
problem, but to leave the reader with the impression that you care or you are taking
action to fix it.
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questions, please do not hesitate contact me” or “I look forward to hearing from you”.
9. Write a Closing to Your Email. Okay, you are almost there, but here is another thing
to do: As you have already constructed your email beautifully, it requires a beautiful
closing too. There are many ways to do so, and again, it depends on the formality of
relationships between you and the reader.
Choose the most suitable phrase before typing your name.
Yours sincerely, (when you know the name of the recipient, Formal)
Best regards, or Kind regards, (Formal, Most common)
Take care, Thank you, or Have a nice day (Less Formal)
10. Proofread your email. Wait! Don’t send it yet! It is very important to reread your email
carefully before hitting the send button. Check if there are any typos, grammatical or
punctuation errors, or inappropriate word usage. It’s always good to ask someone else to
proofread it for you. Remember that you cannot get the email back once you send it!
188
B. Office Memorandum
Writing Memorandums
Memorandum or Memo is a written record of an important message between two

or more employees of the same company or department. It is an official communication
within the organization used to put on record what is going on or agreed verbally, make
announcements, discuss procedures, report on company activities, provide a response to a
question, make a suggestion, and disseminate employee information.
It is typically informal (but business-like) in structure and has the following elements:
An addressee: Flush left, in capital letters, near the top of the page
The sender: Flush left, in capital letters, immediately below the addressee
Date: Flush left, in capital letters, immediately below the sender’s name
Subject: Flush left, in capital letters, immediately below the date, contains the
essence of the memo
Here is an example of a properly structured business memorandum.
MEMORANDUM
TO: All employees
FROM: Jackielou E. Cansancio, Office Manager
CC: Atty. Cris Belas, HR Manager
DATE: May 6, 2019
SUBJECT: INAPPROPRIATE USE OF COMPANY TIME
It has reached my attention that there were some employees who are inappropriately
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While I encourage a happy and healthy working environment, I advise that you use
company time for what it is actually intended. Should you have questions regarding
this issue, please read the employee’s manual to be reminded of the company rules.
Thank you!
Remember these three tips when writing your memo:

Memo Tip #1: Before sending it out, make sure that it is 100% necessary.
Ask yourself the following:
“Does this memo even NEED to be written and sent?”
“This memo will surely take up employee’s time….can’t this be put aside?”
“What specific action would employees do after reading the memo?”
If these questions lead to negative reply, maybe you need to think over again if it is
necessary to write and send out the memo.
189
Memo Tip #2: Your memo should convey all the information in brief but substantial text.
Make sure that only the most important message is included in the memo because
people might not have a lot of time reading it. Remember, keep it short and simple. It’s
not necessary to lengthen the memo, add pointless explanations, or use pompous words to
appear intelligent. In short, just be straight forward.
Memo Tip #3: In a single sentence, end your memo forcefully by repeating the action
employees should carry out.
Make sure you restate exactly what you need from employees at the end of the memo.
However, use “No action required” when recipients will not do anything further after
reading the memo.
(Source: https://kopywritingkourse.com/how-to-write-a-memo/)
C. Minutes of the Meeting
Writing Minutes in Business Meetings

Minutes of a business meeting are written in order to maintain a record of what occurred
and what topics were brought up during a meeting, as well as the information about the
activity of attendees or decisions made. They are the repository of information that usually
serves as basis or background material for upcoming meetings. This is essential so that when
you do business meetings, you do not end up going in different directions and then meeting
again for the same original purpose.
Minutes is written, kept and distributed usually by a secretary or by any member of the
business group present in the meeting. Generally written in simple past tense, minutes are
the official written record of a meeting.
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Although
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Corp.
organizations, Nordquist (2019) identified the main parts whose arrangement in the minutes
may vary.
Heading includes the name of the business organization or committee as well as the
date, location and time of the meeting.
Participants or attendees consist of the names of all those who attended the meeting,
including guests, and those who sent apologies for not attending.
Approval of the previous minutes is a short note whether the minutes of the previous
meeting were approved as read without corrections or approved with corrections of
significant errors or omissions.
Action items include a report on the items discussed in the meeting – the subject of the
discussion, person who led the discussion and the conclusions or decisions that have
been reached. This part also includes unfinished business from the previous meeting.
190
Announcements part reports about any announcements made by the participants or
those who were not around, and the proposed agenda items for the succeeding meeting.
Next meeting is a short note on the date and time of the subsequent meeting.
Adjournment is a short note on the time the meeting ended.
Signature line carries the name of the person who prepared the minutes and the date
they were submitted. In some organizations, the minutes of a legal nature require more
than one signatory.
Steps in Writing Meeting Minutes

Below are the steps in writing minutes of a business meeting based on Academic Help
article at https://academichelp.net/business-writing-help/write-meeting-minutes.html. Follow
these and you will surely be able to come up with a detailed record of important matters in
the meeting.
1. Choose the format of the meeting minutes. This format should include information
about the attendees, the agenda items, the conclusions reached or decisions made, and
actions performed.
2. Choose the method in recording the proceedings of the meeting. You can decide on
pen and paper or electronic gadget such as a laptop, a tape or voice recorder or a video
recorder. Prepare this before the meeting.
3. Prepare a list of the names of those attending the meeting along with a list of information
about the coverage and the objective of a meeting.
4. Prepare a template for the official document of the meeting. The template you choose
should include the main parts such as time and date, place and purpose of the meeting,
the name of participants including the guests, etc. A space should be provided for the
topics and a complete description of how each area was discussed and concluded.
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your notes right after the meeting. Ask the participants of the meeting for
corrections or objections to the recorded statement.
7. As possible, encode immediately the minutes and print an electronic copy of the
record to avoid losing the value of the meeting. Distribute the minutes to the attendees
promptly.
Reminders
Mike Markel (2010) gave valuable input about writing minutes in these words: “Be clear,
comprehensive, objective and diplomatic. Do not interpret what happened; simply report
it. Because meetings rarely follow the agenda perfectly, you might find it challenging to
provide an accurate record of the meeting. If necessary, interrupt the discussion to request
clarification.
191
“Do not record emotional exchanges between participants. Because minutes are the
official record of the meeting, you want them to reflect positively on the participants and the
organization.”
D. Business Report
Writing Business Reports

A business report is a formal written document that contains analysis of a real business
situation or a case study where business theories are applied to come up with a number of
solutions to problems and suggestions for improvement (Massey University, 2012).
The purpose of writing a business report is to inform the intended readers about
applicable and probable solutions to a problem, issue or concern. The document also explains
the business and management principles that have been applied to the problem to produce
solutions and suggestions for improvement. It highlights the cost and benefits of the solution
to the organization. Conclusions are explained and recommendations for future action are
put forward as well.
In writing a business report, you exhibit your skillful evaluation of a business problem
and logical thoughts on solutions to this problem. The language should be precise, factual and
emotionless. Similarly, the organization of information should be logical, concise and direct.
Identifying and analyzing your audience carefully will guide you in choosing appropriate
level of formality, objectivity and understandability of your business report.
According to Beare (2018), a business report has five essential elements.
Terms of Reference. Terms of reference refer to the reasons for writing a business report.
Usually included in this part is the name of person who requested the report.
Procedure. The procedure describes the exact steps in the investigation and data
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used for the report.
Findings.
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investigation of the business problem.
Conclusions. Conclusions sum up the outcomes of analysis which provide grounds for
recommendations.
Recommendations. The findings and conclusion-based solutions to problems or
suggestions for improvement put forward for future action of the organization.
The following example of business report is provided by Beare (2018) for teachers to use
in class for this particular lesson.
192
Example of Business Report
Terms of Reference
Margaret Anderson, Director of Personnel has requested this report on employee
benefits satisfaction. The report was to be submitted to her by 28 June.
Procedure
A representative selection of 15% of all employees were interviewed in the period
between April 1st and April 15th concerning:
Overall satisfaction with our current benefits package
Problems encountered when dealing with the personnel department
Suggestions for the improvement of communication policies
Problems encountered when dealing with our HMO
Findings
Employees were generally satisfied with the current benefits package.
Some problems were encountered when requesting vacation due to what is
perceived as long approval waiting periods.
Older employees repeatedly had problems with HMO prescription drugs
procedures.
Employees between the ages of 22 and 30 report few problems with HMO.
Most employees complain about the lack of dental insurance in our benefits
package.
The most common suggestion for improvement was for the ability to process
benefits requests online.
Conclusions
Older employees, those over 50, are having serious problems with our HMO’s
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Improvements need to take place in personnel department response time.
Information technology improvements should be considered as employees
become more technologically savvy.
Recommendations
Meet with HMO representatives to discuss the serious nature of complaints
concerning prescription drug benefits for older employees.
Give priority to vacation request response time as employees need faster approval
in order to be able to plan their vacations.
Take no special actions for the benefits package of younger employees.
Discuss the possibility of adding an online benefits requests system to our
company Intranet.
193
E. Business Plan
Writing Business Plans

A business plan is a document that delineates the goals and the actions or steps to
actualize them. It is usually written when starting a business or managing someone else’s. It
describes your plan in getting your business off the ground. A business plan is appropriate
to convince investors or acquire commercial loans from government or private banks and
lending institutions.
Parsons (2019) suggested three rules for writing a business plan.
Make your business plan short for two reasons: First, business people are commonly
busy and lack the luxury of time and patience to read a 100-page document, and second,
your business plan can be used over a period of time that when it is too long it is difficult
to revise and update.
Know your audience. Use a language which is familiar and easy to understand. If your
business plan is about a specialized area like a complex IT product or service, avoid
using technical jargons or terminologies that your prospective non-technical investors
will have difficulty to understand. In short, use words that everyone can understand.
Don’t be intimidated. Not all company owners and business people are well versed in
doing business. Many of them struggle, especially the ones who are just learning, to
become one. You might even be more knowledgeable and skillful than them. Since you
fully know your business, it is no huge feat at all to write your business plan. You prepare
and write it to your business advantage and growth.
Parsons (2019) further suggested that in writing your business plan start with a one-
page Lean Plan which you can revise and update later to translate it into a full, detailed
business plan.
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Executive Summary
3 A one- to two-page overview of your business and your plan for quick read
3 First part of the plan though written last
3 Includes the objectives, mission statement, and “keys to success”
3 A stand-alone document that covers the highlights of your detailed business
plan
3 Should convince investors, loan officers, or potential business partners and
clients to be eager to be a part of the plan.
The Company Summary Section
3 Legal structure and ownership of the business, management team, investors
and stakeholders
3 Business’ location and facilities it owns, with details on workspace and property
assets
194
3 Complete company history – sales and expenditures, any outstanding debts
and current assets, industry trends affecting financial goals
3 Major achievements and problem areas
The Products and Services Section
3 A description of what products or services your business offers
3 Voice and style that present the business to customers, e.g. SM’s “We’ve got it
all for you.”
3 Technology research and materials sourcing
3 Competitive advantage over direct and indirect competition
3 A vision of where to take the business when successful
The Market Analysis Section
3 Details the performance of current market of the industry where your business
belongs
3 Major and minor issues that could impact on your ability to achieve your sales
and income goals
3 Demographics of your target market to show how well you understand who
you are offering your products and services
3 Industry analysis focusing on the types of business and major competitions
3 Distribution, promotion, advertising, buying patterns and strategic alliances of
your business and that of your competitors to inform your investors where you
stand towards business success
The Strategy and Implementation Section
3 Describes how you are actually going to make your business work
3 Your business’ strategies for marketing, pricing, promotions and sales
3 Plan of implementation of these strategies – the steps you will take in order to
achieve your business goals and then climb to the next level
3 Measures of success
3 Milestones or future major goals within a realistic schedule
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3 Personnel plan and monthly salary of each position or for each functional
group
3 Profit and loss – to show if you’re making a profit or taking a loss
3 Cash flow statement – to keep track of how much cash (money in the bank)
that you have at any given point
3 Balance sheet – to show how financially healthy your business is
Once you are done with the major components of your business plan, you can end it
with a “not-required section,” Appendix,” where you can place charts, tables, definitions, legal
notes, or other critical information that either felt too long or too out-of-place to include
elsewhere in your business plan” (Parsons, 2019).
With everything in place in your business plan, prepare to present it to prospective
business partners, investors, loan institutions, etc.
195
A. Spontaneous Collaboration: Form a group of 5 to 6 members. Together, visit some

barangay/government and private business offices. Make a letter of request for them to
provide your group a photocopy of two (2) memoranda, two (2) business letters, one
(1) minutes of the meeting, one (1) business report, and one (1) business plan. Make an
evaluation of each document based on the given criteria. Then compile the documents
and the evaluation in a clear plastic folder. Make an oral presentation of your project for
grading.
For Memorandum
Organization Accurately uses correct memorandum format (heading, greeting, introduction, body,
closure, signature, enclosure, and copy)
Content Memo clearly states the purpose
Appropriate explanations or facts used to support the main idea
Easy to follow
Tone is appropriate for intended audience
Appearance Typed, using correct spacing, font, and format
Language Usage Accurate use of punctuation and grammar
No spelling errors
For Business Letters

Format Format is correct, including your address, date, inside address, salutation, body, closing,
and signature.
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Body (Content)
and conveyed to the reader.
Closing and Proper closing and signature are included with proper punctuation.
Signature
Spelling, Spelling, punctuation and grammar are completely correct.
Punctuation,
Grammar
196
For Minutes of the Meeting
Heading Includes title, date, time, and place of meeting. All attendees are listed. Absentees are
listed as well.
Content Detailed chronological description of all events. New business is described. Assignments
to team members are identified with detailed description and progress. Items put to vote
are recorded with results.
Format Logical outline format or section headings are used to make the document readable.
Tables, charts or lists are used were appropriate.
Spelling, Grammar, Free of all grammar, spelling and punctuation errors.
and Punctuation
For Business Report

Terms of Reference Gives background information on the reason for the report. Includes the person
requesting the report.
Procedure Provides the exact steps taken and methods used for the report.
Findings Point out discoveries made during the course of the report investigation.
Conclusions Provide logical conclusions based on the findings.
Recommendations Specific suggestions have been made based on the conclusions of the report.
For Business Plan

Executive Summary Summary generated excitement, was brief, provided an overview of the business, and
outlined main points.
Product or Service Description of the product or service and its unique features was highly effective and
Plan detailed.
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Market Analysis identified and described target consumer and competitors, as well as industry
Analysis and/or product outlook. Characteristics of a desirable business location were also
identified.
Operational Plan Section contained detailed information regarding all requested information.
197
B. Learning Partner: Form a triad and then accomplish the following tasks.
1. Assume that you are an office manager at Golden Opportunity, Inc. Write a memo
about a topic or situation of your choice. Tell recipients the purpose of the memo,
your reason(s) for sending it and what action (if any) you want taken. Provide
suggestions in your memo if appropriate. Examples of situations are:
(a) CLAYGO (Clean as You Go) after eating at the breakroom
(b) An upcoming computer training seminar
(c) Tardiness and Absenteeism
(d) Playing computer games during office hours
(e) Capability/Team Building
Reminders:
(a) Use the first paragraph to state the purpose of the memo.
(b) Use the second paragraph to provide major details of a proposal or major
reasons for a decision or suggestion, or to indicate why you agree or
disagree with a proposal or idea.
(c) Use the third paragraph for minor details.
(d) In a long memo, you may want to end by again stating your position on
the subject.
2. Exchange your memo with another triad and use the checklist below to evaluate
each other’s work. Conduct an open discussion with one another.
Memo-writing checklist
The memo is written in the proper format (e.g., To, From, Date, Subject,
etc.).
The subject line clearly states the purpose of the memo.
The first sentence of the memo states the purpose.
The message of the memo is clear.
Attachments included with the memo are referred to in the body of the
This filememo.
There are no grammar, spelling or punctuation errors.
Publishing Corp.
198
Write the draft of your Memo here.

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199
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200
Test Your Knack!
Name:
Identification
1. This type of business letter is written to make a request for

more information about a product or service.
2. This type of business letter is used to introduce new
products to new customers and past clients.
3. This section of a business plan includes a summary of
the ownership of the company, which should include any
investors or stakeholders as well as owners and people who
play a part in management decisions.
4. A note on the time the meeting ended.
5. This section of a business plan details exactly how well the
current market in your company’s business field is doing,
including major and minor concerns that could affect your
ability to achieve your sales and income goals.
6. It isto
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started.
7. They are the official written record of a meeting and serve
as a permanent record of the topics considered, conclusions
reached, actions taken, and assignments given.
8. It is a formal written communication between, to or from
businesses and usually sent through the Post Office or
sometimes by courier.
9. This section gives background information on the reason
for the report. It usually includes the person requesting the
report.
10. It is a short message or record used for internal
communication in a business.
201
11. This letter part is used to notify the receiver of anything
attached to the letter. This appears at the bottom of the
letter.
12. It is a polite way of ending the letter. It is typed two spaces
below the last line of the body of the letter.
13. It shows the organization’s name, full address, and almost
always the telephone number and telegraphic address (if
any).
14. It enables the reader to immediately know what the message
is all about. It also helps to direct the letter quickly to the
concerned person.
15. It contains the message of a letter. Its main purpose is to
produce a suitable response in the reader.

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202
Lesson 2 Communication for Academic Purposes

1. explain the importance of effective communication for academic purposes,
2. define and describe an effective audio-visual or multimedia presentation,
3. exhibit competence in audio-visual or multimedia presentation of a multimodal
advocacy campaign,
5. appreciate the significance of understanding the value of effective communication for
academic purposes.
Do It Yourself: The following words are related to oral presentation. Match their
meanings or descriptions with the words in the word pool. Then explain their connection
with oral presentation.
gesture eloquence presentation content

behavior credibility knowledge enunciate
eye contact collaboration audience verbosity
expert semiotics delivery
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view
3. – a philosophical theory of the functions of signs and

symbols
4. – contact that occurs when two people look directly at each
other
5. – what an oral presentation is about
6. – the quality of being believable or trustworthy
7. – skillfulness by virtue of possessing special knowledge
8. – manner of acting or controlling yourself
203
9. – the part of the general public interested in a source of
information or entertainment
10. – the psychological result of perception and learning and

reasoning
11. – to speak clearly
12. – the action or manner in which somebody speaks to an

audience
13. – the ability to speak forcefully, expressively, and persuasively
14. – using too many words
15. – an action intended to communicate feelings or intentions

Publishing Corp.
204
Speak up, Please…
Learning Partner: Form group with two other students. Watch and listen closely to
a video clip about good and bad oral presentation. Then answer the questions that follow.
Share your output with others in your class. (Source: Good Presentation vs. Bad Presentation
at https://youtu.be/V8eLdbKXGzk)
This video shows a student giving both a bad and a good presentation. He uses
constructive feedback to improve his presentation skills. The video is used in the Effective
Presentations module in the Project I-DEA Curriculum. License: Creative Commons
Attribution License (reuse allowed).
1. What is the purpose of the video clip? As shown in the video, what differentiates a good
presentation from a bad presentation?

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205
2. What comments/feedbacks were given by the members of the audience to improve the
student-presenter’s presentation skills? How did he take the comments/feedbacks?
3. Can you relate with the experience of the student-presenter? What did you realize
about your own presentation skills after watching the video clip?

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206
Read and understand the following article about oral presentation. (Source: https://
www.gvsu.edu/ ours/oral-presentation-tips-30.htm)
Oral Presentation Tips

By Dr. Susan Mendoza
(Printed with author’s and Grand Valley State University’s permission.)
An oral presentation is more than just reading a paper or set of slides to an audience.
How you deliver your presentation is at least as important in effectively communicating your
message as what you say.
Preparing a Presentation
An effective presentation is more than just standing up and giving information. A
presenter must consider how best to communicate the information to the audience. Tips to
create a presentation that is both informative and interesting:
Organize your thoughts. Start with an outline and develop good transitions between
sections. Emphasize the real-world significance of your research.
Have a strong opening. Why should the audience listen to you? One good way to get
their attention is to start with a question, whether or not you expect an answer.
Define terms early. If you are using terms that may be new to the audience, introduce
them early in your presentation. Once an audience gets lost in unfamiliar terminology,
it is extremely difficult to get them back on track.
| PATTSFinish with a bang. Find one or two sentences that sum up the importance of your
research. How is the world better off as a result of what you have done?
Publishing Corp.
Time yourself. Do not wait until the last minute to time your presentation. You want to
know as soon as possible if you are close to your time limit.
Create effective notes for yourself. Have notes that you can read. Do not write out your
entire talk, use an outline or other brief reminders of what you want to say. Make sure
the text is large enough that you can read it from a distance.
Practice, practice, practice. The more you practice your presentation, the more
comfortable you will be in front of an audience. Practice in front of a friend or two and
ask for their feedback. Record yourself and listen to it critically. Make it better and do
it again.
207
Presenting Effectively
When you start your presentation, the audience will be interested in what you say. Use
these tips to help keep them interested throughout your presentation.
Be excited. You are talking about something exciting. If you remember to be excited,
your audience will feel it and automatically become more interested.
Speak with confidence. When you are speaking, you are the authority on your topic, but
do not pretend that you know everything. If you do not know the answer to a question,
admit it. Consider deferring the question to your mentor or offer to look into the matter
further.
Make eye contact with the audience. Your purpose is to communicate with your audience,
and people listen more if they feel you are talking directly to them. As you speak, let
your eyes settle on one person for several seconds before moving on to somebody else.
You do not have to make eye contact with everybody, but make sure you connect with
all areas of the audience equally.
Avoid reading from a screen. First, if you are reading from a screen, you are not making
eye contact with your audience. Second, if you put it on a slide, it is because you want
them to read it, not you.
Blank the screen when a slide is unnecessary. A slide that is not related to what you are
speaking about can distract the audience.
Use a pointer only when necessary. If you are using a laser pointer, remember to keep it
off unless you need to highlight something on the screen.
Explain equations and graphs. When you display equations, explain them fully. Point
out all constants and dependent and independent variables. With graphs, tell how they
support your point. Explain the x- and y-axes and show how the graph progresses from
left to right.
Pause. Pauses bring audible structure to your presentation. They emphasize important
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listeners.
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Avoid filler words. Um, like, you know, and many others. To an audience, these are
indications that you do not know what to say; you sound uncomfortable, so they start
to feel uncomfortable as well. Speak slowly enough that you can collect your thoughts
before moving ahead. If you really do not know what to say, pause silently until you do.
Relax. It is hard to relax when you are nervous, but your audience will be much more
comfortable if you are too.
Breathe. It is fine to be nervous. In fact, you should be – all good presenters are nervous
every time they are in front of an audience. The most effective way to keep your nerves
in check – aside from a lot of practice beforehand – is to remember to breathe deeply
throughout your presentation.
Acknowledge the people who supported your research. Be sure to thank the people who
made your research possible, including your mentor, research team, collaborators, and
other sources of funding and support.
208
Tell Me about It!
Name:
1. How do you define oral presentation based on your experience?
2. Explain the importance of effective oral presentation in your:

a. Academic life

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b. Professional life
209
3. Why must you consider the best way to communicate the information to the audience?
4. Aside from those in the list, what one or two tips can you suggest to keep the audience
interested throughout your presentation? Explain.

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210
Interactive Lecture: Listen to your teacher as he or she discusses the salient points of the
Communication for Academic Purposes

Listening for Academic Purposes

Listening is a skill that everybody uses the most on a daily basis. Understanding what
one listens to whether for gist, particular information or detailed understanding is the
foundation for speaking, writing and reading skills. In school, students are largely involved
in academic listening which utilizes a lexis and structure of language that are complex and
scholarly.
Academic listening is an educational activity that requires reception and comprehension
of live or recorded spoken material. Although the most common academic listening activity
takes place in the classrooms primarily in the form of lectures, students also listen to report
presentations, debates, seminars and conferences among others.
Academic listening can be a challenging endeavor because of a variety of classroom
lecture styles professors practice. UNC Writing Center (2019) explains that in a more formal
lecture classroom the lecturer speaks majority of the time, uses academic terms, use mostly
grammatical sentences, and use visual aids such as PowerPoint. Contrarily, in a less formal
lecture classroom the lecturer invites interaction from class, uses slang and idioms, uses
incomplete sentences and speaks without notes. Knowing the type of lecture style used in a
class is a good starting point to choose and adopt a particular listening strategy.
To develop
Publishing Corp. your listening skills, Paul Anovick (2014), Executive Coach and Leadership
Development Professional, suggested six helpful tips:
1. Be attentive. When you speak, you wanted to be listened to and when it’s turn for
you to listen, you should give undivided attention to the speaker and the discussion.
Focus neither on unwanted sounds and sights in the room nor on speaker’s verbal and
nonverbal idiosyncrasies such as accent, redundant words and phrases or vocal fillers.
Lastly, don’t let your own thoughts, feelings or biases obstruct your attention.
2. Ask questions. Asking questions should be for clarifications or for detailed understanding
of an idea in the lecture. It should not lead to challenging the speaker and showing how
better you are than him or her. Do not ask questions with the intention to cause the
lecturer to lose direction of discussion. If this happens the speaker might lose confidence
and experience difficulty to get back on track. Raise clarifications to show you want to
understand while emphasizing you are all-ears to the speaker.
211
3. Don’t interrupt unnecessarily. When listening, your first duty is to receive the message
being conveyed by the lecturer and not to argue with him or her. The classroom is
not a place for entertainment talk shows where interrupting is acceptable and even
encouraged. Though you might believe that you think and speak better than the speaker,
it does not give you the right to interrupt unnecessarily and foist your own mind. Be
respectful to the speaker. If you want to raise a point of clarification, do not disrupt the
lecture until the speaker pauses. Then perhaps you can raise your hand and after being
recognized, say something like, “Wait a second. My understanding fell short of what
you said about…”
4. Use body language. In face-to-face communication, you can convey you are listening
by nodding, smiling, and maintaining eye contact. Establishing eye contact with the
speaker is a way toward listening attentively. Give courtesy to the speaker by directly
facing him or her. Look at the speaker even if he or she is not looking at you. Do not
let your eyes wander around; instead, establish eye contact with the speaker whenever
you get the chance. This creates the impression that you wanted to connect with the
speaker. Listen not only to the speaker’s words but also to his or her nonverbal cues. A
large percentage of communication is conveyed without even saying a word.
5. Empathize. To put yourself in the shoes of the speaker and feel what he or she is feeling
is called empathy. It is the heart and soul of good listening (Shilling, 2012). Aside from
your verbal cues, your facial expression – a long face for sadness, a frightened expression
for fear and a smile for joy – and gestures convey your effectiveness as emphatic listener.
Though it is a challenging feat to express genuine empathy, it smoothens out the process
of communication once achieved.
6. Take notes. Writing down ideas indicates that you are closely listening to what the
speaker is saying. The notes you take also serves as a permanent record you can use
to remember the content of the lecture. Speakers feel delighted when they see their
listeners taking notes as they eagerly lend ears to the lecture.
As a final word, listen without prejudice to what they say. You may find the lecturer’s
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speaker’s thoughts are his or hers and their meanings may not be the same as
yours, so avoid becoming a sentence grabber by finishing somebody else’s sentence. Only the
speaker knows his mind. So, slow down with your thinking pace and listen effectively.
Speaking for Academic Purposes

Speaking is the act or skill of transmitting information or expressing one’s feelings
through language. Of the four language skills, it is the second that we learn. It can be formal
or informal. While informal speaking occurs among family, friends and people we know
well, formal speaking is commonly employed in business or academic situations.
Speaking in academic contexts is designed to achieve educational purpose – being able
to provide effective presentation in school and taking active involvement in discussions
during school-sponsored seminar and conference.
212
Presentation
In school, students are given individual or group presentation tasks. A brief report about
a historical event, a demonstration of a process, and a defense of business plan or thesis are
common examples of academic presentation. To be effective, each presentation should be
well designed in terms of structure, content and execution.
The structure of a presentation consists of three main parts: introduction, body
and conclusion. An important part, open forum or Q&A, has been added to provide the
interactive element of the presentation.
Introduction
According to Smith (2018), accomplish the following in the introduction to your
presentation:
3 greet the audience
3 introduce yourself and the topic
3 arouse interest by asking a question, telling a story, etc.
3 state the purpose of the presentation
3 outline the structure of the presentation - tell them what you are going to tell them
3 say how long the presentation will last
3 say when you will be answering questions (Q&A)
Body
In the body of your presentation, you will need to present the main and supporting
ideas that will accomplish the objective that you stated in the introduction. Select only the
materials that will clearly and completely explain the thesis of your presentation in order to
stick to the time limit set earlier. Depending on the purpose of your presentation, you can
employ various types of topic development such as definition, comparison and contrast,
cause and effect, process analysis, etc. The ideas should be logically sequenced and smoothly
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Conclusion
The conclusion gives finality to your presentation. In this part, you need to reinforce
the audience’s understanding of your topic by reminding them of the main purpose and
summarizing the main points of your presentation. Emphasize the “take-away” which is the
main idea you want your audience to commit to their memory about your presentation.
Question and Answer (Q&A)

This interactive part makes your presentation a two-way communication. Usually, this
component is offered to welcome questions or clarifications about the ideas discussed by
the speaker. This Q&A is a challenging part because you do not have any clue as to what
questions will be asked or what points will be raised for clarification. For this, preparation is
213
the key. Therefore, you need to thoroughly research your topic and anticipate questions from
the audience. Vague questions should be repeated and clarified. This part also welcomes
commentaries, suggestions and reactions on the manner of presentation.
Taking Part in Academic Discussions

Taking part in academic discussions makes university life more challenging and
meaningful. Smith (2016) enumerated some main reasons why academic discussions at
university are useful:
3 to help you understand a subject more deeply
3 to enable you to share ideas and insights with other students
3 to hear the thoughts and ideas of other students
3 to challenge and perhaps change your ideas
3 to increase and clarify your knowledge
3 to improve your ability to think critically
3 to increase your confidence in speaking
3 to improve your English speaking skills
There are a number of things you have to do before participating in academic

discussions. First and most important, prepare for the topic. To be well-prepared, finish
assigned readings and read further to acquire subtle understanding of the topic. If necessary,
you can also interview people who are knowledgeable about the topic. Second, listen closely
to what speakers say about the topic. Be attentive to the main ideas and find their connection
with what you already know from lectures and readings. Also, listen with an open mind
and avoid being judgmental toward the speaker and his message. Third, observe how other
students participate in discussions. Be cognizant of the phrases they use when agreeing and
disagreeing, asking questions, giving opinions, raising points for clarifications, etc. Finally,
participate each time you take part in academic discussion. Start with small steps like asking
a question, agreeing with someone’s idea or giving your opinion. Doing this the right way
will increase youris
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Some Useful Phrases
Introducing a point First of all I’d like to say that…
The main problem is…
Speaking of…
Giving opinions In my opinion…
My view is that…
It seems to me that…
I think/believe/feel (that)…
As far as I’m concerned…
For me…
From what I understand…
Well, if you ask me…
214
Giving reasons Because/Since…
This is due to…
Due to the fact that…
As a result of…
As a consequence of…
Asking for opinions What do you think?
What about you?
What do you think about…
What’s your opinion about…
How do you feel about…
Agreeing Yes. / Yes, that’s right.
Absolutely. / Yes, absolutely.
I agree (with/that)...
I think so, too.
That’s what I think, too.
Disagreeing No, I don’t really agree.
I don’t really agree with you.
I don’t agree with that at all.
(I’m afraid) I don’t think that’s right.
I’m not sure that’s right.
Asking for an explanation I beg your pardon?
Could you explain to me…?
I didn’t quite get that. Excuse me, did you say that…?
What do you mean by that?
Just tell me the reason why…?
Reading for Academic Purposes

Reading is a purposeful and interactive language skill. You read different types of
materials depending on your purpose. You read newspapers to know the latest news in
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Publishing Corp.materials on the Internet. Reading is interactive in that it involves a two-
blogs and website
way communication between the reader and the writer. As you read, you try to construct the
author’s meaning of the text according to your background knowledge and experiences. It
requires more engagement with the author than just reading the words he has written.
Reading is a language skill which is done based on various contexts, one of which is
academic. Since academic reading is important in accomplishing academic tasks, you should
adopt strategies for efficient reading. Scanning for numbers, symbols and phrases in a text,
skimming to quickly get the main idea of a text, and intensive reading which requires a
careful and detailed reading with specific learning objectives are some ways by which you
can understand what you read. However, in contrast with other types of reading, academic
reading requires “a more active, probing and recursive strategy” (SPARK, n.d.). This means
that you should do more than just scanning, skimming and detailed reading in order that
you will find it easier to understand the topic, look for research materials and discuss ideas
for your written and speaking tasks.
215
Since academic reading involves active and probing strategy, following these activities
will help you become a competent reader. SPARK (n.d.) identified them as follows:
3 Ask questions to uncover the purpose and meaning of the text
3 Frequently note the main points in your own words
3 Reflect on the relationship between the readings and your topic
3 Make connections between the readings and themes discussed in class
Reading Strategies for Academic Texts

Carr (n.d.) at lumenlearning.com suggested the following steps in reading academic
texts:
3 Preview. Before even starting to read, you can first scan the reading material’s title, table
of contents, headings and sub-headings, photos or illustrations to give you an initial
idea of the topic of the text. It will also help you think about your knowledge about
the topic and start connecting it with the new reading. This is also a way of retaining
information.
3 Read. While reading the text, a pencil and a notepad should come in handy. If you
own the material, you can circle or highlight key concepts; if not, write them down in
a notepad. Writing marginal notes and questions can help you remember what you are
reading and build a personal relationship with the topic as well. You can also use a mind
map to show relationship of major and subsidiary ideas.
3 Summarize. You may not be required by your instructor, but it is worth writing a
summary of the text you have just read. Scribbling a short paragraph encapsulating the
main ideas of the text is a good measure of how much you have understood about the
text. The summary can also be an instrument to make you remember ideas that you
can utilize in your exams, writing and speaking assignments and other academic tasks.
3 Review. Sometimes you experience difficulty in remembering what you have read
within a few weeks. Though note taking is useful, it always helps to reread the material
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Writing for Academic Purposes
Writing is a language skill that needs to be learned for a number of reasons including
personal and academic purposes. Personal writing is done to express a writer’s emotions and
personal experiences while academic writing is largely carried out for college or university
requirements – such as writing assignments and projects – and for academic and for scientific
journals and scholarly books that are presented at conferences. Academic writing observes a
defined set of characteristics and rules and practices.
216
Characteristics
3 Planning is done before writing your paper for proper organization and effective analysis
of ideas.
3 Outline is a must to help you formulate your thoughts, see which ideas are relevant to
your paper and their relationships with one another, and guide you in organizing your
paper.
3 Language should be clear, precise and objective. A dictionary and a thesaurus are helpful
tools in choosing just the exact words to spell out facts.
3 Tone is formal in academic writing. Avoid using abbreviations, slang words, jargons and
overused ideas or expressions.
3 Point of view is in the third person. Academic writing has the purpose of educating the
readers on facts rather than supporting a personal belief.
3 Deductive reasoning is vital in academic writing because your readers should be able to
understand how you arrived at a certain conclusion in your paper.
3 Format and style of the paper will depend largely on the preference of your college or
university.
Rules and Practices

Massey University (2010) identified the rules and practices observed in academic
writing.
3 Academic writing requires that ideas are organized in a formal and clearly articulated
structure that consists of introduction, body paragraphs and conclusion.
3 Academic writing strictly observes the conventions of punctuation, grammar, and
spelling in order to maintain clarity and avoid indistinctness of ideas.
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3 Academic writing uses citations and referencing of published authors since you are
engaged in writing from others’ texts. Ask your college or university for its preferred
documentation style, i.e. APA, MLA, etc. to use in academic papers.
3 Academic writing requires that you write with your readership in mind. A general
audience is preferred over a limited readership of your lecturer or adviser. Although
they may not be well-informed about your specific discussion, you should assume that
they are intelligent thinking individuals. However, to presume that they know all the
terms and concepts discussed in your paper is a big “no.” Thus, it is necessary to provide
clear definitions of these important terms and concepts.
217
Genres of Academic Writing
Formal Essays. An essay is generally a short piece of writing outlining the writer’s
perspective or story. Formal essays are generally academic in nature and tackle serious
topics (https://www.toppr.com/guides/english/ writing/essay/).
Reports. A report is an account given of a particular matter, especially in the form of an
official document, after thorough investigation or consideration by an appointed person
or body. An example of report is a “Chief Operations Officer’s monthly report” (Online
Dictionary).
Case Studies. A case study is a research methodology that is commonly used in social
sciences. It is a descriptive and exploratory analysis based on an in-depth investigation
of a single individual, group or event to explore the causes of underlying principles
(Press Academia).
Research proposals. The goal of a research proposal is to present and justify the need to
study a research problem and to present the practical ways in which the proposed study
should be conducted. The design elements and procedures for conducting the research
are governed by standards within the predominant discipline in which the problem
resides, so guidelines for research proposals are more exacting and less formal than a
general project proposal. Research proposals contain extensive literature reviews. They
must provide persuasive evidence that a need exists for the proposed study. In addition
to providing a rationale, a proposal describes detailed methodology for conducting
the research consistent with requirements of the professional or academic field and a
statement on anticipated outcomes and/or benefits derived from the study’s completion
(University of Southern California Libraries).
Brief research reports. Research report is the final stage of every research in which
research procedure, analysis, findings and other aspects of research endeavors are
presented in organized and systematic way. It is the process of scientific and professional
communication regarding research findings. The general purpose of research report is
to convey
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the purpose
Publishing Corp. of the work that has been done. According to Krishna Swami, “research
report is a formal statement of a research process and its result.” Writing a report is
both an art as well as science so that it requires certain skills, rules and format suited for
proper delivery in orderly and scientific manner (https://www.wisenepali.com/2017/03/
research-report-meaningdefinition.html).
Literature reviews. A literature review is a comprehensive summary of previous
research on a topic. The literature review surveys scholarly articles, books, and other
sources relevant to a particular area of research. The review should enumerate, describe,
summarize, objectively evaluate and clarify this previous research. It should give a
theoretical base for the research and help you (the author) determine the nature of your
research. The literature review acknowledges the work of previous researchers, and in
so doing, assures the reader that your work has been well conceived. It is assumed that
by mentioning a previous work in the field of study, that the author has read, evaluated,
and assimilated that work into the work at hand. A literature review creates a “landscape”
218
for the reader, giving her or him a full understanding of the developments in the field.
This landscape informs the reader that the author has indeed assimilated all (or the vast
majority of) previous, significant works in the field into her or his research (Bloomsburg
University of Pennsylvania).
Reflective writing. Reflective writing is used to analyze and examine an event, memory,
or observation. The writer reflects on the meaning and impact of the occasion. Reflective
writing gives the writer insights and can lead to further learning. It is like rewinding
your life to a past event and then thinking about how it affected your life, what you
could have done differently to change the outcome, or what came out of the event (Your
Dictionary).
Research abstracts. An abstract summarizes, usually in one paragraph of 300 words or
less, the major aspects of the entire paper in a prescribed sequence that includes: 1) the
overall purpose of the study and the research problem(s) you investigated; 2) the basic
design of the study; 3) major findings or trends found as a result of your analysis; and
4) a summary of your interpretations and conclusions (Research Guides, USCLibraries).
Research Dissertations and Theses. A thesis, commonly required to obtain a master’s
degree, is supposed to test a student’s understanding of his or her field of study. The
student formulates a proposition, or thesis, based on previous work done by others in
the field. This previous work is analyzed by the student in his or her paper as he or she
makes a case for a certain point of view. A dissertation is usually done by a doctorate
student and focuses on original research. A student who is assigned a dissertation is
required to come up with a subject in his or her field that hasn’t already been researched.
The student then must come up with a hypothesis and do original research to prove or
disprove the hypothesis (Best Counseling Degrees).

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219
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220
A. Do It Yourself: Your professor will show to your class a video presentation from
YouTube titled “Undergraduate Students Unwittingly Subjected to World’s Worst
Research Presentation”. After viewing, accomplish the task that follows.
Name:
1. What are your impressions about the research presentation?

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2. What makes the presentation the worst?
221
3. What suggestion can you provide to improve the presentation?
4. What did you feel and/or think after learning that the research presentation was just a
spoof as finally revealed in the end?

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5. Do you think the audio-visual presentation is effective in its purpose of showing what
“worst presentation” is? Why or why not?
222
Test Your Knack!
Reflection Essay: Compose a reflection essay on the meaning and impact of the course
Purposive Communication on your life. Include your insights and feelings about your
learning in the course, and what you could do or undo to make your learning better and
more meaningful. Also, explain how this course might change your attitude or behavior in
the future?
Name:

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223
FINAL GROUP PROJECT: Form a group of 8 to 10 members. Work together on a
Multimodal Public Awareness Campaign (MPAC) on a topic of your choice. Be guided by
the following requirements. You are also required to deliver an audio-visual presentation of
your project in class.
NAME OF YOUR UNIVERSITY

Address of your University
NAME OF YOUR COLLEGE
MULTIMODAL PUBLIC AWARENESS CAMPAIGN

An OBE Final Group Project and Examination
in Purposive Communication
Description: This final group project and examination in the form of Multimodal Public
Awareness Campaigns (MPACs) using various modes of presentation can be an effective
venue for students of Purposive Communication to display to a multicultural audience
their communication skills in informative, persuasive and entertaining way. In addition, it
will be an effective component of a comprehensive strategy of using the power of language
and the impact of images to emphasize the importance of conveying messages responsibly.
Consequently, this endeavor will provide the students the opportunity to promote significant
change at the level of the individual, organization, community, or society in a local and/or
global context.
Objective: This final group project and examination is an Outcome-Based Education
assessment of student learning. It aims to evaluate the students’ knowledge, skills and values
they learned in Purposive
This file Communication,
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2. ConveyCorp.
ideas through oral, print and audio-visual presentations for different target
audiences in local and global settings using appropriate registers; and
3. Present an academic project with confidence and proper decorum.
Modes of Presentation:
1. Oral Presentation (30 minutes maximum)
2. Print Media in the form of a tri-fold Brochure and a cartolina-size Poster
3. Audio-Visual Presentation (5 minutes maximum)
224
Group Composition Leader: ____________________________________
Asst. Leader:
Course ____________________________________
Members:
1.
Schedule
2.
3.
Section:
4.
5.
6.
7.
8.
9.
10.
Proposed Area of Concern

1.
2.
3.

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Proposed Project Title
1.
2.
3.
225
Project Description
Target Audience
An enhanced understanding
of your audience will help
you tailor your PAC to
appeal to their views, needs,
and opinions.
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226
Describe your organization.
Advocacy Statement
Communicate to your
audience who you are,
the position that you are
advocating for, and why.
Advocacy Statement of your PAC

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227
This Public Awareness Campaign aims to:
1.
2.

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3.
228
Content of your PAC Impact Knowledge of your PAC:
Content includes messages

that present facts about
the key issue as a means
of educating the individual,
community, or society.
Message should be creative,
catchy, and interesting.
Your PAC should convey:
Impact Knowledge includes

general information, facts,
and statistics about the
topic. When your PAC
disseminates impact
knowledge, it is attempting
to simply make people
aware of the issue. For
example, an advertisement
campaign Safe Horizon
conveys impact knowledge
by stating that one in four
women will experience
domestic violence at some
time in their lives.

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229
Procedural Knowledge Procedural Knowledge of your PAC:
provides information about
ways to take action in
order to make the audience
participate actively in your
PAC, e.g. how to take care
of the environment and
includes specific suggested
actions such as composting
and recycling.
In other words, your PAC

is not just about raising
awareness but also about
getting people to act and
actively participate.

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230
Partner Organizations PO 1.
(POs)
They include local and
international government
and nongovernment Reason:
organizations that can help
you with your PAC.
You may partner with
agencies that have related
campaigns or initiatives to PO 2.
collectively reach a broader
audience. Such partnerships
may also help to maximize
resources for your PAC. You Reason:
are required to partner with
3 local organizations and 2
international organizations.
PO 3.
Reason:
PO 4.

Reason: | 2020-2021 | Property of Books Atbp
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PO 5.
Reason:
231
Examples of Topics Abstinence-Only-Until-Marriage Program
These topics cover issues Abortion
that concern the youth,
education, environment, Adolescent Sexual Health
government and politics, Fake News
technology, social media, Parent-Child Communication
health, spirituality and
religion and others. The Be Happy
choice of your topic is Developmental + Intellectual Disabilities
not limited to the given LGBTQI
examples.
Religion and Spirituality
HIV / AIDS
Sex Education
Sexually Transmitted Illnesses (STIs)
Domestic Violence
Child Abuse and Neglect
Helping Children with Autism
Inclusive Education
ADHD Basics
Gay and Lesbian Parents
Environmental Sustainability
Waste Management / Recycling
Disaster Risk Reduction Management
Climate Change
Cigarette Smoking
Alcoholism to Soria, Cyan Lxaryn, Tuguin | College - 2
Sexual Harassment|in2020-2021
School | Property of Books Atbp
Publishing Corp. School Bullying
Corruption in the Government
Animal Protection
Ecotourism
Cheating in Examinations
Online Education / Blended Learning
Posting on Social Media Sites
Reforming the School System
Responsible Use of Cellphones in School
232
Readings / Examples Heart over Hate GMA 7
https://www.youtube.com/watch?v=4Y-Zhai6s4g
ABS-CBN: Anti-Drug Advocacy

https://www.youtube.com/watch?v=pikth_UkVYs
Public Awareness Campaigns July 2015

https://pdfs.semanticscholar.org/7432/6da820ae48d452f08754e8b7d3cef0de96
9d.pdf
SAVE LIVES: Clean Your Hands WHO’s Global Annual Campaign Advocacy
Toolkit
www.who.int/gpsc/5may_advocacy-toolkit.pdf
4 Advocacy Campaign Examples

https://callhub.io/advocacy-campaigns-examples/
Unit III Overview: Advocacy Campaign

https://composition.colostate.edu/teachers/co300/unitthree/
4 great development advocacy campaigns

https://www.devex.com/news/4-great-development-advocacy-campaigns-87380
30 Examples of Awareness Campaigns

www.topdesignmag.com/30-examples-of-awareness-campaigns/
Grading Rubrics Each of the modes of presentation (oral, brochure, poster and audiovisual) will
have a separate set of scoring rubric.

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233
NAME OF YOUR UNIVERSITY
Address of your University
NAME OF YOUR COLLEGE
MULTIMODAL PUBLIC AWARENESS CAMPAIGN

An OBE Final Group Project and Examination
in Purposive Communication
SCORING RUBRIC FOR ORAL PRESENTATION

CATEGORY DESCRIPTION SCORE
NON-VERBAL
SKILLS
Eye Contact
Holds attention of entire audience with the use of direct eye contact, 9 – 10
seldom looking at notes.
Consistent use of direct eye contact with audience, but still returns to 7–8
notes.
Displayed minimal eye contact with audience, while reading mostly from 4–6
the notes.
No eye contact with audience, as entire report is read from notes. 1–3
Body Language
Movements seem fluid and help the audience visualize. 9 – 10
Made movements or gestures that enhance articulation. 7–8
Very little movement or descriptive gestures. 4–6
No movement or descriptive gestures. 1–3
Poise
Student displays relaxed, self-confident nature about self, with no 9 – 10
Publishing Corp. mistakes.
Makes minor mistakes, but quickly recovers from them; displays little or 7–8
no tension.
Displays mild tension; has trouble recovering from mistakes. 4–6
Tension and nervousness is obvious; has trouble recovering from 1–3
mistakes.
VERBAL SKILLS
Enthusiasm
Demonstrates a strong, positive feeling about topic during entire 14 – 15
presentation.
Occasionally shows positive feelings about topic. 11 – 13
Shows some negativity toward topic presented. 6 – 10
Shows absolutely no interest in topic presented. 1–5
234
Elocution
Student uses a clear voice and correct, precise pronunciation of terms so 14 – 15
that all audience members can hear presentation.
Student’s voice is clear. Student pronounces most words correctly. 11 – 13
Most audience members can hear presentation.
Student’s voice is low. Student incorrectly pronounces terms. Audience 6 – 10
members have difficulty hearing presentation.
Student mumbles, incorrectly pronounces terms, and speaks too quietly 1–5
for a majority of students to hear.
CONTENT
Subject Student demonstrates full knowledge by answering all class questions 16 – 20
Knowledge with explanations and elaboration.
Student is at ease with expected answers to all questions, without 11 – 15
elaboration.
Student is uncomfortable with information and is able to answer only 6 – 10
rudimentary questions.
Student does not have grasp of information; student cannot answer 1–5
questions about subject.
Organization
Student presents information in logical, interesting sequence which 16 – 20
audience can follow.
Student presents information in logical sequence which audience can 11 – 15
follow.
Audience has difficulty following presentation because student jumps 6 -10
around.
Audience cannot understand presentation because there is no sequence 1–5
of information.
Mechanics
| PATTS CollegePresentation has no misspellings
of Aeronautics or grammatical|errors.
| 2020-2021 Property of Books16 – Atbp
20
Publishing Corp.Presentation has no more than two misspellings and/or grammatical 11 – 15

errors.
Presentation has three misspellings and/or grammatical errors. 6 – 10
Student’s presentation has four or more spelling and/or grammatical 1–5
errors.
TOTAL SCORE
HPS: 120 Points
(Adapted from: www.readwritethink.org/files/resources/lesson_ images/ lesson416/

OralRubric.pdf)
235
SCORING RUBRIC FOR BROCHURE
Organization The brochure has excellent formatting and very well organized 16 – 20
information.
The brochure has appropriate formatting and well organized information. 11 – 15
The brochure has some organized information with random formatting. 6 – 10
The brochure’s format and organization of material are confusing to the 1–5
reader.
Ideas
The brochure communicates relevant information appropriately and 16 – 20
effectively to the intended audience.
The brochure communicates relevant information appropriately to the 11 – 15
audience.
The brochure communicates irrelevant information, or communicates 6 – 10
inappropriately to the intended audience.
The brochure communicates irrelevant information, and communicates 1–5
inappropriately to the intended audience.
Conventions
All of the writing is done in complete sentences. 16 – 20
Capitalization and punctuation are correct throughout the brochure.
Most of the writing is done in complete sentences. 11 – 15

Most of the capitalization and punctuation are correct throughout the
brochure.
Some of the writing is done in complete sentences. 6 – 10
Some of the capitalization and punctuation are correct throughout the
This file brochure.
| PATTS CollegeMost
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| Property of Books 1 – 5Atbp
Publishing Corp.Most of the capitalization and punctuation are not correct throughout the
brochure.
Graphics
The graphics go well with the text, and there is a good mix of text and 16 – 20
graphics.
The graphics go well with the text, but there are so many that they distract 11 – 15
from the text.
The graphics go well with the text, but there are too few. 6 – 10
The graphics do not go with the accompanying text or appear to be 1–5
randomly chosen.
TOTAL SCORE
HPS: 80 Points
Adapted from: https://btmcdowell-ib.weebly.com/uploads/1/1/0/7/ 1107341/brochure_

rubric.doc)
236
SCORING RUBRIC FOR POSTER
CRITERIA DESCRIPTION SCORE
Coverage of the
Topic
Details on the poster completely capture the important information about 16 – 20
the topic and increase the audience’s knowledge.
Details on the poster significantly capture the important information 11 – 15
about the topic and increase the audience’s knowledge.
Details on the poster slightly capture the important information about the 6 – 10
topic and increase the audience’s knowledge.
Details on the poster do not capture the important information about the 1–5
topic and increase the audience’s knowledge.
Use of Graphics
All graphics are entirely related to the topic and make it very easy to 16 – 20
understand.
Some graphics are considerably related to the topic and make it easy to 11 – 15
understand.
Some graphics are slightly related to the topic and make it difficult to 6 – 10
understand.
All graphics are not related to the topic and make it very difficult to 1–5
understand.
Organization
Information is very organized with clear titles and subheadings. 16 – 20
Information is considerably organized with clear titles and subheadings. 11 – 15
Information is slightly organized with somewhat clear titles and 6 – 10
subheadings.
Information is not organized with no clear titles and subheadings. 1–5
Layout and
Design and
Publishing
Mechanics Corp.
All information on the poster is in focus and can be easily viewed and 16 – 20
identified from 6 ft. away.
No grammatical, spelling or punctuation errors.
Information on the poster is significantly in focus and can be somehow 11 – 15
easily viewed and identified from 6 ft. away.
Minor grammatical, spelling or punctuation errors.
Information on the poster is slightly in focus and cannot be easily viewed 6 – 10
and identified from 6 ft. away.
Some grammatical, spelling or punctuation errors.
All information on the poster is in focus and cannot be viewed and 1–5
identified from 6 ft. away.
Full of grammatical, spelling or punctuation errors.
TOTAL SCORE
HPS: 80 Points
(Adapted from: www.readwritethink.org/files/resources/lesson_ images/lesson1076/rubric.
pdf) 237
SCORING RUBRIC FOR AUDIO-VISUAL PRESENTATION
Content and
Organization
AVP has a clear picture of what it tries to achieve. It contains adequate 21 – 25
description of what it tries to do.
AVP has a fairly clear picture of what it tries to achieve. It describes what 16 – 20
it tries to do overall but has trouble describing.
Concept of AVP has been brainstormed, but no clear focus has emerged. 11 – 15
Final product not clearly defined.
Little effort has been spent on brainstorming and refining a concept. 1 – 10
Unclear on the goals and on how goals have been met.
Concept
The content includes a clear statement of purpose or theme and is 21 – 25
creative, compelling and clearly written. A rich variety of supporting
information in the video contributes to the understanding of the project’s
main idea. Events and messages are presented in a logical order.
Information is presented as a connected theme with accurate, current 16 – 20
supporting information that contributes to understanding the project’s
main idea. Details are logical and persuasive information is effectively
used. The content includes a clear point of view with a progression of
ideas and supporting information.
The content does not present a clearly stated theme, is vague, and some 11 – 15
of the supporting information does not seem to fit the main idea or
appears as a disconnected series of scenes with no unifying main idea.
Includes few citations and few facts.
Content lacks a central theme, clear point of view and logical sequence 1 – 10
of information. Much of the supporting information is irrelevant to the
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is little persuasive information. Information is incorrect, out of date,
incomplete.
Publishing Corp.
Quality
AVP is complete and has all required elements. AVP is well edited and 21 – 25
moves smoothly from scene to scene with proper use of transitions.
Audio and other enhancements are well used.
AVP is complete and has all required items. Editing was not done so 16 – 20
some poor shots remain. AVP is still somewhat choppy. Audio and other
enhancements were utilized, but not for maximum effect.
AVP has been made, but has very little if any editing. Many poor shots 11 – 15
remain. AVP is very fragmented and choppy with little to no audio
reinforcement.
There is no AVP, or it is totally unedited with no transitions or audio 1 – 10
support of any kind.
238
Teamwork
All group members contributed to the discussion and were part of the 21 – 25
final project. Team members showed respect to each other.
Most of the group members contributed to the discussion and were part 16 – 20
of the final project. Team members mostly showed respect to each other.
Most of the group members contributed at some level, but a majority of 11 – 15
the work was done by only one or two of team members.
Some of the group members did not contribute at all to the project. Low 1 – 10
levels of respect were evident within the team.
TOTAL SCORE
HPS: 100 Points
(Adapted from: https://www.niu.edu/facdev/_doc/evaluation_ rubric_for_videoproject_

v2.docx)

Publishing Corp.
239
Publishing Corp.
240
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| PATTS College of Aeronautics | 2020-2021 | Property of Books Atbp

Copyright ©2019 ISBN 978-621-409-141-6

All Rights Reserved. No part of this

Cover Design: Ronie Cama

21st century learners. As contained in the Commission on Higher Education (CHED)

This file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2

4. Appreciate the impact of communication on society and the world.

Unit 1 – Communication Processes, Principles and Ethics

Unit 2 – Varieties and Registers of Spoken and Written Languages

in order to effectively use the knowledge they gain.

Boost Your Word Power!

Speak up, Please…

Keep Calm and Read on!

Tell Me about It!

Let’s Stay Connected!

to deepen your learning through application, analysis, evaluation and creation.

Test Your Knack!

understanding of the main topic.

This file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2

Lesson 2 Communication Principles and Ethics in Communication, 23

Lesson 3 Communication and Globalization, 37

Lesson 1 Varieties and Registers of Spoken and Written Languages, 68

Lesson 2 Evaluating Messages and Images of Different Types of Texts, 97

Lesson 1 Multimedia and Web-based Presentations, 119

Tools of Technology and Communication Strategies, 132

Lesson 2 Communication for Various Purposes, 147

Lesson 1 Communication for Work Purposes, 163

Lesson 2 Communication for Academic Purposes, 203

This file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2

Unit Learning Outcomes:

Lesson Learning Outcomes:

1. I R T E – capable of influencing each other.

2. N V A – not using spoken or written language to communicate

3. D C R – an extended communication dealing with some particular

4. A I L T N – expressing in coherent verbal form

5. D S M A O – the act of spreading something, especially

Fast talk: In what way are these words related to communication?

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Name: Section: Score:

Name of Partner: Date:

2. Is communication static or does it

3. What happens during communication?

4. Can you communicate with yourself?

6. In what ways can you communicate

7. Is it easier to communicate verbally or

The Flight from Conversation

WE live in a technological universe in which we are always communicating. And yet we

This file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2

Section: Date: Score:

This file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2

3. Do you think modern technology creates more disadvantages in the way we

This file is Registered to Soria, Cyan Lxaryn, Tuguin | College - 2

3. Public Communication is conveying information to a large audience. It is more sender-

2. Interaction Model describes communication as a process in which communicators

ThisRelational context involves our erstwhile socializations and type of association we

Nonverbal communication is wordless exchange of information, thoughts,

Combining Verbal and Non-Verbal Cues

D. Causes of Misunderstandings in Communication

3. Problems in receiving the message

Section: Date: Score:

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Comprehension Check: Answer the following exercise as directed.

Section: Date: Score: