ACADEMIC RESEARCH AND THE DOCUMENTED ESSAY IN THE 21ST CENTURY

ACADEMIC WRITING

It is the process of writing analytically — the breaking down of ideas with the purpose of presenting
information that depicts a clear understanding of a certain subject.

Academic writing is the process of presenting ideas in a rational, organized, systematic, reasonable, and
logical way.

List of documents where academic writing is used in:

Book reviews

• Essays

• Research report

• Research proposal

• Scientific paper

• Academic journal

• Dissertation and Thesis - These are written to obtaining

an advanced degree at a college or university.

• Abstract - This is a short summary of a long document

CHARACTERISTICS OF ACADEMIC WRITING

Planning - There is a certain amount of planning before you start writing the paper; analytical and
organized.

Outline - A proper outline is a must for academic writing. It helps you formulate your thoughts, make
you aware of certain relationships between topics. It will help you determine the pertinent information
to be included in your paper.

Tone - A formal tone is used. You do not use slang words, jargon, abbreviations, or many clichés.

Language - The language in your paper needs to be clear and words need to be chosen for their
precision. A thesaurus is a good tool to help you pick just the right words to explain the issues.

Point-of-view - The point of view in the third person, as the focus of academic writing is to educate on
the facts, not support an opinion.

Approach - Deductive reasoning is a big part of academic writing as your readers have to follow the path
that brought you to your conclusion.

Deductive reasoning and an analytical approach are important in academic writing. Much planning and
forethought are needed to have a well organized paper.

1. Use clear and simple language

Words are your tools, so it’s important to choose them carefully. Your ideas can be complex and
sophisticated, but your writing should express them simply.

Clearly written messages also show respect and consideration for your audience, which helps build
better relationships.
 2. Be clear

Using plain and clear language helps your audience read, understand and use the information you are
giving them.

Tip: Where possible, choose a simple word or phrase over a complex one. Writing in short, simple words
doesn’t mean you are ‘dumbing down’ the message. It means you are communicating your important
and complex ideas as clearly and effectively as possible.

The principle of plain language

structuring your message logically

using headings, subheadings, lists and tables to help readers navigate through your material

writing short, uncomplicated sentences and leaving out anything that isn’t necessary for your message

choosing common, everyday words rather than jargon or technical terms

only using acronyms when absolutely necessary and always defining them the first time they appear

using white space, typography that is easy to read and visual tools.

What is a balanced and credible voice?

The writer's voice should not disappear entirely, but this voice should sound credible and, therefore,
balanced, objective, and not overly emotional.

What does academic voice mean?

to meet the writing expectations of academic writing

What is sensory language?

Sensory language is a type of descriptive writing. It is a descriptive writing style that primarily focuses on
the five senses: touch, taste, smell, sight, and hearing.

Why is it important to have a voice?

It's a form of self-care. Speaking up builds confidence; it means you trust in yourself, your beliefs and
your opinions enough to stick up for yourself. It helps you realize that you matter, you have a voice, and
that voice deserves to be heard.

What is voice quality in communication?

Voice quality has been defined as the characteristic auditory coloring of an individual's voice, derived
from a variety of laryngeal and subpharyngeal features and running continuously through the
individual's speech. The distinctive tone of speech sounds produced by a particular person yields a
particular voice.

Is it important to voice your opinion?

Being opinionated helps you build authority and share your perspective with others. Instead of just
nodding your head to others' opinions, voicing and expressing your opinion can define your own
identity. Having an opinion shows that you have the passion and skill to keep your thoughts on the table.

What power does your voice?

Our voice has power, and when utilised and trained consciously it can open doors to infinite possibilities.
If you have a voice; you can sing; you can tone; you can hum. And so, each sound, each note you express
from your heart represents a thousand words.”
STRUCTURE OF ACADEMIC WRITING

SOCIALLY AND CULTURALLY RELEVANT TOPIC

CULTURALLY RELEVANT TOPICS

Culturally relevant issues increase student engagement and empowerment while aligning with
democratic and citizenship education (Milner, 2011). Providing space for cultural differences to be
expressed provides students with opportunities to acknowledge differences and constructively come to
conclusions. Additionally, it allows students to utilize their perspective and critically examine content
and develop their own definition of citizenship (Milner, 2011). The choices educators make about the
content and tasks is inherently a political choice (Kelly & Brandes, 2001) and utilizing culturally relevant
issues in the classroom models democratic values.

EXAMPLES – Culturally relevant topics

Mass media and pop culture.

Michael Jackson and his impact on pop culture.

Feminism and sexism in the culture.

Pop culture and its impact on the imbalance of genders.

Eradicating terrorism and the influence of pop culture on it.

Community practices and pop culture.

EXAMPLES – Socially relevant topics

Voting rights

Climate justice

Healthcare

Refugee crisis

Racial Injustice

Income Gap

Gun Violence

Hunger and food insecurity

DOCUMENTED ESSAYS

WHAT ARE DOCUMENTED ESSAYS?

A research paper or documented essay is a piece of writing in which you incorporate information—facts,
arguments, opinions—taken from the writings of authorities in a particular field. Sometimes a research
paper is no more than a report of current thinking in a field, but more often a research paper
demonstrates a thesis of your own, relying on outside (secondary) sources for development and support
of the thesis.

What is the purpose of documented essay?

To conduct research on a particular topic and uniquely report the results.

To analyze already written research papers and present the writer’s opinion regarding the topic.
A documented essay is built on the knowledge of other people specializing in a particular field.

TECHNIQUES FOR GENERATING IDEAS

Brainstorming

• on paper

• into a recording device

• with a classmate

• with your instructor

• using lists or diagrams

• questioning through who, what, where, when, why,

how?

Asking yourself questions

• What have I learned about the subject from class or

from my notes?

• What have I learned from the text(s) in the course?

• What do I know about the subject from my own

experience?

• What am I interested in finding out about the subject?

• Where can I find more background information on the

subject that will stimulate further thought or more
questions?

LOCATING SOURCES

Writing an effective documented essay often depends on your ability to utilize the resources available.
You must go beyond Google and Wikipedia searches. Finding and examining appropriate research
materials as quickly as possible will result in more effective research. When you find a book you think
may be useful, scan the table of contents and the index and read the introduction to determine whether
or not the book has information you need. Check the author's bibliography to see what sources s/he has
consulted. When you identify a useful book or periodical, look for more work by that author or check
additional issues of the same magazine for related articles.
ORGANIZING THE RESEARCH AND THE ESSAY

keep accurate notes

make a bibliography card with all the information you will need for bibliography and footnote citations:
the author's or authors’ name(s), the title, the publisher, the city of publication, the date of publication,
and the medium

Paraphrase

Review notes

WRITING AND REVISING

Preparation of a first draft involves understanding the nature and function of the three basic sections of
an essay: the introduction, which places the research question within a context and presents the thesis;
the main body paragraphs, each of which develops a separate but related aspect of the topic; and the
conclusion, which usually reviews the thesis and major supporting points and may also suggest
questions for further study. Include quotes and paraphrased material where appropriate. In general,
keep quotes as short as possible, so they serve your purpose and do not dominate the essay.

How do we write documented essays?

Stage 1: discuss with your instructor.

Stage 2: define the documented essay topic and gather information.

Stage 3: plan your work.

Stage 4: write the draft.

Stage 5: revise your documented essay.

What materials should not be documented?

The types of information that need not be documented include: Information largely considered general
knowledge. Information that can be found in encyclopedias, dictionaries or any of a variety of other
sources. Information derived from personal experience, observations, or field research.

The components of a successful documented essay are as follows:

A good topic;

A well-developed outline;

Thorough research of an issue;

A flawless reference list.

CITATION

A citation—either parentheses including the last name of the author, a page number, and sometimes
the year or a raised number indicating a footnote or endnote—must appear after each quote or
paraphrase in your paper.
Consider the following in evaluating a website

Credibility

Accuracy

Reliability

Relevance

Date

Sources behind text

General book format:

Pimentel, H. U. (2022). Purposive Communication: Documented Essays.

IFSU Publishing Inc. (APA)

Pimentel, Hanna. Purposive Communication: Documented Essays. IFSU

Publishing Inc., January 5, 2022. (MLA)

Article in periodicals:

Pimentel, H. U. (2009). Pattern of acquisition of ICT-based skills

Implications for teacher education in Nigeria. Journal of
Education and Practice, 6(33), 1-3. Retrieved from
http://www.iiste.org (APA)
Hanna U. Pimentel. “Pattern of acquisition of ICT-based skills
Implications for teacher education in Nigeria.” Journal of
Education and Practice, 6(33), 1-3. (APA)

Web sources reference:

Pimentel, H. L. (2020, June 9). What is a documented essay?

www.blogger.com. http://www.example.com/index.html

Leal, Tracy. www.blogger.com 1.3.1.0, Harvard University,

January 8, 2018, http://www.example.com/index.html.
Retrieved on April 1, 2022.

PLAGIARISM

WHAT IS PLAGIARISM?

Presenting as one's own the work of another person (for example, the words, ideas, information, data,
evidence, organizing principles, or style of presentation of someone else). Plagiarism includes
paraphrasing or summarizing without acknowledgment, submission of another student's work as one's
own, the purchase of prepared research or completed papers or projects, and the unacknowledged use
of research sources gathered by someone else. Failure to indicate accurately the extent and precise
nature of one's reliance on other sources is also a form of plagiarism.

WHAT IS PLAGIARISM

All of the following are considered plagiarism:

• turning in someone else’s work as your own

• copying words or ideas from someone else without giving credit

• failing to put a quotation in quotation marks

• giving incorrect information about the source of a quotation

• changing words but copying the sentence structure of a source without giving
credit

• copying so many words or ideas from a source that it makes up the majority of
your work, whether you give credit or not (see our section on“fair use” rules)
TYPES OF PLAGIARISM

SOURCES NOT CITED

1) The Ghost Writer: The writer turns in another’s work, word-for-word, as his or her own.

2) The Photocopy: The writer copies significant portions of text straight from a single source, without
alteration.

3) The Potluck Paper: The writer tries to disguise plagiarism by copying from several different sources,
tweaking the sentences to make them fit together while retaining most of the original phrasing.

4) The Poor Disguise: Although the writer has retained the essential content of the source, he or she has
altered the paper’s appearance slightly by changing key words and phrases.

5) The Labor of Laziness: The writer takes the time to paraphrase most of the paper from other

sources and make it all fit together, instead of spending the same effort on original work.

6) The Self-Stealer: The writer “borrows” generously from his or her previous work, violating policies
concerning the expectation of originality adopted by most academic institutions.

SOURCES CITED

1) The Forgotten Footnote: The writer mentions an author’s name for a source, but neglects to include
specific information on the location of the material referenced. This often masks other forms of
plagiarism by obscuring source locations.

2) The Misinformer: The writer provides inaccurate information regarding the sources, making it
impossible to find them.

3) The Too-Perfect Paraphrase: The writer properly cites a source, but neglects to put in quotation
marks text that has been copied word-for-word, or close to it. Although attributing the basic ideas to the
source, the writer is falsely claiming original presentation and interpretation of the information.

4) The Resourceful Citer: The writer properly cites all sources, paraphrasing and using quotations
appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot
this form of plagiarism because it looks like any other well-researched document.

5) The Perfect Crime: Well, we all know it doesn’t exist. In this case, the writer properly quotes and cites
sources in some places, but goes on to paraphrase other arguments from those sources without citation.
This way, the writer tries to pass off the paraphrased material as his or her own analysis of the cited
material.

What are copyright laws?

Copyright laws exist to protect our intellectual property. They make it illegal to reproduce someone
else’s expression of ideas or information without permission. This can include music, images, written
words, video, and a variety of other media.

At one time, a work was only protected by copyright if it included a copyright trademark
© symbol. According to laws established in 1989, however, works are now copyright protected with or
without the inclusion of this symbol.

Anyone who reproduces copyrighted material improperly can be prosecuted in a court of law. It does
not matter if the form or content of the original has been altered – as long as any material can be shown
to be substantially similar to the original, it may be considered a violation of the Copyright Act.

Milan Kundera, in his book The Art of the Novel, suggests that “if the novel should really disappear, it
will do so not because it has exhausted its powers but because it exists in a world grown alien to it.”

In an essay presented at an Asian Studies conference held at Duke University, Sheldon Garon analyzes
the relation of state, labor-unions, and small businesses in Japan between the1950s and 1980s.

What is a Bibliography?

A bibliography is a list of all of the sources you have used in the process of researching your work. In
general, a bibliography should include:

• the authors’ names

• the titles of the works

• the names and locations of the companies that published your copies
of the sources

• the dates your copies were published

• relevant page numbers (optional)

Different kinds of sources, such as magazine articles and chapters in multi-author volumes, may require
more specific information to help your reader locate the material.

PREVENTING PLAGIARISM

Consult with your instructor

Plan your paper

Write effective notes

Make it clear who said what

Know how to Paraphrase

Cite sources
Critical Thinking, Collaboration, and the Writing Process

The Pre-Writing Stage of the Writing Process

What is the writing process?

A series of actions that are followed to some desired end result. In order for the result to be successful,
all steps must be followed. Cooking is a process and a recipe is the directions you follow to get a positive
end result. If you are baking a cake and skip one of the ingredients or forget to bake the batter at the
right temperature, you will not have a tasty or successful final result. This is true for writing too…writing
is a process that involves multiple steps that must be completed to create an effective essay.

Asking Research Questions and Establishing the Significance of One’s Research

A research question is an answerable inquiry into a specific concern or issue. It is the initial step in a
research project. The 'initial step' means after you have an idea of what you want to study, the research
question is the first active step in the research project.

A research question is the question around which you center your research. It should be:

clear: it provides enough specifics that one’s audience can easily understand its purpose without
needing additional explanation.

focused: it is narrow enough that it can be answered thoroughly in the space the writing task allows.

concise: it is expressed in the fewest possible words.

complex: it is not answerable with a simple “yes” or “no,” but rather requires synthesis and analysis of
ideas and sources prior to composition of an answer.

arguable: its potential answers are open to debate rather than accepted facts.

Defining a clear, concise, and focused research question is an essential step in getting started with your
independent research project.

Why do we place so much value on the research question?

Because the research question will state the specific issue or problem that you want to focus your
assignment on. It also helps you to break down your project into more manageable tasks that would
need to be completed. In this way, the research question defines your topic and your approach towards
investigating it.
WRITING A RESEARCH QUESTION:

Specify your specific concern or issue

Decide what you want to know about the specific concern or issue

Turn what you want to know and the specific concern into a question

Ensure that the question is answerable

Check to make sure the question is not too broad or too narrow

Steps to developing a research question:

Choose an interesting general topic. Most professional researchers focus on topics they are genuinely
interested in studying. Writers should choose a broad topic about which they genuinely would like to
know more. An example of a general topic might be “Slavery in the American South” or “Films of the
1930s.”

Do some preliminary research on your general topic. Do a few quick searches in current periodicals and
journals on your topic to see what’s already been done and to help you narrow your focus. What issues
are scholars and researchers discussing, when it comes to your topic? What questions occur to you as
you read these articles?

Steps to developing a research question:

Evaluate your question. After you’ve put a question or even a couple of questions down on paper,
evaluate these questions to determine whether they would be effective research questions or whether
they need more revising and refining.

Begin your research. After you’ve come up with a question, think about the possible paths your research
could take. What sources should you consult as you seek answers to your question? What research
process will ensure that you find a variety of perspectives and responses to your question?

Composing a Thesis Statement

A thesis statement is a sentence that sums up the central point of your paper or essay. It usually comes
near the end of your introduction. Your thesis will look a bit different depending on the type of essay
you're writing. But the thesis statement should always clearly state the main idea you want to get across

STEP 1: Start with a question

Has the internet had a positive or negative impact on education?

STEP 2: Write your initial answer

The internet has had more of a positive than a negative effect on education.

STEP 3:

You need to consider why this is your answer and how you will convince your reader to agree with you.

Doing research and finding credible sources

Refer to the video

Concepts of Social and Cultural Significance in the Philippines

Overview

The complexity of Filipino culture is compounded as this has been exposed to continuous and various
streams of culture from without.

These influences were not passively absorbed in to the Filipino culture but assimilated in a selective
way , and this process of a acculturation varied from region to region .

The Filipino culture is a summation of indigenous forces and foreign influences that had come to bear
upon the people in varying degrees during the last centuries

What is a concept?

Concept is a term synonymous to idea, notion, or thought. It may also refer to a perception, conception,
or impression of something – a theory or perspective about something.

Why Do Members of Discourse Communities Produce Essays About Concept?

Concepcion Dadufalza describes Concept Paper as an essay explaining the essence of “whatness” of an
idea or concept. It begins with a basic definition and then extends or amplifies this to look at the larger
cultural meaning or significance of the concept. This allows the writer to look at the concept more
closely and critically, and to redefine it in a way that requires “limiting, extending and redirecting the
reference or sense in which the term is commonly understood” (Dadufalza, 1996). Through engaging
with old and new definitions, the writer contributes to the dialogue about concepts and to the
knowledge-production of this concept. In the academic context, everyone must be able to articulate
ideas clearly.
MALAYS

The basic component of Filipino culture is the Malay temperament which could best be described by
“niceness and pleasantness” to others rather than by virtue of law abiding features. In its fluidness of
culture , the Malay family clan or unit is the world’s best security system

CHINESE

Filial piety between parents and children , the flexibility to go along with other people and the sageliness
within and the kingliness without of the Filipino is believed to be due to Chinese influence

INDIAN

Indian influence is found in the languages , mode of dressing , architectural art , folk , beliefs , brass , and
copperware. The Hindu influence is the most pervasive in the Filipino belief system. For instance is the
prediction of Filipino newspaper readers for horoscope and fortune- telling sections

SPANISH

The Spanish heritage – it is reflective of more developed societies at their point of contact , broadened
the outlook of the Filipino . Spain introduced a community oriented rather than a family- oriented
religion in the form of Christianity . It contributed to an elite class . A social and political organization,
according to western institutions, was brought into the Philippines

AMERICAN

The united states further broadened this heritage by introducing a democracy that called for individual
liberty and equality as well as a national political community to which everybody was supposed to
participate through national suffrage

FILIPINO CULTURAL PERSPECTIVES

The Traditional Concept

Traditionalist holds that Filipino culture was developed due to the conglomeration of the physical,
intellectual, moral, and spiritual aspects. It assumes that underneath the independent and widely
divergent culture as shown in their way of life, there is an underlying basic root of unity that holds the
cultural tree together and infuses one clear, distinct substance through its veins. This includes their art
of living, philosophy in life, attitudes toward God, nature and fellowmen

Nationalistic View

This concept regards culture as the summation of the needs of the people, the description of their past
and present condition, an expression of their values, thoughts and emotions, and the depiction of their
historic struggles to liberate themselves. True national culture is inextricably linked to the people’s
needs, ideas, emotions, and practices.
Cultural Dualism

This theory maintains that the Philippines is a transitional society dominated on one side by the
traditional culture and on the other side by the modern culture. The norms and values of these two
forces inevitably oppose each other leading to conflicts in the life of individual. Because of the conflict
brought by the various foreign influences into the Philippines, the Filipinos have to engage into a
selective integration and modification of foreign influences into a distinct Filipino culture.

FILIPINO CULTURE

Belief System

Filipinos are religious. They believe so much in supernatural powers and view themselves as only a speck
in this wide universe. This Filipino belief in the supernatural powers taught them to trust prayers rather
than hard work in the realization of their dreams. Success is considered a blessing from above, a result
of good luck and faith. It also taught him to value traits like perseverance, patience, and endurance.

Good is considered relative. What is considered good to one may not be good to another. Happiness and
success differ from one person to another. Elders, parents, and superiors are respected and obeyed.
Hospitality is one practice Filipinos believe in because it is their way of implementing threw golden rule:
“Do unto others what you want others do unto you”

Values System

Cultural values are shared assumption of what is right, good, or important. Values actually guide man’s
behavior and action as he relates himself in most situations in life. The Filipino values can best be seen
from the aspects of personal and social relationships. Personally, the Filipinos value more their honor
and status than anything else. Majority of them takes care of their honor (karangalan) rather than
wealth. In decision making, the Filipinos usually consult and take into consideration the consensus of the
family members as the feelings of those who are to be affected. Socially, the Filipinos give more
emphasis on social relationships. This can be seen through the hospitality they give to their visitors and
friends. They love to mingle with people particularly with friends and relatives. They engage themselves
in mutual cooperation, which is best pictured through the “bayanihan”. In terms of emotion, the
Filipinos are friendly. They smile at people, even with strangers when they are approach. They are warm
and simple. Women in the Philippines are highly regarded and respected and can be relied upon when it
comes to family affairs.

FILIPINO VALUES

Utang-na-loob

It is a technique of reciprocity of debt of gratitude to others within the family circle or primary group,
sometimes unlimited in nature, emotional rather than financial or rational. It is a sign of marginal
economy where no place is available for bargaining, formal agreements, written contracts, specific
rights, and responsibilities. Inability to repay “utang-na-loob”will result in the individual being labeled as
“walang utang-na-loob” or “walang-hiya.
Pakikisama

This is closely related to utang-na-loob. It is the value of belongingness and loyalty to the small in-group
with sensitivity to the feelings of others on the principle of “give and take.” Pakikisama is a folk concept
of good public relations and avoidance of conflict with the leader or majority of the groups.

Hiya

This controls to a large extent the behavior of the individual and most likely, is generally dependent on
what others will think, say, and do. Because of hiya, a Filipino cannot say “NO” even if it is against his will
to do what is being requested.

Bahala na

A common expression among Filipinos in this rest on the fatalistic outlook and strong dependence on
the “spirits’ who will take care of everything if they are really meant for a person.

Authoritarianism & Individualism

Authoritarianism: It is the dependence of Filipinos in a paternalistic rather than in a stern way upon the
elders of the family, upon their boss, if employed, and upon people in authority as their father figure.

Individualism: it is a pattern of behavior which characterizes the Filipino as a self-centered. The desire to
make a name for himself becomes the primary motivation for success.

Amor-propio

It is the individuals highly emotional reaction to protect his honor and dignity when they are threatened
or questioned and to retaliate. Common forms of amor-propio are “helehelebago quire,” or “pakipot”
which shows at the outset a person initially refusing an offer even if he really wants very much to accept
it

The Principles of Professional Communication

What is professional communication?

The term professional communication refers to the various forms of speaking, listening, writing, and
responding carried out both in and beyond the workplace, whether in person or electronically. From
meetings and presentations to memos and emails to marketing materials and annual reports, in
business communication, it's essential to take a professional, formal, civil tone to make the best
impression on your audience, whether its members be your colleagues, supervisors, or customers.

PURPOSE

Consider how the readers will use the information/document

Frame a purpose statement to clarify aims in your own mind

Ex. I am writing this to collect
information

Mental target

AUDIENCE

Who are my intended readers – age, experience, culture, education level

How much will they know about the information?

Why is it important to put your ideas in print?

AUDIENCE

Who are my intended readers – age, experience, culture, education level

How much will they know about the information?

Why is it important to put your ideas in print?

How will the document/piece of writing on their lives – how will I get their attention and emphasize its
importance?

CONTENT

What have I got to say?

Do I have all the necessary information for my topic?

Do the readers need general background information?

Are the information in my writing are accurate and verifiable?

What do writers have to think about?

Describe the present situation – what is happening around you that is prompting you to write?

Outline the problem that exists in current situation

Present some possible solutions

Propose a solution or some action

LANGUAGE

Which words will I use to make my topic clear?

Will my leaders be familiar with the used words?

Can I use jargon, slang, abbreviations, etc.?

ORGANIZATION

How will I present different parts of the topic?

Which item will I put first?

In what order should the information be? General to specific or specific to general?

DESIGN

How will I set this document?

Page number, font selection, tables of contents, figures

Will readers be able to find information easily?

REVISION

Have I stated what I really wanted to say?

Is the document clear of errors?

- Punctuation, grammar, layout

How do we achieve clear writing?

Simplicity

Objectivity

Clarity

Coherence

Conciseness

Familiarity
Corporate Culture and Professional Communication

What is Corporate Culture?

A corporate culture that reflects the broader culture is usually more successful than one that is at odds
with it. For example, in the current global culture, which values transparency, equality and
communication, a secretive company with a strictly hierarchical structure is likely to have trouble
recruiting and retaining workers and appealing to customers and partners.

What is the importance of Corporate Culture?

Culture can shape and influence almost all aspects of an organization, including organizational
effectiveness, overall success and the bottom line.

Researchers have found that organizations that have well-conceived cultures supported with good
policies that attract workers who fit well with the environment ultimately have more committed and
productive employees.

Business partners, customers and the general public also often react to companies that are considered
to have positive corporate cultures, which in turn helps organizations succeed over time.

What is the importance of Corporate Culture?

The culture refers to the values and attitudes of employees in the business or organization. A healthy
corporate culture values each employee in the organization regardless of his job duties, which results in
employees working as a team to meet the company's and their own personal needs.

Corporate Culture and Professional Communication

Communication culture in the workplace can be defined as a way your organization engages with the
people, shares information, drives conversations, and encourages employees' share of voice

What is corporate culture and how does it affect communication?

Defined as the values and actions that create a unique social presence for a business, organizational
culture plays an important role in business communication. All businesses have a culture; it's the shared
values that distinguish businesses from their competitors.
Professional Purpose

PURPOSES OF PROFESSIONAL COMMUNICATION

INFORM

Communications to inform are plentiful and varied; most likely, as a professional, you read, see, hear,
and/or create a number of them every day. Communications to inform may be brief and to-the-point, or
lengthier, intended to help an audience understand a topic, issue, or procedure more clearly. Note that
“most business communications are in fact ‘informative’ messages. An informative message in the
workplace is simply the sharing of meaningful information between people in an unbiased and
professional manner. Informative messages can be short or long, formal or casual in tone, internal or
external in focus, and direct or indirect in structure, depending on the situation.”

INSTRUCT

Communications to instruct take informative communications one step further, with the goal of
enabling your audience to do something, to understand and apply a concept or procedure. Instructions
on how to use a certain system, how to respond to a certain type of client, how to format a document
using your organization’s conventions, or when to escalate a situation to the next level of supervision all
assume that your audience will use the information once they understand it. If you’re communicating
with the purpose of instruction, it’s critical to build in some feedback mechanism to make sure your
audience understands fully so that they can apply concepts or procedures appropriately.

PERSUADE

Communications to persuade have the goal of getting your audience to take specific action. In order to
foster action, persuasion focuses on the audience members themselves, and why and how the action
can benefit them. Persuasion is not the same as selling, and it’s not coercion in any way. If your
purpose is to persuade, you want your audience to understand the value to them in what you’re
proposing, and therefore act.

Audience of professionals

Audience is one of the most important concepts in a situational analysis. As a communicator, you need
to have as much understanding of your audience as possible so you can determine the type and amount
of content, structure, medium, language, and tone of the message that will best resonate with your
readers or listeners

according to Welch and Jackson, possible audiences in internal organizational communications might
include;

all employees

strategic management - CEOs, senior management teams

day-to-day management: supervisors, middle managers or line managers (directors, heads of

departments, team leaders, division leaders, the CEO as line manager)
work teams (departments, divisions)

project teams

Organizational Role: Is your message intended for your peers, employees whom you supervise, your
direct boss, the head of the whole organization, all or a subset of the above?

Level of Knowledge: Is your audience knowledgeable about your topic, or will they need background
information?

Known or Projected Perspectives: Based on past and current knowledge of your audience’s attitudes,
beliefs, and/or values, how do you think they will react to your message?

Expectations: What does your audience logically expect from you, given the communication situation?

Age: Are your audience members young, old, or both? How can you gauge your content, language, and
type of presentation to best relate to their experiences?

Culture: Does the corporate, regional, or national culture have certain established processes or
expectations?

Size/Primary & Secondary Audiences: Is your audience limited to a certain group? Is that group large or
small? Might your communication be disseminated more widely to additional individuals or groups?
Primary readers are the persons who asked for the communication, or for whom the communication is
intended. Secondary readers are those readers who may read only the sections of the report that relate
to them, their jobs, their departments, responsibilities, etc.

WHAT IS DOCUMENTATION?

You already may be familiar with some form of documentation that you used in preparing high school
research papers. Perhaps you used the system in which you placed footnotes at the bottom of each
page or endnotes at the end of the paper; your bibliography may have included everything you read,
even if you never referred to it in your text. That system of documentation is preferred in some
Skidmore courses (check with your professor), but in many courses it has been replaced by the three
documentation formats described here. All serve the same purpose.

Here are some examples of footnotes and endnotes:

If you are citing a book with one author:

1 Jane Tompkins, West of Everything: The Inner Life of Westerns (New York: Oxford UP, 1992) 22.

If you are citing a book having two or three authors:

2 Barbara Rico and Sandra Mano, American Mosaic:Multicultural Readings in Context (Boston:
Houghton, 1991) 121.

If you are citing a book having four or more authors, use the Latin et al.:
3 Martin J. Medhurst et al., Cold War Rhetoric: Strategy, Metaphor, and Ideology (New York:
Greenwood, 1990) 52.

If the author is not given, begin with the title:

4 The Times Atlas of the World, 9th ed.(New York: Times, 1992) 135.

If you are citing an encyclopedia:

5 "Croatia," The New Encyclopaedia Britannica: Micropaedia, 1991.

If you are citing an article in a monthly magazine:

6 John Lukacs, "The End of the Twentieth Century," Harper's Jan. 1993: 41.

If you are citing an article in a journal that continues its page numbers throughout the year:

7 Gabriel Segal, "Seeing What Is Not There," Philosophical Review 98 (1989): 200.

If you are citing an article from a journal that begins each issue with page 1:

8 G.J. Johnson, "A Distinctiveness Model of Serial Learning," Psychological Review 98.2 (1991): 208.

If you are citing an article in a daily newspaper:

9 Lena H. Sun, "Chinese Feel the Strain of a New Society," Washington Post 13 June 1993: A1.

Documenting your sources provides essential information for your reader.

By citing sources, you show your indebtedness to the work of others, and you give your reader the
chance to seek further information from the sources themselves. Citing sources also supports your own
credibility as a writer and researcher. Careful documentation shows that you are not thinking in a
vacuum; rather, it shows you have studied what others have written on the subject and that you have
considered their work. This kind of academic "dependency" is really a sign of scholarly strength, not
weakness, because it shows that you are participating critically in a scholarly conversation with others.
At the same time, documentation demonstrates your own academic integrity by showing that you are
carefully giving credit where credit is due.

Through careful documentation, you indicate where the information or ideas in your paper come from.
In a sense, you provide references to the "documents" upon which your work is based. You must
document quotations, summaries, and paraphrases.

Quotation. Taking from another source the exact words of the author and using them in your own
written work. These words need to begin and conclude with a quotation mark.

Summary. Taking lengthy passages from a source, reformulating or outlining them in your own words,
and using them in your own written work. Summarized material is not enclosed in quotation marks.

Paraphrase. Taking short passages from a source, restating the content of the passage, reconstructing
the passage phrase by phrase, and rephrasing the author's words in your own. Paraphrased material is
not enclosed in quotation marks.
You must indicate in your text which words, ideas, or information you have derived from sources. Your
Bibliography or Works Cited should include complete bibliographical entries so that a reader could easily
find the sources in the library.

Since documentation is frequently taught only for research papers or term papers, students wonder if
they should bother with it at other times - for instance, when they make brief references to one or two
sources in a short essay. Some teachers may even tell you not to bother with bibliographical information
for a source if it is well known to both you and the teacher. Technically, however, failure to document
ideas or information from any source constitutes plagiarism.

So how do you know when to cite sources and when not to bother? This is the best advice:

Whenever your writing is based on or influenced by sources, you must cite those sources and provide
full bibliographical material.

When in my paper do I cite sources?

When writing from sources, you constantly must make judgments, deciding when you need to cite a
source and when you do not. Many professors find that students tend to under-document their essays;
however, you should not get so nervous about citing sources that you put a citation in every sentence.
You do not have to attribute everything you write to some other source, but you do need to distinguish
clearly between your own words and ideas and those of others. These judgments can sometimes be
tricky, but the principles that follow in the next pages should help you to decide when to cite sources.

Remember: You need to cite sources for material that is quoted, paraphrased, or summarized. You need
to tell your reader what documents you used to write your essay or report.

As you write your papers, you'll decide when to use your own words and when to take words directly
from your sources. Most often, you should put what you read into your own words, paraphrasing or
summarizing what comes from other sources. By paraphrasing or summarizing, you show how you are
processing the ideas or information that you found in your sources. Sometimes, however, it may be best
to quote, taking phrases, sentences, and even whole paragraphs directly from a source. When you do
take words from a source, even a single phrase, you must place quotation marks around those words or
indent to set off a longer quotation.

Your Skidmore professors expect you to know when to cite sources as well as how to cite them
according to the documentation style appropriate to the academic discipline in which you are working.
Although many professors do not take time out of their classes to teach you this skill, most welcome
questions about citation. We encourage you to ask your instructors if you are in doubt about research
expectations. You will not be criticized for documenting your sources; however, if you fail to document,
you may suffer severe penalties and be guilty of plagiarism.

Quoting

Remember that your purpose in writing is to build and construct your own pattern of meaning, even
when assignments require working with a number of secondary sources. Of course, your professors
expect you to use sources intelligently and cite them correctly, but they don't want you just to parrot
back what those sources tell you. They expect papers to represent your work, your thinking, and your
writing. You must develop your own ideas, build your own organization, and reach your own
conclusions. References and quotations serve to strengthen your text by providing necessary support or
evidence.

Choose quotations carefully

Seldom, if ever, will your instructors ask you to include a certain number of quotations per page or even
per paper. In a typical research paper, you may consult ten sources, but in the actual paper you may
quote a few lines from two of the ten sources, while including more detailed information from three
others. Most often, you should paraphrase or summarize source material. Quote only when you want
the exact words of a source for some important reason. And keep all quotations as brief as possible.

Here are some reasons you may want to quote from your sources:

For support - as an appeal to authority, to bring the voices of experts into your paper.

For vivid language - because the wording of the original source is clearer and more effective than any
paraphrase you could write.

To represent the source fairly - when you quote accurately and directly, no one can claim that you have
misrepresented the source.

To enrich an argument- to interject controversy, for example, and show what's at stake in taking a
position.

A good quotation must be more than a random selection from a source. It should say something
significant or important enough to be quoted. Even if the idea is important, though, avoid quoting poor
or unclear writing; you would be served better by paraphrasing such a passage. The best passages to
quote, then, should be "quotable": both well-written and enlightening.

Use quotations sparingly; don't over-quote. If you write a five-page paper, for instance, and two entire
pages are quotations, you have relied too much on your sources to convey ideas - there are only three
pages of your own writing. Don't let other voices dominate your paper. Never build your paper by
stringing together other people's words.

Remember: Quotations should serve as evidence or support, not as a substitute for your own ideas,
arguments, or assertions.

Integrate quotations into your own writing

Make sure that you introduce all quotations so that the reader knows who is being quoted. Don't rely
only on citations (parenthetical, endnotes, or footnotes) to convey this information. Don't present a
quotation without commenting or elaborating on it. Your reader must understand why you have chosen
a particular passage to quote, what it says that is significant, and what you want the

reader to take from it. Don't assume that your reader will see the same significance you see in a
quotation; point out what is important for the reader. Do not "quote and run." A valuable guideline is to
give at least as much commentary on the quotation as the space the quotation takes up on the page; so,
if a quotation takes up five lines or forty words, your commentary on this quotation should be roughly
that long. In short, quoted material must be clearly integrated with your own text, and you should make
clear its importance in your paper.

COLLEGE OF CRIMINAL JUSTICE

EDUCATION

INSTRUCTIONAL MATERIAL
IN
PURPOSIVE COMMUNICATION
 Compiled by:
Hanna U. Pimentel

FOR IFUGAO STATE UNIVERSITY (IFSU) USE ONLY

I. SUBJECT GE 122
CODE:
II. DESCRIPTION: PURPOSIVE COMMUNICATION
III.YEAR LEVEL: 1
IV.COURSE Purposive Communication is a three-unit course that
DESCRIPTION: 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 in a local or
global context. It equips students with tools for
critical evaluation of a variety of texts and focuses on
the power of language and the impact of images to
emphasize the 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 disciplines,
and their future careers as they compose and produce
relevant oral, written, audio-visual and/or web-based
output for various purposes.

V. LEARNING OUTCOMES: AT THE END OF THE LESSON, THE

STUDENTS SHOULD BE ABLE TO:
1. Describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural contexts
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Convey ideas through oral, audio-visual, and/or web-based
presentations for different target audiences in local and global settings
using appropriate registers
5. Create clear, coherent, and effective communication materials
6. Present ideas persuasively using appropriate language registers, tone,
facial expressions, and gestures
7. Adopt cultural and intercultural awareness and sensitivity in
communication of ideas
VI. GRADING SYSTEM:
2 1
Midterm Grade (MG) = CS+ ME
3 3
2 1
Tentative FG (TFG) = CS+ FE
3 3

2 1
Final Grade (FG) = TFG+ MG
3 3

Legend:
CS – Class Standing ME – Midterm Exam MG – Midterm Grade
FE – Final Exam TFG – Tentative Final Grade FG – Final Grade

VII. COURSE REQUIREMENT

1. Chapter Quizzes
2. Written Examinations (Midterm and Finals)
3. Performance Activities
4. Practicum Examinations
VIII. LESSON CONTENT

UNIT I: Academic Research for Philippine Society

CHAPTER 1
Communication in the Twenty-first Century
Learning outcomes:
By the end of the lesson, you should be able to:
1. Understand the importance of communication in society;
2. Know the principles and processes of communication as embodied in the
communication models;
3. Relate the communication models to their experiences and apply them to
their own communication processes;
4. Know how to communicate in an ethical manner; and
5. Apply the ethical principles to their communication process.

LESSON 1: Communication Models

Introduction
 “The art of communication is language leadership”. (James Humes)
 Communication breakdowns happen in every part of the globe and these
have led to a plethora of problems.
 According to James Berlin (1982), “In teaching writing, we are not simply
offering training in a useful technical skill that is meant as a simple
complement to the more important studies to other areas. We are
teaching a way of experiencing the world, as a way of ordering and
making sense of it.”
  Effective communication can breach peace, spark revolutions, and affect
change in government.
 One must learn how to organize one’s thoughts, control one’s emotions,
use one’s words to articulate concepts and arguments, and express
oneself in the best way possible to be able to communicate properly.
 Honing one’s communication skills can also bring about success to one’s
personal and professional life.
Communication Models
 Communication model seeks to show the main elements of a structure or
process and the relationship between these elements… it helps in
explaining by providing in a simplified way information which would
otherwise be complicated or ambiguous. (Denis Mcquail and Sven
Windahl, 2013)
 Earliest models came from Aristotle around 5 B.C. – “speakers should
adjust their messages according to their audience and the occasion to
achieve a particular effect
 Aristotle’s Model of Communication

Speaker Speech Audience Effect

Occassion

 Shannon-Weaver’s Model of Communication (Claude Shannon and

Warren Weaver)
“A Mathematical Theory of Communication”
“Telephone Model” – developed because of technology of the telephone

Information
Source Encoder
Reception Destination

Sender Encoder Channel Decoder Receiver

 Noise

 Osgood-Schramm Model of Communication

 Paying attention to the role of the interpreter
 Decoding and encoding – not processes
 Success of communication – based on the interpreters’ appreciation of
the message
 Semantic Noise: Sender/Receiver may apply different meanings

Message

Encoder
Encoder

Interpreter
Interpreter

Decoder
Decoder

Message

 White’s Stages of Oral Communication

 It is possible to begin at any of the stages outlined in the model. (Eugene
White)
Communication is a circular model; a continuous process with no real
beginning or end.
Feedback: most important contribution from White’s model.

Conclusion:
 Communication: not a simple process that starts with the speaker and
ends with the listener.
 There are many factors to be considered
- How the message should be organized
- What field of experience it comes from
- Cultural differences, technology and interpretation
 The best communication is one that involved feedback

ACTIVITY 1
Directions: Read the following questions carefully and briefly explain and
answer what is being asked.
1. Why is communication important to you as a student?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why is communication important to society?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Why do you think communication skills are considered to be essential in

being good citizen?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What problems can happen when there are communication breakdowns?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. What does Berlin mean when he says “(in teaching writing), we are teaching
a way of experiencing the world, as a way of ordering and making sense of it”?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CHAPTER 1
Communication in the Twenty-first Century
 Learning outcomes:
By the end of the lesson, you should be able to:
1. Understand the importance of communication in society;
2. Know the principles and processes of communication as embodied in the
communication models;
3. Relate the communication models to their experiences and apply them to
their own communication processes;
4. Know how to communicate in an ethical manner; and
5. Apply the ethical principles to their communication process.

LESSON 2: Communication Ethics

What is Communication Ethics?

: COMMUNICATION- the act or process of communicating; fact of being

communicated. the imparting or interchange of thoughts, opinions, or
information by speech, writing, or signs.

: ETHICS- a system of moral principles deals with values relating to

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.

COMMUNICATION ETHICS

 The principle governing communication, the right and wrong aspects of

it, the moral- immoral dimensions relevant to Interpersonal
communication are called the ethics of Interpersonal communication.
 Maintaining the correct balance between the speaking and listening
 the legitimacy of fear and emotional appeal
 degree of criticism and praise
FUNDAMENTALS OF ETHICAL COMMUNICATION

 Responsible thinking
 Decision making
 Development of relationships and communities
1. Contexts 2. Cultures 3. Channels 4. Media
WHAT IS UNETHICAL COMMUNICATION?
It threatens the quality of all communication and consequently the well-being
of individuals and the society.

PRINCIPLES OF ETHICAL COMMUNICATION

 advocate truthfulness, accuracy, honesty, and reason as essential to the

integrity of communication.
 endorse freedom of expression, diversity of perspective, and tolerance of
dissent to achieve the informed and responsible decision making
fundamental to a civil society.
 strive to understand and respect other communicators before evaluating
and responding to their messages.
 promote access to communication resources and opportunities as
necessary to fulfill human potential and contribute to the well-being of
families, communities, and society.
 promote communication climates of caring and mutual understanding
that respect the unique needs and characteristics of individual
communicators.
 condemn communication that degrades individuals and humanity
through distortion, intimidation, coercion, and violence, and through the
expression of intolerance and hatred.
 Being committed to the courageous expression of personal convictions in
pursuit of fairness and justice.
 Advocate sharing information, opinions, and feelings when facing
significant choices while also respecting privacy and confidentiality.
 Accept responsibility for the short- and long- term consequences for our
own communication and expect the same of others.

INTERPERSONAL COMMUNICATION: communication with another person.

 Dyadic communication
 Public communication
 Small-group communication.
ETHICAL FRAMEWORKS

1. DEONTOLOGICAL ETHICS: the most frequented basis of our decision-

making process, expressing a commitment to the most basic principles
2. UTILITARIAN ETHICS: focuses on the results and whether or not it would
benefit the majority.
 3. VIRTUE ETHICS: concerned with moral character and places more weight
or value on the dignity of an individual and a humanity’s task of caring
for one another.
SITUATIONAL OR CONTEXTUALETHICS

There is no absolute approach to situations, each situation should be

addressed as different from each other.
 Every problem should be evaluated in its particular context or situation.
FREEDOM OF EXPRESSION

Freedom of Expression is a basic human right, It refers to right to

freedom of expression, including the freedom to seek, receive, and impart
information and opinions of any kind in any form.
 Internationally, freedom of expression is protected under the Universal
Declaration of Human Rights and the International Covenant of Civil and
Political Rights.
 Used to seek answers and express opinions
ETHICAL FREEDOM OF EXPRESSION

Freedom of Expression must be balanced against society’s need to

maintain order, protect general welfare and public morality
 There should be limits to free expression, but only when it involves harm
to others
 People should refrain from hate speech, the public use of derogatory and
offensive language denigrating others, particularly on the basis of race,
ethnicity, gender and/or sexual orientation.
MASS COMMUNICATION

Mass communication is used to describe the various means by which

individuals and entities relay information through mass media to large
segments of the population at the same time.
 It is the mass production of messages (message) or information that is
intended to reach a large amount of people
 Uses mass media; such as newspapers, TV, radio, books etc.
MASS COMMUNICATION ETHICS

1. Ethics
2. Truth
3. Censorship
4. Laws
5. Privacy
6. Appropriateness
 7. Sensitivity to other cultures
8. Respect dignity, privacy, and well-being of a person
ETHIC CODES

Ethic Codes (or Ethical Codes) are moral guidelines that are used to help
assist people in making decisions, to tell the difference between ‘right’
and ‘wrong’ and to utilize this understanding to make ethical choices
CORPORATE CODES OF ETHICS

1. Honesty - Professional communicators are honest, accurate and candid

in all communications. This practice encourages the free flow of
important information in the interest of the public
2. Confidentiality - Protecting the confidences and privacy rights of
employees and customers is the duty of professional communicators.
Additionally, they must abide by legal requirements for disclosing
information that affect the welfare of others
3. Free Speech - Principles of free speech and free ideas should be
encouraged.
4. Courtesy - Sensitivity to cultural values and beliefs are crucial.

ACTIVITY 1. Reflection.
Guide Questions:
1. What is ethics?
 2. Why do you think there should be ethics in communication?
3. What problems can arise when people are not ethical in their
communication practices?
__________________________________
(Title)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ACTIVITY 2. Reading Activity

Directions. Read the text comprehensively and answer the questions

stated during and after reading.
It is important to understand that whatever we communicate should be guided
by certain ethical principles. The US National Communication Association
(NCA, 1999) discusses this in their Credo for Ethical Communication, stating
that, "Ethical communication is fundamental to responsible thinking, decision-
making, and the development of relationships and communities within and
across contexts, cultures, channels, and media. Moreover, ethical
communication enhances human worth and dignity by fostering truthfulness,
fairness, responsibility, personal integrity, and respect for self and others. We
believe that unethical communication threatens the quality of all
communication and consequently the well-being of individuals and the society
in which we live.

While Reading Questions:

Why does unethical communication threaten the quality of all
communication, and consequently the well-being of individuals and the
society in which we live?

In their Credo, there are four ethical principles of communication that are
especially relevant for students today.
Firstly, they "advocate truthfulness, accuracy, honesty, and reason as essential
to the integrity of communication" (NCA, 1999). Nowadays, social media and
speeches in public have been so filled with black propaganda and
whitewashing that there is a call to reiterate the need for truth and honesty. It
is important to be accurate when we communicate, and to have facts and
figures to prove our assertions. It is important to be reasonable, rather than to
be too emotional or threatening when we communicate.
Secondly, the NCA also endorses "freedom of expression, diversity of
perspective, and tolerance of dissent to achieve the informed and responsible
decision-making fundamental to a civil society" (NCA, 1999). In certain political
climates, people may feel threatened to the point that they no longer feel that it
is safe to express what they feel or think. This is not a good environment to live
in. We fully agree with the NCA that to have a vibrant democracy, we must be
able to hear different perspectives and have a high tolerance for views that are
different from ours. It is important to foster an environment where people feel
safe enough to express what they think and feel, and for these expressions to
be met with reasonable dialogue and debate, rather than outright censure or
violence.
Thirdly, the NCA (1999) states that they "condemn communication that
degrades individuals and humanity through distortion, intimidation, coercion,
and violence, and through the expression of intolerance and hatred" (1999).
This condemnation is important because it safeguards society from racism,
sexism, and violence against oppressed peoples. History has shown us that a
tolerance for hate speech, as well as speeches that incite violence and the act of
killing, have often instituted such violence in society, whether this is in the
context of slavery, colonialism, or misogyny.
Lastly, the NCA (1999) states that communicators should "accept responsibility
for the short- and long-term consequences of our own communication and
expect the same of others." All too often there have been people who do not feel
accountable for their actions. Therefore, if one risks to communicate
maliciously, spread false news, or incite hatred or violence, he or she Should be
ready to face the consequences of such dictions. States are beginning to realize
this, especially in the porous medium of social media.
Every time we communicate, we should consider the consequences of our
actions. If people were more responsible in their use of communication, there
would be less conflict in this world. Even though the four principles above are
short and concise, they are important, because they help us discern the
difference between ethical and unethical communicators.

After-Reading Questions:
1. Why is it important to be ethical in communicating today?
2. Is honesty still a virtue valued today? Why or why not?
3. Can you give historical examples that show how intolerance of
dissent has been a problem for certain sectors of society?
4. Can you give historical examples that show why hate speech is a
problem?
5. When you think of politicians today, would you say that they
have been communicating in an ethical manner?
6. Who comes to mind on the subject of violating the ethics of
communication?
7. What consequences can you think of because of this?
CHAPTER 1
Learning outcomes:
By the end of the lesson, you should be able to:
1. Understand the implications of globalization on communication;
2. Explain the notion of World Englishes in the context of English being a
global language; and
 3. Use Standard English and bias-free language in writing.

Communication in the Twenty-first Century

LESSON 3: Communication and Globalization

World Englishes

The rise of English is a remarkable success story. When Julius Caesar

landed in Britain nearly 2,000 years ago, English did not exist. Five hundred
years later, English, incomprehensible to modern ears, was probably spoken by
about as few people as currently speak Cherokee--and with about as little
influence. Nearly a thousand years later, at the end of the 16th Century,
when William Shakespeare was in his prime, English was the native speech of
between 5 and 7 million Englishmen, and it was, in the words of a
contemporary, ''of small reach, it stretched no further than this island of ours,
naive not there over all.''

Four hundred years later the contrast is extraordinary. Between 1600

and the present, in armies, navies, companies and expeditions, the speakers of
English--including Scottish, Irish, Welsh, American and many more--traveled
into every corner of the globe, carrying their language and culture. Today
English is used by at least 700 million people, and barely half of those speak it
as a mother tongue. Some estimates have put that figure closer to 1 billion.
English at the end of the 20th Century is more widely spoken and written than
any other language ever has been. It has become the language of the planet,
the first truly global language.

The statistics of English are astonishing. Of all the world`s languages

(which now number some 2,700), it is arguably the richest in vocabulary. The
compendious Oxford English Dictionary lists about 500,000 words, and an
additional half million technical and scientific terms remain uncatalogued.
According to traditional estimates, neighboring German has a vocabulary of
about 185,000 words and French fewer than 100,000, including such
Franglais as ''le snacque-barre'' and ''le hit-parade.'' About 350 million people
use the English vocabulary as a mother tongue: about 1/10th of the world`s
population, scattered across every continent and surpassed, in numbers
though not in distribution, only by the speakers of the many varieties of
Chinese. Three-quarters of the world`s mail and its Telexes and cables are in
English. So are more than half the world`s technical and scientific periodicals;
it is the language of technology from Silicon Valley to Shanghai. English is the
medium for 80 percent of the information stored in the world`s computers.
Nearly half of all business deals in Europe are conducted in English. It is the
language of sports and glamor, the official language of the Olympics and the
Miss Universe competition. English is the official voice of the air, of the sea and
of Christianity; it is the ecumenical language of the World Council of Churches.
Five of the largest broadcasting companies in the world transmit in English to
audiences that regularly exceed 100 million.

English has a few rivals but no equals. Neither Spanish nor Arabic, both
international languages, have this global sway. Another rival, Russian, has the
political and economic underpinnings of a world language, but far from
spreading its influence outside the Soviet empire, it, too, is becoming mildly
colonized by new words known as Russlish, for example ''seksapil'' (sex appeal)
and ''noh-khau'' (know-how). Germany and Japan have, in matching the
commercial and industrial vigor of the United States, achieved the commercial
precondition of language power, but their languages have also been invaded by
English, in the shape of Deutchlish and Japlish.

The remarkable story of how English spread to become the predominant

language in societies such as the U.S., Canada, Australia and New Zealand is
not, with the benefit of hindsight, unique. It is a process in language as old as
Greek or Chinese. The truly significant development, which has occurred only
in the last hundred years or so, is the use of English, taking the most
conservative estimates, by 300 or 400 million people for whom it is not a native
language. English has become a second language in countries like India,
Nigeria and Singapore, where it is used for administration, broadcasting and
education. In these countries English is a vital alternative language, often
unifying huge territories and diverse populations. When Rajiv Gandhi, now
India`s prime minister, appealed for an end to the violence after the
assassination of his mother, Indira Gandhi, he went on television and spoke to
his people in English. In anglophone Africa, seizures of power are announced
in English.

Then there is English as a foreign language, used in countries (like

Holland or Yugoslavia) where it is backed by a tradition of English teaching or
where it has been more recently adopted, Senegal, for instance. Here it is used
to aid contact with people in other countries, usually to promote trade and
scientific progress, but also to the benefit of international communication
generally. A Dutch poet is read by a few thousand. Translated into English, he
can be read by hundreds of thousands.

The emergence of English as a global phenomenon--as either a first,

second or foreign language--has recently inspired the idea (undermining the
above claims) that we should talk not of English but of many Englishes,
especially in Third World countries where use of English is no longer part of
the colonial legacy but the result of decisions made since their independence.
Throughout the history of English there has been a contest between the forces
of standardization and the forces of localization, at both the written and the
spoken levels. The appearance of the first substantial English dictionaries in
the 18th Century was a move towards written standardization. It was Victorian
England that realized the idea of ''the Queen`s English,'' a spoken standard to
which the ''lesser breeds'' could aspire. The industrial revolution meant roads,
canals and, above all, trains: People traveled more, both geographically and
socially. The pressures of class ambition speeded the emergence of a standard
form of English speech.
 The emergence of Received Pronunciation (RP)--the outward and visible
sign of belonging to the professional middle class--went hand in hand with the
rise in England of an Imperial Civil Service and its educational infrastructure.
The Education Act of 1870 not only established the English public school as
the melting pot of upper- and middle-class speech and society, but it also
started a boom in English preparatory schools. The contrast in the English
speech of the educated elite before and after the Education Act is startling.
Before 1870 many of the most eminent Victorians retained their regional
accents throughout their lives.

By the 1890s all this had changed. A new generation of post-Education

Act schoolmasters would rebuke the boy who said ''loike'' for ''like.'' Accent
leveling was applied not only from above: Peer pressure among the schoolboys
themselves was a powerful incentive for a new boy to acquire the approved
tone. From the 1880s, at Bedford Modern School, local boys with a North
Bedfordshire accent, according to one account, ''were so mercilessly imitated
and laughed at that if they had any intelligence, they were soon able to speak
standard English.'' Nonstandard English was now seriously stigmatized as the
mark of the undereducated. At Oxford University it had become virtually a
condition of social acceptance among undergraduates that one should ''speak
the Queen`s English with a specific accent and intonation.''

This ''specific accent'' was RP--a term that entered a common currency at
the end of the 19th Century, the educated accent of London and southeast
England. There was nothing wholly new in this. Three centuries before, an
Elizabethan writer had described the most desirable form of English as ''the
usual speech of the Court, and that of London and the shires lying about
London. But now, for the first time, the public and preparatory schools were
spreading this preferred English nationwide, so much so that in 1917 the
phonetician Daniel Jones christened standard spoken English ''Public School
Pronunciation (PSP),'' a label that did not stick.
 RP was not confined to the public schools, which had a special and wider
administrative role to play within Victorian society: to provide the British Army
and the Imperial Civil Service with a steady flow of well-spoken recruits. At the
height of the Empire, RP was widely recognized throughout the colonies as the
voice of authority. Indeed, it was jealously preserved as such. In George
Orwell`s ''Burmese Days,'' when the Burmese butler at the club shows an
unacceptable proficiency (''I find it very difficult to keep ice cool now''), he is
rebuked by the white sahib:

Don`t talk like that, damn you--''I find it very difficult!'' Have you
swallowed a dictionary? ''Please, master, can`t keeping ice cool''--that`s how
you ought to talk. We shall have to sack this fellow if he gets to talk English too
well. Within privileged parts of the Empire--the officer corps of the Indian
Army, for instance--the aspiration towards RP became total. As one retired
Indian officer remarked, ''Our teachers drilled into our minds that the thing to
aspire to was what is known as the King`s English.''

During the First World War, RP and Cockney collided not merely face to
face but down telephone wires. We had entered the age of the recorded voice
and electrically transmitted sound. For the first time in the history of language
it was possible to listen to another voice without being in the presence of the
speaker--and to hear that voice again and again. Today we take these
inventions for granted, but the first recordings of the speech of Poet Laureate
Alfred Tennyson (with a noticeable Lincolnshire burr), and even Queen Victoria
herself (the old lady pronounced a high-pitched ''Good evening'' for posterity)
must have seemed miraculous.

The years from the end of the First World War in 1918 to the end of the
Second World War in 1945 were the great years of radio in Britain and the
U.S., the years of Franklin Roosevelt`s fireside chats to the American people
and of Winston Churchill`s wartime broadcasts. The establishment in Britain
in 1922 of the first radio broadcasting service, the BBC, was a milestone for the
English language. As one of its first executives wrote: ''The broadcasting of
aural language is an event no less important than the broadcasting of visual
language (printing), not only in its influence on human relations but in its
influence upon the destinies of the English language.'' From the first the BBC
had a global--and in those days’ imperial--attitude towards the English
language. The motto on its crest ran, ''Nation shall speak peace unto nation,''
and no one doubted what the tongue should be. The question was: What kind
of English? The approach to a solution, reached in 1926, was to set up the so-
called Advisory Committee on Spoken English (ACSE). This high-powered
group of experts included the poet Robert Bridges, a northerner who argued
unsuccessfully for the adoption of a Northern Standard; the American scholar
Logan Pearsall Smith; and the Irishman George Bernard Shaw. But it was
composed chiefly of RP speakers, men such as lexicographer C.T. Onions,
scientist Julian Huxley, art historian Kenneth Clark and Alastair Cooke, then a
young journalist. The committee`s declared task was to arbitrate on the usage
and pronunciation of words, English and foreign. Decisions were reached by a
simple vote. Arbitrations on usage were probably much less influential for the
evolution of a spoken Standard English than judgments about pronunciation.
Alastair Cooke remembers how the ACSE settled the pronunciation of ''canine'':

Shaw brought up the word ''canine,'' and he wanted the recommendation

to be ''cay-nine'' . . . And somebody said, ''Mr. Shaw, Mr. Chairman, I don`t
know why you bring this up; of course, it`s ''ca-nine.'' Shaw said, ''I always
pronounce things the way they are pronounced by people who use the word
professionally every day.'' And he (the chairman) said, ''My dentist always says
`cay-nine` .'' And somebody said, ''Well, in that case, Mr. Chairman, you must
have an American dentist.'' And he said, ''Of course, why do you think at 76 I
have all my teeth!''

Within the British Isles the spread of RP by the BBC, first on radio, then
on television, helped to reinforce what was an already strong connection in
many people`s minds between education and ''Standard English''--usually
perceived as the pronunciation found in the public schools, the universities,
the professions, the government and the church. The influence of this
association was, in its day, enormous, even though RP was spoken by only
about 3 percent of the British population, a tiny fraction of the world`s English-
speaking community. Henry Cecil Wilde, Merton Professor of English Language
and Literature at Oxford from 1920 to 1945, expressed a common view when
he wrote of RP that it was: ''The best kind of English, not only because it is
spoken by those often very properly called the best people, but also because it
has two great advantages that make it intrinsically superior to every other type
of English speech--the extent to which it is current throughout the country and
the marked distinctiveness and clarity of its sounds.''

Even in the U.S. a refined pronunciation of the King`s English became

desirable: In the Hollywood films of the 1930s stars playing upper-class
Americans affected ''posh'' accents. (The fascination was not entirely one-way.
Writer Raymond Chandler, now wholly identified with Los Angeles, liked to
stress his English public-school education. In 1958, the year before his death,
he wrote to producer John Houseman, a friend from Hollywood days, ''I have
had a lot of fun with the American language; it has fascinating idioms, is
constantly creative, very much like the English of Shakespeare`s time; its slang
and argot is wonderful. In the 1950s Wall Street and Madison Avenue hired
English secretaries to add a touch of class to their dealings with the public.

An accent has two vital functions: First, it gives us a clue about the
speaker`s life and career; second, an accent will give a good indication of the
speaker`s community values and what he or she identifies with. A New York
taxi driver who says, ''Toid and Toity-toid'' is not only giving away his Brooklyn
origins but expressing pride in his roots. Jimmy Carter`s unabashed Southern
accent proclaimed his determination to be an outsider in Washington.
Research into popular attitudes towards accents in Britain reveals a
surprisingly uniform reaction. Speakers of RP--identifiable only by voice--are
credited with qualities such as honesty, intelligence, ambition, even good looks.
Some local accents rate a higher score than RP for sincerity and friendliness
but not many. The RP speaker, compared with the speaker of nonstandard
English, has a better chance of asserting his rights, whether in a court of law
or when negotiating credit with a shopkeeper--in any situation, in fact, where
credibility is at a premium.

''The Cold War,'' a phrase that entered dictionaries in 1947, marked the
emergence of the U.S. and the Soviet Union as the two superpowers. For the
first time in its history, English--American English--was unequivocally ''the
language of democracy.'' It was Winston Churchill who championed this
identification: ''We must never cease to proclaim in fearless tones the great
principles of freedom and the rights of man, which are the joint inheritance of
the English-speaking world and which, through the Magna Carta, the Bill of
Rights, the habeas corpus, trial by jury and the English common law find their
expression in the Declaration of Independence.''

Now, with English-speaking America ranged against the Soviet Union,

both its democratic ideals and the language of those ideals--''life, liberty and
the pursuit of happiness''--became closely identified with a fundamental geo-
political struggle. The radio station Voice of America conducted many
broadcasts in American English. For underground movements in Soviet Russia
and the Eastern-bloc satellite countries, it was the publication of their
manifestos in English that drew world attention to their struggles. Many
''liberation movements'' and ''freedom fighters'' in the Third World adopted local
versions of the Declaration of Independence to inspire followers --often against
the retreating British Empire.

After-Reading Questions:
l. Based on McCrum's essay and some additional research on your part, why is
the rise of English such a remarkable "Success story"? What led to English
taking on the role of a global language?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Can you add to the evidence given by McCrum in paragraphs 3 to 7 that
English is the most widespread language in the world?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. David Crystal (2003) says that "a language achieves a genuinely global
status when it develops a special role that is recognized in every country."
What is the special role of English in the Philippines?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Why does McCrum say that "we should not talk of English but of many
Englishes"?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
VARITIES OF ENGLISH
Aspect American English (US) British English (UK)
Punctuation She said, “I’ll be at work She said, “I’ll be at work
by 8 a.m.” by 8 a.m.”
Date March 2, 2017 2 March 2017
Spelling Center, Color, Organize, Centre, Colour,
Program Organise, Programme
Words Elevator, Pants, Diaper Lift, trousers, nappy
Expression/Local Idiom Ruffled Feathers Knickers in a twist
(agitated)
 Grammar Do you have that book? Have you got that?
Pronunciation Vase- sounds like veyz Vase- sound like VAHZ
(irrelevant in writing)

ACTIVITY 1
1. List examples of the following characteristics of Philippine English:
a. two pronunciation features
one grammatical feature
b. two unique expressions from Philippine English and their more
commonly understood equivalents
2. Look up the meanings of the following examples in the table from
Philippine English, Canadian English, Australian English, South African
English, and Singapore English. Then, provide alternatives that will be
understood by other English speakers from different regions of the world.
Usages Unique to a More Widely Understood Alternative
Variety of English
Philippine English — "l bought
some dirty ice cream for you."

Canadian English - "I'm going

to write a test today in
English."
Australian English — "That
book has good oil."

South African English - "She

is coming just now."

Singapore English — "He

always likes to action in front
of the ladies."

Culturally Sensitive and Bias-Free Language

1. Race and Ethnicity

 Racism is a form of discrimination against a person or persons of a

different race. In general, it is best to avoid identifying people by race or
ethnic group.
 Race is an emotionally charged topic, so it is best to tread carefully with
the language used and to refer to race, as Patricia Arinto (2009) asserts
 in English for the Professions, "only if it is relevant to what you have to
say."
 Words that reinforce stereotypes and that imply all people of a particular
race or ethnic group are the same should be avoided.
 It is also important to be sensitive to religion when referring to
various ethnic groups. Assumptions should not be made that
stereotype a race, nationality, or ethnic group with a specific religion.
For example, not all Arabs are Muslims, not all Indians are
Buddhists, and not all Filipinos are Roman Catholics.

2. Gender and Sexual Orientation

 Sexism refers to the prejudice and discrimination based on sex or
gender. To be inclusive of all people in general references, one Should
favor gender-neutral words and phrases over gender-biased words.
 Neutral words should also be chosen over words with "man" and
"woman" in job titles or descriptions. For example, it is more
appropriate to use "chairperson" in place of "chairman," "flight
attendant" in place of "stewardess," and "labor" in place of
"manpower."
 Pronouns may also be gender-biased, for example, when the masculine
"he" pronoun is used as a generic one for both genders.
 Gender-biased pronouns can be avoided by (a) dropping pronouns that
signify gender and restating the sentence, (b) changing to plural
construction, and (c) replacing masculine or feminine pronouns with
"one" or "YOU."
EXAMPLE: Each student should submit his term paper by Monday.
Restatement Each student should submit a term paper by Monday.

Plural construction Students should submit their term papers by Monday.

Use of "you" You should hand in your term paper by Monday.

3. Social Class

 Class discrimination or classism is a form of prejudice against Q

person or people because of their social class.
 In the United States and other cultures, there may also be a kind of
classism against those who are economically privileged.
  The rich are sometimes referred to by the derogatory terms "preppie"
and "yuppie," both of which connote not just wealth but arrogance.

4. Age

 Ageism is a form of discrimination against other people because of their

age, or assuming that older people are less physically, intellectually, or
emotionally able than other age groups.
 The capabilities of younger people should also not be underestimated on
the basis of their age.

5. Disabilities

 Discrimination in this area often arises because of lack of understanding

and awareness.

CHAPTER 2
Public Speaking and Reports in the Information Age

Learning outcomes:
By the end of the lesson, you should be able to:
l. Understand the history of public speaking and the nature of
communication;
2. Dissect a speech using the general principles of logos, pathos, and
ethos; and
3. Give a short, prepared speech in public.

Lesson 1: Public Speaking

A Short History of Public Speaking

There are many public speaking traditions around the world. We will discuss a
few of these traditions, from the more well-known public speaking traditions of
the Greeks and Romans, and the public speaking traditions that are found in
the Philippines.

The most well-known public speaking traditions come from the West,
specifically from the Greco-Roman tradition. The Greeks studied the art of
rhetoric on the island of Sicily, and it began with a practical need. Their
government had been overthrown, a new democracy was formed, and the Greek
courts were filled with clashing property claims. The Greek teacher of rhetoric,
Corax, and his student, Tisias, proceeded to help citizens when it came to
speaking persuasively in Courts of law, and this led to the expansion of the
teaching of rhetoric to mainland Greece. According to Corax, a basic speech
has three parts, the introduction, evidence, and conclusion, and this simple
organization of speeches has endured throughout the ages (Morreale, 2010).

Other famous Greek teachers were Protagoras, the father of debate, who made
his students argue for and against issues of the day, to sharpen their
reasoning skills and appreciate different sides of an issue. And there was the
famous Greek philosopher, Aristotle, also known as the father of modern
communication. Aristotle wrote a treatise entitled "Rhetoric," where he
discussed the use of logos (logical argument), pathos (emotional argument),
and ethos (the speaker's character and credibility), in the use of persuasive
speaking (Morreale, 2010).

According to Grenville Kleiser (2009); in Successful Methods in public

Speaking, "The great orators of the world did not regard eloquence as simply an
endowment of nature, but applied themselves diligently to cultivating their
powers of expression." The most famous orator in Ancient Greece was
Demosthenes. In the beginning, he had many flaws when it came to public
speaking, chief among them were his stammer and weak voice. According to
Kleiser (2009), Demosthenes practiced earnestly by "declaiming on the
seashore with pebbles in his mouth, walking up and downhill while reciting,"
and that his speeches were known for their deliberation and forethought.

On the other hand, the most famous Roman orator was Cicero, whose
eloquence was described as a "resistless torrent" (Kleiser, 2009). Cicero was a
statesman who argued that the teaching of rhetoric should be considered an
art form, and that this could be useful in "all practical and public affairs."
Cicero believed that in order to prepare a speech, one should first think of one's
listeners and their interests, and to use certain strategies, such as using
humor, questions, etc., to engage the audience (Morreale, 2010).
The Roman lawyer and educator, Quintilian, also forwarded the idea that
public speakers should be ethical. According to Morreale (2010), the ideal
speaker was "a good man speaking well... a good speaker is ethical and of high
character, and speaking well-meant being well- informed and presenting the
speech effectively."

It is interesting to note that during these times, women were not allowed to
speak publicly in these countries, and that for a long time, this was true for
women in other areas of the world. However, during precolonial times, the
Philippines was one of the few places that allowed women to speak in public for
the purpose of presiding over religious rituals. These women were known as the
babaylan, priestesses of the community, and along with the warriors of the
community, the mandirigma, they were the leaders of pre-colonial Philippines
(Mallari, 2013). Although most of the babaylan were women, babaylan priests
also existed, wearing feminine clothing and adopting a feminized role in
Philippine society.

The Philippines actually has its own tradition of public speaking. It is called
different words in different regions in the Philippines. According to
Montemayor (n.d.), among the Tagalogs, the Karagatan is said to be a game
wherein young men and women duel with each other using words when it
comes to talking about love, while the "Huwego de Prenda…is a game used to
entertain guests and the bereaved family during wakes." During the American
period, the more widely known Balagtasan was also staged, in order to honor
Francisco Balagtas, a well-known Filipino poet. The Balagtasan is "like an
ordinary debate, except that one has to reason and argue in verse. Two master
poets are assigned to defend the pros and cons of an issue, and a board of
judges sits to determine the winner." At first, this whole enterprise was scripted
and staged, but thereafter, they were made in a more impromptu manner.

When the Americans brought public education in the Philippines, they also
brought their public speaking traditions along with them. The Americans
wanted to distinguish themselves from the Spanish colonizers by emphasizing
public education, and did so on a massive scale. They did this using the
medium of the English language, which has its own peculiarities and forms,
foremost among them is the dictum to be straightforward. It is anchored on the
public speaking tradition founded on Western Civilization, which is based on
the Greek and the Roman traditions. In this manner, the Filipino public
speaking tradition brings with it the flamboyant, poetic manner that flourished
under Spanish colonization, and the simpler, methodical public speaking
traditions of the West.
Sample Speech

Speech of the Troops at Tilbury Queen Elizabeth 1

My Loving people,

We have been persuaded by some that are careful of our safely, to take heed
how we commit ourselves to armed multitudes, for fear of treachery: but I
assure you I do not desire to live to distrust my faithful and loving people,
let tyrants fear. I have always so behaved myself that, under God, I
have placed my heart my cheapest strength and safeguard in the loyal
hearts and good-will of my subject; and therefore I am come amongst you. As
you see, at this time, not my recreation and disport, but being resolved in the
midst and heat of the bottles to live and die amongst you all; to lay down for
my God, and for my kingdom, and my people honor and my blood even
in the dust. I know I have the body but of a weak and feeble woman; but I have
the heart and stomach of a king, and a king of England too, and think foul
skarn that Parma or Spain, or any prince of Europe, should dare to
invade the boarders of my realm; to which rather than any dishonor
shall grow by me, I myself will take up arms, I myself will be your
general, judge, and rewarder of every one of your virtues in the field I
know already, for your forwardness you have deserved rewards and
crow; and we do assure you in the word of a prince. They shall be duty
paid you, in the meantime, my lieutenant general shall be in my stead,
then whom never prince commanded a more noble, or worthy subject; not
doubting but by your obedience to my general, by your concord in the
camp, and your velour in the field. We shall shortly have a famous
victory over those enemies of my God, of my kingdom, and my people.

Short Background of the Text

This speech was delivered by queen Elizabeth I to the troops at Tilbury

on July 1588. According to the Britishlibrary (2017), “the defeat of the
Spanish armada in 1588 has long been held as one of England’s greatest
military achievements. This documents records the famous speech delivered
by queen Elizabeth to her troops who were assembled at tilbury camp to
defend the country against a Spanish invasion on such an unprecedented scale
boosted the prestige of England’s queen Elizabeth I and encouraged a sense
of English pride and nationalism. In the speech, Elizabeth defends her
strength as a female leader, saying ‘I know I have the body but of a weak and
feeble woman; but I have the heart and stomach of a king, and of a king of
England too.’
 CHAPTER 2
Public Speaking and Reports in the Information Age
Learning outcomes:
By the end of the lesson, you should be able to:
l. Create a credible, logical report that is thoroughly researched and fact-
checked;
2. Deliver a report using effective verbal and non-verbal communication;
and
3. Augment the report with relevant and eye-catching visual aids.

Lesson 2: The tools needed in a creative report

1. Introduction
Speeches can be so effective they trigger adrenaline, while other speeches,
trigger a sense of peace and calm in the midst of chaos. Great speakers have
been called hypnotic, magnetic, and charismatic, and this is not just because
they have a compelling message, but because of the captivating manner they
deliver these speeches, as well.

2. Performance

Speeches are performances, and they are delivered best when they have the
feel of authenticity and earnestness. People respond when they think that the
one speaking is being honest and sincere, and they respond more strongly
when they feel that they can relate to the speaker in question.

3. Plan the Speech

It is best to choose one’s words carefully, and to ensure that one’s speech
builds on the foundations of logos, pathos, and ethos.

4. Eye Contact

One way of coming across as authentic is the ability to make good eye contact
with the audience, and to speak in a manner that touches them.

5. Speaking Style

Different people have different speaking styles, and one can only find one’s
personal style through constant practice.

6. Hand Gestures

Hand gestures can create as much of an impact as the content of the speech
itself. They must look smooth and natural, rather than robotic or artificial.
Hand gestures can be useful signposts in making a point.

7. Recording the Speech for Feedback

One of the best practices in public speaking is to videotape speakers. The

speakers can watch it for feedback and to assess their mannerisms and
gestures during the speech

8. Peer Evaluation

It is not enough to be given a grade for the speech, or just be accorded high
praise. Feedback from people is important, and this will be a great tool in
improving one’s speech and ones speaking style in general.

9. Appearance
It is important to look credible and worthy of respect. But it depends on the
kind of audience.

10. Clothing

Traditional audiences often call for more formal clothing. For men, donning
a suit and tie at most formal level, or at the very least for the women, a formal
coat and a skirt should suffice. In less formal instances, a dress or
blouse and skirt should do as well.

11. Good Grooming

As long as ones looks are neat and clean, that should be enough to
satisfy most audiences’ requirements. It is always best to know the cultural
expectations of the audience and the venue.

12. Visual Aids

Since we live in a world that is more dependent on information

technology, audiences expect speeches to be accompanied with visual
aids. Such as PowerPoint presentations, multimedia and infographics.
Any of these are acceptable as long as they are relevant to the topic at
hand.

13. PowerPoint Presentations

When it comes to the use of PowerPoint, the font size of the text is not too
small. An acceptable size would be 24 or larger, and the text should be in dark
colors for easier reading. The best power points are not text-heavy; instead,
they are visually oriented, which is why the use of multimedia would better
serve ones use of the medium.

14. Handouts

It would be best to have handouts ready for one’s audience, so that the
audience will not have to scramble when taking notes during presentation.

15. Feedback

It is always good to read the verbal and non-verbal cues from the audience,
such as whether they agree with what one is saying or whether they are
resisting to certain ideas, mirrored by their use of body language.

16. Conclusion

In the end, public speaking is a dynamic performance that is meant to

disseminate information, create gender awareness, and evoke emotions in
the audience. It is utilized by teachers, lawyers, politicians, and the like. It
has been used effectively to promote human rights on the street and to create
policies in government.

Sample Reports: News reports are still the best samples when it comes
to delivering the best reports. We will be taking up two reports, one historical
and one more recent.

CHAPTER 2
Public Speaking and Reports in the Information Age
Learning outcomes:
By the end of the lesson, you should be able to:
1. Know the features of a good TED talk;
2. To perform a good TED talk using visual aids; and
3. Give a talk in front of a corporate and academic audience, in a
business or an academic conference.

Lesson 3: The tools needed in a creative report

Sometimes, people with good public speaking skills and mediocre ideas get
more attention than people with the great ideas but average public speaking
skills. That’s actually a problem.
 According to John Bates, “I think the worlds need people with great ideas to
have the communication skills to match, because we need those ideas more
than ever” (Quoted in Clark, D.) When people have good ideas, they should be
able to share it with others. There are times when funding a good idea relies
solely on one’s public speaking skills, or times when groundbreaking ideas
need to be shared to create a social revolution

It is important to know that content is king. Whatever one chooses to talk

about, it should come from a place passion. One’s enthusiasm for the topic
should shine, and it should be something worth sharing to the world. All the
research in the world will not matter if one does not feel strongly about the
topic. After all, the slogan of TED Talks is,” Ideas Worth Sharing,” and not, A
Few O.K. Ideas.”

When people speak in front of an audience, they are already on a place of

vulnerability, which is why some people freeze up or are afraid of showing their
emotions. The opposite should take place-speakers should use their
emotions to connect to the audience-it makes them more relatable
and more accessible. Personal anecdotes are great ways to connect to an
audience.
Lastly, it is important to speak slowly so the audience can understand the
concepts one talks about. The temptation is to speak as fast as you can in
order to get the experience over and done with, but that would simply give a
bad impression.

The titles that follow are TED talks in different topics. You are to analyze each
TED talk. links are already provided for your access.

1.“What Are You Creating for Yourself?” (Isaac Lidsky)

2.“All It Takes is 10 Minutes” (Andy Puddicombie)
3.“Confessions of a Bad Feminist” (Roxanne Gray)
4.“Life, Learning and Filipino Martial Arts” (Felipe Jocano Jr.)
5.“What Makes a Good Life?” (Robert Waldinger)