PURPOSIVE COMMUNICATION

MODULE 1: Communication Process

Lesson 1: Fundamentals of Communication

• DEFINITION:
• Communication, here, will be broadly defined as the use of verbal and nonverbal messages
to create ongoing mutual influence or simply as the exchange of messages, information, and
meaning. However, Communication should be thought of as a process, not simply as a
transfer of meaning from one mind to another. It is a dynamic process.
• 
• Though there are many definitions of communication they all agree that it is “a process of
sending and receiving information through a channel in order to achieve understanding.”
This is a definition that emphasizes sharing of meaning, rather than message, as an
important aspect of human communication. The very word “communication” is from a Latin
word communicare, which means “share” and in as much as it presupposes a communicator
and a receiver, relationship between them – a mutual awareness or orientation of one
another, intent of the communicator; an external referent – what the message is about, a
common language and some sharing of experience.
THE COMMUNICATION PROCESS:
The question that should be on our mind now is what are the
ingredients, components or variables which interact in the process of
communications. Well, they are the
Sender,
Message,
Channel, and
Receiver and
we will label them as the Elements of Communication. These four are
the most basic elements in the process but they’re not all there is.
Additionally, there is a Feedback or Response and Noise /Barrier or
hindrances to effective communication which we will talk about later.
The simplest approach to explaining the communication process is
David Berlo’s SMCR model where the sender sends a message through
a channel to the receiver. This is also known as Linear Process or One-
way process.
However, communication isn’t always linear, it is an interaction. This is
best explained by Wilbur Schramm’s Interactive Model of
Communication where there is a source (or Sender, or Encoder of
message), a message, a channel and Medium, a Receiver, a Feedback
and Noise. These components operate in a six-step process which
begins with the creation (Encoding) of message, selection of the
appropriate channel/medium and then sending it to another individual,
organization or a group of people. The source creates the message. The
receiver, on the other hand, is the entity or the person(s) to which the
message is targeted –that is the message final destination. Hence, the
receiver performs the tripartite functions of receiving, interpreting
(Decoding) and responding to the message. This act of responding to
the message then completes the process of communication.
• Noise can be anything that disrupts the flow of message or hinders the correct delivery
and understanding of the message: Physical (distance, illness or disabilities, an object),
Knowledge (culture, beliefs, intelligence, lack of information, perception, background),
Noisy environment, Language and Jargon, Emotional barrier, and more.
• In order to counter these barriers, there are 7C’s to a more effective communication:
1. Complete – the information should be comprehensive and answers who, what, where, when, and how. Imagine receiving a wedding
invitation without a date or place.
2. Concise – despite being complete, it should not be overwhelming or too long. Be direct to the point.
3. Concrete – information should be backed up by sources, evidence, or proof
4. Correct – information should be true, otherwise it will result to confusion or there was an intention to mislead. You should also be
careful with spelling, grammar, address, numbers, title / position, and many others.
5. Clear – the intention should be clear if not obvious. Also, avoid complex words and structures. Use simple language that is easy to
understand.
6. Courteous – show respect for the status of the person, age, position, your relationship towards them. Using Sir/Ma’am, proper
honorifics, po and opo.
7. Consideration – respect for others’ values, beliefs, religion, political inclination, culture, condition and situation. Like using simple
language when talking to a child, or respecting others’ opinion that differ from yours, what if the person is hard of hearing.
• Activities/Assessments
• 1. Think of a conversation you had before and plot (draw) the
communication process / model that occurred. Identify and label who
were the sender/receiver, what is the message, what
channel/medium was used, and what barriers were
Lesson 2: Language Varieties
Languages vary from one place to another, from one social group to another, and from one situation to another. It is
important to note that language is not merely the set of vocabulary particular to a people of a nation or group, it includes
the how words are used and delivered.
LANGUAGE REGISTER
In linguistics, the register is defined as the way a speaker uses language differently in different circumstances. Registers
are used in all forms of communication, including written, spoken, and signed. The Five Language Registers are:
• Frozen - sometimes called the static register because it refers to historic language or communication that is intended to
remain unchanged, like a constitution or prayer. Example: “Lupang Hinirang”, “Panatang Makabayan”, “Our Father,” The
Bible.
• Formal - Less rigid but still constrained, the formal register is used in professional, academic, or legal settings where
communication is expected to be respectful, uninterrupted, and restrained. Slang is never used, and contractions are
rare.
• Consultative - People use this register often in conversation when they're speaking with someone who has specialized
knowledge or who is offering advice. Like when a student asks a professor for advice, a patient to a doctor during
consultation.
• Casual - This is the register people use when they're with friends, close acquaintances and co-workers, and family. Use
of slang, contractions, and vernacular grammar is all common, and people may also use expletives or off-color language
in some settings.
• Intimate - Linguists say this register is reserved for special occasions, usually between only two people and often in
private. Intimate language may be something as simple as an inside joke between two college friends or a word
whispered in a lover's ear, or more sensitive and private conversations.
LANGUAGE STYLES
• Language style determines the vocabulary, structure, and some grammar particularly in
writing. These are Formal, Informal, and Neutral – an oversimplification of the language
registers.
1. Formal - is more appropriate for professional writing and letters to a boss or a stranger. It is
impersonal, meaning it is not written for a specific person and is written without emotion. It
includes business letters, complaint, essay, report, speech, announcement. Contractions are
few, correct spelling and grammar are observed, writing in third-person is common, the use of
slang, abbreviations, and acronyms are avoided, with longer, more complex sentence structures
2. Informal - writing is written in the way we talk to our friends and family. We use informal
writing when we are writing to someone we know very well including personal emails, phone
texts, short notes, friendly letters, blogs, diaries and journals. Acronyms, slangs, abbreviations,
informal
language, symbols, drawings, extra punctuations can be used. Sentences need not be complete
and are usually short. Paragraphs or bullets are acceptable.
3. Neutral – is used for non-emotional topics and information. Neutral writing is not necessarily
formal or informal. It is not usually positive or negative. A neutral register is used to deliver
facts including reviews, articles, technical writing.
VERBAL and NON-VERBAL
• Verbal communication involves the use of words whether written or
spoken in speech or auditory language to express emotions or thoughts
or exchange information.
• Non-verbal communication involves the use of visual or non-verbal
cues such as facial expressions, eye or body movements, gestures,
signs, symbols to convey a message.
• Thus, language, which exists primarily as verbal and nonverbal codes,
becomes an important part of communication. The verbal codes are
the spoken and the written words while the nonverbal codes are all
symbols that are not words. These include body movements; use of
space and time, human sounds other than words (vocal
pauses/paralanguage), as well as clothing and adornments.
• 
• Activities/Assessments
• What language register is used when catching up with your former
teacher you chanced upon while at the mall?
• Under what register will you classify The Philippine Constitution
(1987)? How about if it was amended?
Lesson 3: Speech Context, Style, and Act
The CONTEXT of communication is a set of circumstance or a situation
in which communication act takes place. In the field of communication,
four of such contexts are recognized. They are the intrapersonal,
interpersonal, public and mass communication contexts. These we
mean by types or contexts of communication or speech context.
Thus, Intrapersonal communication considers communication within
oneself (memorizing, diary writing, monologue, daydreaming) while
Public communication involves the process of generating meaning in a
situation where a simple source transmits a message to a number of
receivers (often range between3 to 12 people, or more) who give
nonverbal and sometimes, question and answer feedback. This kind of
communication is recognized by its formality, structure and planning.
Examples are lectures, convocations and religious services.
• Mass communication is a context between a source and a large
number of unseen receivers. In this kind of context, there is always a
mediator between the source and the receiver. The mediator is often
in the communication technology such as television and radio. They
are the channel and the method if distribution. Interpersonal
communication context is the personal process of coordinating
meaning between at least two people in a situation that allows
mutual opportunities for both speaking and listening (Pearson et al.,
2003:25). Just like other communication context, interpersonal
communication occurs for a variety of reasons to solve problems, to
resolve conflicts, to share information, to improve one’s perception of
self, or to fulfill social needs, such as the need to belong or to be
loved.
• Through interpersonal communication, people are able to establish
relationships with others that include friendships and romantic
relationships. For example, messages sent and received over the Internet
Yahoo! and MSN Instant Messenger programs.
• Dyadic and small-group communications are two subsets of interpersonal
communication. Dyadic communication or two-person communication
context includes both formal and informal communication events such as
interview with an employer or a lecturer; talks with friends and relative
and various other interactions that may occur in a fact-to-face situation.
Small group communication is the interaction of a small group of people
to achieve an interdependent goal (Brilhart and Galanes, 1998). Small-
group communication occurs in families, work groups, support groups,
religious groups and study groups. Communication scholars agree that
two people are a dyad and more than two people are a small group if
they have a common purpose, goal or mission.
SPEECH STYLES
• Speech Styles are another term used to refer to Language Registers.
Therefore, they are:
• Frozen,
• Formal,
• Consultative,
• Casual, and
• Intimate.
SPEECH ACT
• When someone expresses something, he does not only produce utterances
(the action of speaking or spoken words) containing grammatical structures
and words, but he also performs an action through the utterances. These
actions are called speech acts and these are: Lucutionary, Illocutionary,
and Perlocutionary.
• The Locutionary is the utterance itself that produces the literal meaning.
The Illocutionary is the meaning or context of the utterance. The
Perlocutionary is the effect of the utterance.
• In example, a mother tells her child “Anak, ‘yung hugasin oh.”The
Locutionary is “Anak, ‘yung hugasin oh” which literally directs the receiver’s
attention to the dishes. The Illocutionary is what the mother meant when
she said “yung hugasin oh” which is a request to do the dishes. The
Perlocutionary is the effect, that the child will wash the dishes.
• 
• However, since the illocutionary is vague and can be interpreted in
many ways, the perlocutionary or the result is not always what we
want it to be. It could be that the receiver interpreted the “yung
hugasin oh” as merely pointing out that there are dishes and not a
request. In this case, he/she will just look at the dishes and confirm
that they are there.
•  This example shows the complexity of communication. However, if
the locutionary is more specific or clear “Anak, paki hugasan nga yung
mga hugasin” then the Illocutionary will be understood and the
perlocutionary or intended result will be met.
Speech Acts are classified as:
1. Declarative – for declarations or announcements
“Walang pasok bukas” “Holdap ‘to” “Isa na lang, aalis na”
2. Commissive – for actions to be done in the future, promises
“Magda-diet na ako” “Babawi ako next time” “Mag-aaral ako mamaya, 6:30 para sakto”
3. Interrogative – when asking a question
“Bakit mo ako iniwan?” “Ma’am, one-fourth?” “Nasaan ka noong gabing iyon?” “Hm?”
4. Directive – when stating a command, request, or action
Umuwi ka na” “Maghugas ka naman” “Palimos po” “Pahinging one-fourth” “Ma, yung utang mo po sakin 100
po”
5. Assertive – when trying to prove a point
“Tama ako, mali ka.” “Hindi mo pa binibigay ang sukli”
6. Expressive – when stating emotions or expression “@#$!” “Aray!” “I love you” “Eeeeeww!” “
• The beautiful thing about speech is that it sometimes overlaps, like “Ang ganda nya!” can be a declaration, an
assertion, and expression all together. It now depends on the intention of the speaker as to what classification
bears more weight.
• 
Activities/Assessments
• When is the President’s SONA a “public communication” and
when is it a “mass communication”?
• Recall a past conversation and identify the locutionary, illocutionary,
and perlocutionary.
Lesson 4: Fundamentals of Public Speaking
• Learning the fundamentals of public speaking can help you to become a more effective speaker and overall
communicator. Public speaking is the process of designing and delivering a message to an audience. Effective
public speaking involves understanding your audience and speaking goals, choosing elements for the speech
that will engage your audience with your topic, and delivering your message skillfully.
• While the fundamentals can be grouped or categorized in different ways, public speeches of various types can
generally be grouped into three categories based on their intended purpose: informative, persuasive, and
entertaining. Other sources include motivation and inspiration.
• 
• The primary purpose of informative presentations is to share one’s knowledge of a subject with an audience.
Informative speaking is integrated into many different occupations. These include seminars, trainings, fora, the
President's SONA (mainly), announcement, news, and many others.
• 
• The reason behind some speeches is to persuade, convince, or influence other people’s belief, behavior, and
action. Persuasive speech includes political campaigns, product presentation or demo, sales talk or sales pitch,
upselling, recruitment, protests, etc.
• 
• Entertaining speaking involves an array of speaking occasions ranging from introductions to wedding toasts, to
presenting and accepting awards, to delivering eulogies at funerals and memorial services in addition to after-
dinner speeches and motivational speeches.
• 
THE FUNDAMENTALS
• Know the purpose of the speech. Think about whether your purpose is to
persuade, inform, inspire, motivate, or entertain.
• Know you audience. Identify your audience and craft a speech appropriate
to them. There will be a difference in speeches delivered to toddlers and
business executives. The culture and other background of the audience
should also be considered.
• Develop the content. Research, put in stories, anecdotes, crack some jokes,
use visual aids when applicable and necessary. Organize the information and
flow. Be conscious of the language you use.
• Use your voice and body language effectively.
• Use the stage to your advantage. The stage is yours.
• Be original, authentic, and sincere.
• Practice. Know your speech by heart instead of memorizing it.
• Activities/Assessments
• 1. Can Informative, Persuasive, and Entertaining speeches overlap?
Why/How?
Lesson 5: Forms and Types of Messages
Every message has a purpose. We need to look at the intention of every
communication to be able to understand what the source is actually trying
to convey, and why and how he/she is conveying it.
ETHICS IN SPEECH
There are three levels of the ethics pyramid used
in evaluating the ethical choices of a public
speaker or listener.
Intent - to be an ethical speaker or listener, it is important to begin with
ethical intentions. For example, if we agree that honesty is ethical, it follows
that ethical speakers will prepare their remarks with the intention of telling
the truth to their audiences. Similarly, if we agree that it is ethical to listen
with an open mind, it follows that ethical listeners will be intentional about
letting a speaker make his or her case before forming judgments.
Means – are the tools you use to communicate with others as the second consideration for ethical speech. These
are behaviors we employ to achieve a desired outcome. We must realize that there are a range of possible
behavioral choices for any situation and that some choices are good, some are bad, and some fall in between.
In example, you might invite people to listen in exchange of something (favor, money, food, etc.), but remember
that assessing if the speech is ethical looks into the means you employ to persuade people.

Ends - The final part of the ethics pyramid is the ends and are the outcomes you desire to achieve. Like intentions
and means, ends can be good or bad, or they can fall into a gray area where it is unclear just how ethical or
unethical they are. Examples of ends might include persuading your audience to make a financial contribution or
buy your product or vote for you.
Evaluating if a communication ethical or not is one thing, dissecting the message is another. In rhetorical and
communication studies, a message is defined as information conveyed by words (in speech or writing), and/or other
signs and symbols. A message (verbal or nonverbal, or both) is the content of the communication process. The
originator of the message in the communication process is the sender. The sender conveys the message to a
receiver.

A message may include verbal content, such as written or spoken words, sign language, email, text messages,
phone calls, snail-mail, etc. A message will also include nonverbal content, such as meaningful behavior beyond
words. This includes body movement and gestures, eye contact, artifacts, and clothing, as well as vocal variety,
touch, and timing.
ENCODING and DECODING
• All communication begin with a source. The sender. To send a message, a person must say or do
something that represents an idea in his or her own mind. The sender has a mental image, a
vision, an idea, an opinion, or perhaps some information that he or she wants to convey to
someone else. The sender initiates the communication process and has a primary interest in
making sure it’s effective. Crafting and constructing the message is the Encoding process.
• To receive a message, a person must interpret (Decode) something said or done by another
person—the sender—and give it a name and develop a feeling about it. The receiver’s job is to
then seek to understand whatever it is the sender wants to communicate. The receiver shares
responsibility with the sender to ensure an effective communication process.
• Remember, that in encoding the message, the sender adds a piece of his/her background,
knowledge, belief, culture, opinion, perspective, and understanding to it which may or may not
match with the receiver. Because of this, the decoding process becomes challenging and the
receiver may not be able to fully interpret the message as how the sender intended it to be.
• Message is not synonymous with meaning. In fact, the communication challenge is to make
sure that the meaning that is intended by the sender is the same as the meaning the receiver
assigns to the message when it’s received.
• 
TYPES OF MESSAGES
• Primary messages refer to the intentional content, both verbal and
nonverbal. These are the words or ways you choose to express yourself and
communicate your message. For example, if you are sitting at your desk and
a coworker stops by to ask you a question, you may say, “Here, have a seat.”
These words are your primary message.
• Secondary messages refer to the unintentional content, both verbal and
nonverbal. Your audience will form impressions of your intentional messages,
both negative and positive, over which you have no control. Perceptions of
physical attractiveness, age, gender, or ethnicity or even simple mannerisms
and patterns of speech may unintentionally influence the message.
• Auxiliary messages refer to the intentional and unintentional ways a primary
message is communicated. This may include vocal inflection, gestures and
posture, or rate of speech that influence the interpretation or perception of
your message.
MEDIA TEXT and MESSAGES
• All mass media messages and content are constructs. They are crafted by
creators and influenced by ownership, authority, and control. This
basically means that the aside from the talents, celebrities, the producers,
writers, directors, news anchors, journalists, etc., the network owners,
and often political and economic personalities are involved and have a
“say” in what we watch, listen to, or read.
• The obvious part of a message is called the text, which includes any
language, imagery, music, or anything else you can see and hear. The
implied part of a message is called the subtext, and it’s suggested by the
content rather than directly seen or heard. We as individuals then decide
how to interpret this subtext based on our personal biases, world views,
and expectations. Deconstructing media messages is a critical skill in our
media-saturated culture, as it helps you cut through the noise and reach
your own conclusions.
• Color, words, camera shot, angle, music, slant of the story, biases,
objects, symbols, pictures and images, framing, composition, action,
gesture, etc. all play part of constructing a media message
Activities/Assesment:
• What texts are apparent in the Lady Gaga image above?
• What is your interpretation of the billboard ad above?
Lesson 6: Guide Questions for Evaluating Messages
FOUR MAIN QUALITIES FOR AN EFFECTIVE MESSAGE”
• Simplicity
• Specificity
• Structure
• Stickiness
• In order to evaluate whether a message is effective, we can ask ourselves a series of questions which
reflect a messages simplicity, specificity, structure and stickiness.
1. SIMPLICITY
• In order to ensure that our messages have simplicity, we should ask ourselves two questions:
• is my purpose evident?
• Is my core message clear?
2. SPECIFICITY
• *Refers to our choices of language and its usage on order to ensure language is specific we may ask
ourselves:
• Is my language specific?
• is my language concrete, rather than abstract?
• am i suing words which have additional meanings and could perhaps be misconstrued?
3. STRUCTURE
• *Ideas should be organized and easy to follow.
• Do my messages have a STRUCTURE?
• is there a more effective way to arrange my ideas?
4. STICKINESS
EVALUATING IMAGES
• It is important to critically evaluate images you use for research, study
and presentation images should be evaluated like any other source,
such as journal articles or books, to determine their quality, reliability
and appropriateness. Visual analysis is an important step in evaluating
an image and understanding its meaning and also. there are three steps
of evaluating an image and these are:

1. Identifying Source
2. nterpret contextual information
3. Understand implications
CONTENT ANALYSIS 
• What do you see? What is the image all about? Are their people in the image?
• What are they doing? How are they presented?
• Can the image be looked at different ways?
• How effective is the image as a visual message?
VISUAL ANALYSIS
• How is the image composed?
• What’s in the Background and what is in the foreground? What are the most
important visual?
IMAGE SOURCE
• Where did you find the image?
• What information does the source provide about the origins of the image? Is the
source reliable and trustworthy?
• Was the image found in an image database or was it being use in another context to
convey meaning?
TECHNICAL QUALITY
• Is the image large enough to suit your purposes? Are the color, light and balance, true?
• Is the image a quality digital image without pixilation or distortion? Is the image in a
file format you can use?
CONTEXTUAL INFO 
• What information accompanies the image?
• Does the text change how you see the image? How?
• Is the textual information intended to be factual an inform or is to intended to
influence what and how you see?
• What kind of context does the information provide? Does it answer the questions
where, how why?
Cultural texts are those objects, actions, and behaviors that reveal cultural meanings. A
photo is an image, but is also a cultural text, a picture with cultural information beyond
just the picture itself. Food and clothing also suggest cultural information, and it doesn't
stop there.
MEDIA TEXTS: Questions and Deconstruction
• What key concept is the quote describing: "How does each viewer interpret the
media message?"
• What key concept is the quote describing: "Whose message is this? Who has
control over the content?"
• What key concept is the quote describing: "What specific group of people is this
message designed to reach?"
•
What key concept is the quote describing: "What methods are used to persuade
the viewer?"
• What key concept is the quote describing: "How is the message or story
arranged?"
• What is the message of the text?
• How effectively does it represent reality?
• How is the message constructed?
• What lifestyles, values and points of view are represented in the text?
• Who or what is missing?
• What message do you perceive from the text?
• How might others understand it differently? Why?
• What is the purpose of the text?
• Who is the target audience of the text?
• Who might be disadvantaged?
• Who created the text and why?
• What techniques are used and why?
MODULE 2: Globalization, Culture, and Technology
Lesson 1: Globalization and Communication
• Globalization is the process of interaction and integration among people,
companies, and governments of different nations, a process driven by international
trade and investment and aided by information technology. This process has effects
on the environment, on culture, on political systems, on economic development
and prosperity, and on human physical well-being in societies around the world.
• Think of a “one world” society, where people share and trade their product,
culture, people, and a lot more; faster, easier, and more convenient – thanks to
technological development that brought the world closer. It really is a small world
after all.
• This led to the merging and intermingling of some culture, belief, political and
economic policies, and even practices and routines. This phenomenon’s impact
extends to the social, political, and cultural levels.
• 
• To give you a better idea of this event, take for example the BPO (Business
Process Outsourcing) Industry, where American clients call and talk to
Indian or Filipino representatives for any of their business, product, or
service concerns. People are also now able to buy products from across
the globe through Amazon and other similar service providers. KPOP and
JPOP as an international success rather than in Asia or in their respective
countries alone.
• 
• Globalization however is not a new concept. It has started way back in
history and was only catapulted to what and how it is today because of
technology. Arguably, Globalization was already observed when
Christopher Columbus stumbled upon America. In the Philippines, Barter
trade happened with and between its neighboring countries even before
Magellan landed in PH territories.
• 
Modern Globalization started during the 20th Century with World War
I. International trade increased and colonial rule happened left and
right. With these trades are interactions, and with these interactions
are communication. And so, communication and globalization are
intertwined
Lesson 2: Impact and Issues of Globalization and Communication
• Globalization changed the way we communicate in many different ways. As
technology advances, the world is both getting larger and smaller. Today we
are able to communicate with people across the globe at the touch of a
button. While globalization, or communication between nations beyond their
borders, is an old concept, with the onset of new technology globalization is
impacting the ways we communicate and learn in fascinating ways. We are
expanding our understanding of fellowship and as we become more
connected, we are deepening our educational experiences. The rise in the
use of the internet in particular has been incredibly instrumental in
improving the ways in which we connect with one another.
• Because of technologies like the internet, we have the opportunity to view
diverse perspectives that were outside of our scope before. We are able to
fully connect with someone who is thousands of miles away in real time
and the effects are profound.
• Another wonderful benefit of globalization is that the world becomes more
accessible and equitable in general. Search engines, Ebooks, online courses
and other virtual education give more people the ability to learn about
subjects that used to require a certain level of income or social positioning.
Information isn’t as restricted and it allows us the opportunity not only to
receive information but to enter into academic spaces and contribute.
Globalization creates a space for ideas to transcend borders and social
strata.
• 
• Globalization allows us to connect and create and maintain relationships
with people. Social media enables us to keep in touch with people – maybe
family, relatives, friends – who perhaps have migrated to a distant location.
It allows us to search and reconnect with people we lost touch with. It even
allows us to network with almost anyone: celebrities or regular people around
the world.
• 
• Education through MOOCs or Massive Open Online Course and conducting
business and commerce has been made quite easy and accessible. But not
everything about globalization is promising.
• 
• Relationships have been affected negatively as sincerity in questionable and
physical interaction is lacking. People and nations also suffer from loss of
cultural identity. While globalization has
made foreign countries easier to access, it has also begun to meld unique
societies together. The success of certain cultures throughout the world
caused other countries to emulate them. But when cultures begin to lose their
distinctive features, we lose our global diversity.
• 
• It also brings global communication challenges. For international companies
alone, before starting to branch out from headquarters, firms have to put an
established internal communication plan in place since global employees
likely work in a different time zone and have a different native language.
• Cultural awareness should also be developed among people to instill
respect for culture, religion, beliefs, tradition, and practices. In a
global environment the ability to communicate effectively can
be a challenge. Even when both parties speak the same language
there can still be misunderstandings due to ethic and cultural
differences.
• Understanding the impact of globalization on cross-culture
communication is imperative for organizations seeking to create a
competitive advantage in the global market. Recent economic
challenges further highlight the need for organizations to develop the
internal communication capacity necessary to control and monitor
external threats.
• 
Activities/Assessments
• In 3 or more paragraphs, explain how you experience globalization.
Lesson 3: Intercultural Communication
Today, communicating is affected by many different aspects of human
language and behavior, for example, nonverbal communication can be
just as relevant as the exact language forms chose. Most the time,
however we are not fully conscious of the assumptions and beliefs
involved in a communication exchange with someone from another
culture.
• Intercultural Communication is the sending and receiving of messages across languages
and cultures. It is also negotiated understanding of meaning in human experiences across
social systems and societies. When we talk of other cultures, we mean not only those who
speak a language that is different from ours or who live in a different country or region, we
also mean those who live in the same city or region but who do not share the same social
groups.
• The simplest definition of culture is “a way of life” including the behavior, activities, beliefs,
norms, artifacts, knowledge, practices, habits, religions, music and arts, language, cuisine,
(and others) that is shared by a group of people. Under each culture is a subculture – a
smaller group of people who share a particular set of cultures within the culture. Luzon has
its own culture, where NCR is a subculture because the people from Metro Manila shares a
particular set of culture different from those in Bulacan or Rizal. Yet, they all remain part of
the bigger culture of Luzon, which makes up the parent culture and identity of a Filipino.
• Let us look at this subculture breakdown as an example: Manila (culture) and Sta. Mesa
(subculture). Sta. Mesa (now as the culture) and PUP (subculture). PUP (now as the culture)
and COC (subculture) and so on. So, a culture can be divided into many and different
subcultures and an individual can be a member of many and different cultures as well.
UNDERSTANDING EACH OTHER
 
• Language is the first barrier to understanding people from different cultures. This is why nonverbal
communication is very important in our attempt at understanding each other. Somehow there are signs,
symbols, gestures, actions, and images that people understand on a global scale – they bear similar
meanings and interpretations.

• But more than this, cultural sensitivity and awareness is a must in communication across cultures. The
word worldview means an all-encompassing set of moral, ethical, and philosophical principles and beliefs
that govern the way people live their lives and interact with others. Your worldview governs the way you
think, feel, and behave, whether you realize it or not, and affects in a major way how you view every
aspect of life— physical, spiritual, emotional, moral, sociological, and mental.

• You should also first understand your own identity and then expand your knowledge of the world around
you by enhancing personal and social interactions. The broader your outlook, the more tolerant and
accommodating you become. The chances of having close, personal, interactions with those different from
you—whether in age, physical ability, gender, ethnicity, class, religion, race, or nationality—are increasing
daily. Such relationships help you learn about the world, break stereotypes, and acquire new skills.
HIGH CONTEXT VS LOW CONTEXT

• High context versus low context contrasts how much information is carried in the
context (high) and how much in the code or message (low). 26 In high-context
communication most of the information is already in the person; very little
information is in the coded, explicit, intentionally transmitted part of the
message. For example, in the Japanese, African, Mexican, Asian, and Latin
American cultures most of the meaning of a message is either implied by the
physical setting or is presumed to be part of the individual’s beliefs, values, and
norms.
• Most Western cultures prefer low-context messages in which the majority of
the information is in the communication itself—not in the context. Computer
instructions are low context because they require that every space, period, letter,
and number be precisely in the right location; there are no exceptions. All the
information is in the instruction, or the instruction does not work.
• 
HIGH CONTEXT (CULTURE)
• Association: Relationships build slowly and depend on trust. Productivity depends on
relationships and the group process. An individual’s identity is rooted in groups
(family, culture, work). Social structure and authority are centralized.
• Interaction: Nonverbal elements such as voice tone, gestures, facial expression and
eye movement are significant. Verbal messages are indirect, and communication is
seen as an art form or way of engaging someone. Disagreement is personalized, and a
person is sensitive to conflict expressed in someone else’s nonverbal communication.
• Territoriality:
• are explicit, and communication is seen as a Space is communal. People stand close to
each other and share the same space.
• Temporality: Everything has its own time, and time is not easily scheduled. Change is
slow, and time is a process that belongs to others and nature.
• Learning: Multiple sources of information are used. Thinking proceeds from general
to specific. Learning occurs by observing others as they model or demonstrate and
then practicing. Groups are preferred, and accuracy is valued.
LOW CONTEXT (CULTURE)

• Association: Relationships begin and end quickly. Productivity depends on procedures

and paying attention to the goal. The identity of individuals is rooted in themselves
and their accomplishments. Social structure is decentralized.
• Interaction: Nonverbal elements are not significant. Verbal messages way of
exchanging information, ideas and opinions. Disagreement is depersonalized; the
focus is on rational (not personal) solutions. An individual can be explicit about
another person’s bothersome behavior.
• Territoriality: Space is compartmentalized. Privacy is important, so people stand
farther apart.
• Temporality: Events and tasks are scheduled and to be done at particular times.
Change is fast, and time is a commodity to be spent or saved. One’s time is one’s own.
• Learning: One source of information is used. Thinking proceeds from specific to
general. Learning occurs by following the explicit directions and explanations of
others. Individual orientation is preferred, and speed is valued.
Activities/Assessments
• What culture are you most interested in? (Could be a nation’s culture as a whole or more
specific like a type of music, group of people, event, etc) Describe it and explain why you
are fascinated by it.
Lesson 4: Intercultural Competence
Communication is learned.
Most people are born with the capacity and ability to communicate, but everyone
communicates differently. This is because communication is learned rather than innate. As we
have already seen, communication patterns are relative to the context and culture in which one
is communicating, and many cultures have distinct languages consisting of symbols.
A key principle of communication is that it is symbolic. Communication is symbolic in that the
words that make up our language systems do not directly correspond to something in reality.
Instead, they stand in for or symbolize something. The fact that communication varies so much
among people, contexts, and cultures illustrates the principle that meaning is not inherent in the
words we use. 
Communication competence has become a focus in higher education over the past couple of
decades as educational policy makers and advocates have stressed a “back to basics” mentality.
We have already defined communication, and you probably know that to be competent at
something means you know what you’re doing. When we combine these terms, we get the
following definition: communication competence refers to the knowledge of effective and
appropriate communication patterns and the ability to use and adapt that knowledge in
various contexts.
The first part of the definition we will unpack deals with knowledge. The cognitive elements of
competence include knowing how to do something and understanding why things are done the way
they are.

The second part of the definition of communication competence that we will unpack is the ability to
use. Individual factors affect our ability to do anything. Not everyone has the same athletic, musical,
or intellectual ability. At the individual level, a person’s physiological and psychological
characteristics affect competence. In terms of physiology, age, maturity, and ability to communicate
affect competence. In terms of psychology, a person’s mood, stress level, personality, and level of
communication apprehension (level of anxiety regarding communication) affect competence.
 
The third part of the definition we will unpack is ability to adapt to various contexts. What is
competent or not varies based on social and cultural context, which makes it impossible to have
only one standard for what counts as communication competence.
 
Intercultural competence is determined by the presence of cognitive, affective, and behavioral
abilities that directly shape communication across cultures.
Activities/Assessments
Activities/Assessments

• In 3 paragraphs or more, write about a situation where you needed to

adjust to a culture. What did you do? What could have been done
better?
MIDTERM EXAM
Scenario:
• Clark is a Marketing Manager for Peaches Co. He is talking with Janna via Zoom on how to
efficiently transition their operations to a work-from-home set-up. Clark trusts Janna's insights
since she is a Systems and Operations Specialist for different, big companies however, Clark has
been having trouble with his connectivity. The meeting turned out fine but not how Clark
hoped it to be.

1. In not more than 300 words, explain the communication process that took place in Clark and
Janna's exchange. Identify the elements. (28pts)
2. What language register did Clark use in during the Zoom meeting? (1pt)
3. What is the Speech Context in that scenario? (1pt)
4. Is Globalization a good or bad phenomenon? Explain your answer in 300 words or less. (30pts) 
5. How can Globalization impact the Advertising and Public Relations industry? [300 words or less
- 40pts]
MODULE 2: Globalization, Culture, and Technology
Lesson 5: Information and Communications Technology
• The rate at which technology is changing, mutating, and adapting is so fast that
you can’t help to be swept away by a tidal wave of progress whether you are
ready for it or not. It is then important to be able to go with the flow as people
would say because technology changed every aspect in the way businesses
operate and never before in history has that change occur so quickly.
• Cloud Computing allowed businesses of any size to move their services to third
party servers via internet connectivity. Mobile solutions and mobility have
become the priority of tech industries and designed their operations around
it. Connectivity is now even easier. It has become so convenient so stay in
touch with people for social or professional purposes, as well as being able to
send targeted messages (like email) to customers which has blended perfectly
with mobile solutions and communication software. The downside is that it
seems there is no downtime for individuals anymore since we always have
access to everything related to work or business.
• Furthermore, you can’t operate your business like it exists in a vacuum any longer.
The rise of social networks made the world smaller and customers, clients, and
business owners can connect with one another anytime and anywhere. Public
relations have also changed since ratings and review are becoming more
common.
• Technology is so fast that more and more business that fail to adapt are getting
left behind and some have already failed and succumb to the change. Those who
are able to keep up, reap the rewards. They didn’t have to build their business
from the group up, they just needed to understand how technology affects their
business and use the technology to their advantage.
• MOOCs (Massive Open Online Course)have been very popular, especially in recent
months due to the situations the world is facing brought upon by the pandemic.
Wearable technologies are also becoming increasingly common. The terms
“wearable technology“, “wearable devices“, and “wearables” all refer to electronic
technologies or computers that are incorporated into items of clothing and
accessories which can comfortably be worn on the body.
• 
• Social media has seen its highest and fastest growth recently and
this trend is expected to continue as people in modern times
become more reliant to technology and social media. Online
interactions are becoming as important as face-to-face ones.
• 
• Human experience tells us that although new technologies almost
always bring significant benefits, they also bring risks. It is important
to understand what is meant by harmful online content. International
human rights law specifies a number of acceptable restrictions upon
freedom of expression – particularly when freedom of speech
conflicts with other rights.
Activities/Assessments
• Enumerate 3 technologies that you use on a regular basis.
• Why do you use it and what purpose does it serve?
• Advantage/Disadvantage
• What do you think would be the future of this technology?
Lesson 6: Impact of Technology to Global Communication and Culture
• Digital divide - an economic inequality between groups in terms of access
to, use of, or knowledge of ICT. The divide within countries (such as the
digital divide in the United States) can refer to inequalities between
individuals, households, businesses, and geographic areas at different
socioeconomic (and other demographic) levels. The Global digital divide
designates countries as the units of analysis, and examines the divide
between developing and developed countries on an international scale.
• 
• The term “digital divide” refers to the gap between individuals,
households, businesses and geographic areas at different socio-economic
levels with regard both to their opportunities to access information and
communication technologies (ICTs) and to their use of the Internet for a
wide variety of activities. The digital divide reflects various differences
among and within countries.
The digital divide among households appears to depend primarily on
two variables, income and education. Other variables, such as
household size and type, age, gender, racial and linguistic backgrounds
and location also play an important role. The differences in PC and
Internet access by household income are very large and increasing, but
access in lower income groups is rising. Largely through its effects on
income, the higher the level of education, the more likely individuals
are to have access to ICTs. Other important indicators concern
differences in the profiles of countries, individuals and businesses that
use, and make the most use of, the possibilities offered by the new
information technologies and the Internet. As with all efforts to
measure new phenomena, much of the information included here
represents a first effort to obtain data on the dimensions of the digital
divide.
• Copyright - a legal device that gives the creator of aliterary, artistic, musical, or other
creative work the sole right to publish and sell that work. Copyright owners have the
right to control the reproduction of their work, including the right to receive payment
for that reproduction. An author may grant or sell those rights to others, including
publishers or recording companies. Violation of a copyright is called infringement.
• 
• Plagiarism - an act or instance of using or closely imitating the language and thoughts
of another author without authorization; the representation of that author's work as
one's own, as by not crediting the original author.
• 
• Copyright infringement - Copyright infringement is a risk mostly related to the
conduct of users themselves. Irrespective of whether a copyright has been infringed
(weaken) deliberately or accidentally, the infringement is seen as fraud by the holder
and puts the violator at risk of penalty.
• Creative Commons - is an internationally active non-profit
organization that provides free licenses for creators to use when
making their work available to the public. These licenses help the
creator to give permission for others to use the work in advance
under certain conditions.
• 
• Public Domain - Creative materials not protected by intellectual
property laws (copyright, trademark or patent laws). The public owns
these works, not an individual and can be used without permission.
Plagiarism is a complex issue and incidents are viewed along a wide range, with
some more serious than others. Plagiarism is one of the-most-common unethical-
form, of scientific-fraud (Ferris, 2007; Mojon-Azzi & Mojon, 2004), resulted from
both; subjective and objective-factors. Subjective-causes are attitudinal and
individual: the-circumstances, ambitions, competitive- academic-drive, and simple-
ignorance, of the-relevant rules and conventions. Objective-causes include the-
pressures, directed at-individuals, by society and family; society’s demand, for
skilled and educated-workers and professionals; inconsistencies in defining proper
behavior; lack of rules, to-maintain and enforce it, and deficiencies in the-
mechanisms, for detecting and dealing with infractions (UNESCO, 2003).
 
Meanwhile CC(creative commons)) licenses allow the creator of the work to select
how they want others to use the work. When a creator releases their work under a
CC license, members of the public know what they can and can’t do with the work.
This means that they only need to seek the creator’s permission when they want to
use the work in a way not permitted by the license. The use of this license of course
in covered by rights and obligations stated in Creative Commons baseline rights.
NETIQUETTE
• 
• The strength of online relationships mirrors the best and at times, the
worst, of face-to-face relationships. The only problem is that when things
go badly online, they go really badly. And unlike the real world, there is no
forgetting about it. As we know, things published online are difficult, if
not impossible, to remove.
• 
• Netiquette is about relationships and how people behave, rather than
about particular websites or pieces of technology. Netiquette means
etiquette on the Internet (or net). The rules of netiquette may vary
significantly across different settings. Many schools use their own
netiquette guidelines to provide direction to their students. Failure to
follow netiquette rules can have long-term negative effects on your
relationships with both instructors and fellow students.
OTHER RISKS AND CHALLENGES
• Here are some challenges and risks related to online content adapted from Youth Protection Roundtable Tool Kit – Stiftung
Digitale Chancen 2009

• Age-inappropriate content
• Illegal content (i.e. racism and child pornography)
• Lack of verification of content
• Incitement of harm
• Infringement of human rights / defamation
• Inappropriate advertisement / marketing to children
• Privacy
• Harmful advice
• Identity theft
• Money theft/phishing
• Commercial fraud
• Grooming
• Bullying
• Disclosing private information
• Profiling
Additionally, computer addiction has been an increasing concern for
parents, governments, and the health sector. The idea that
problematic computer use meets criteria for an addiction has been
extensively studied. here is ongoing debate about how best to classify
the behavior which is characterized by many hours spent in non-work
technology-related computer/Internet/video game and other casual
intent activities. Some researchers and mental health practitioners see
excessive Internet use as a symptom of another disorder such as
anxiety or depression rather than a separate entity. All addictions,
whether chemical or behavioral, share certain characteristics including
salience (the quality of being particularly noticeable or important; prominence.),
compulsive use (loss of control), mood modification and the alleviation
of distress, tolerance and withdrawal, and the continuation despite
negative consequences.
• Human trafficking has also found its way to the online community and
use. People are being lured into commercial sex acts and/or
compelled labor and the most vulnerable are women and children.
• 
• According to the Polaris Project (https://caclapeer.org), many victims
become romantically involved with someone who then forces or
manipulates them into prostitution. Others are lured in with false
promises of a job, such as modeling or dancing. Some are forced to
sell sex by their parents or other family members. They may be
involved in a trafficking situation for a few days or weeks, or may
remain in the same trafficking situation for years. There is a wide
range of venues where sex trafficking occurs including fake massage
businesses, via online ads or escort services, in residential brothels,
on the street or at truck stops, or at hotels and motels, etc.
With the growth of technology and the use of social media, the buying
and selling of human beings has become as easy as a simple “click” on a
keyboard. On websites such as backpage.com, men, women, and
children were available for “purchase” with sexual acts as their
“product” to sell. These websites made it easier than ever for traffickers
to find victims and have made forms of payment nearly untraceable.
This poses a tremendous concern because victims are being trafficked
without a way to track those who are paying for their services which
makes it even more difficult for law enforcement to charge these
criminals.
Activities/Assessments
• 1. In 3 paragraphs or more, explain how to be a good netizen.
MODULE 3: Communication Strategies and Purposes
Lesson 1: Communication Aids and Strategies
Communication Aid
• A communication aid helps an individual to communicate more effectively with
people around them. Communication aids are also referred to as AAC devices.
AAC refers to Augmentative and Alternative Communication, which
Communication Matters define as:
• … a huge range of techniques which support or replace spoken communication.
These include gesture, signing, symbols, word boards, communication boards and
books, as well as Voice Output Communication Aids (VOCAs).
There are two main types of AAC system: Unaided Communication and Aided
Communication.
• Unaided communication does not use additional equipment. People typically use
body language, gesture, vocalization or signing.
• Aided communication uses equipment – this can range from low-tech to hi-tech
methods and often uses pictures and symbols instead of, or together with words.
Alternative hardware options are available to provide access. A low-tech method of
communication such as a simple, laminated communication book to carry around
with a few pages of pictures or symbols is a communication aid. However, the term
“device” only describes a more hi-tech solution. An electronic communication aid can
be a dedicated device designed only to help the user communicate. Alternatively, the
device could be a standard computer on which the user has installed specialist
communication aid software. Note that touchscreen tablets such as iPads are
increasingly being used to help people communicate.
• 
• This entry originally appeared in
https://communicationmatters.org.uk/research/factsheets/what-is-a-communication-
aid/
Audio-visual Aids
• Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that
which is found by seeing. So, all such aids, which endeavor to make the knowledge clear to us through our sense
are called “Audio Visual Aids” or Instructional Material. All these learning materials make the learning situations
as real as possible and give us firsthand knowledge through the organs of hearing and seeing. Therefore, any
device which can be used to make the learning experience more concrete and effective, more realistic and
dynamic can be considered audio visual material.
 Types
• It can be classified simply on the bases of sensory experience. Because human beings derive their experiences
mainly through direct sensory contact. Keeping this in view, it can be classified in to three main groups:
1. Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone, Audio cassette player,
Language laboratory

2. Visual Aids examples are Chart, Black and while board, Maps, Pictures, Models, Text- books, Slide projector,
Transparency, Flash-cards, Print materials etc.

3. Audiovisual Aids examples are LCD project, Film projector, TV, Computer, VCD player, Virtual Classroom,
Multimedia etc.
• 
• This entry originally appeared in
• http://studylecturenotes.com/audio-visual-aids-in-education-definition-types-objectives/
Communication Strategies
• Communication strategies can be defined in many ways depending on
the purpose and context. In general, when talking about the specific
forms or ways of communicating messages, strategies can be
through verbal or nonverbal communication.
• As discussed on Module 1 Lesson 2, verbal communication is the use
of words to share information with other people. It can therefore
include both spoken and written communication. However, many
people use the term to describe only spoken communication. The
verbal element of communication is all about the words that you
choose, and how they are heard and interpreted. While non-verbal
communication includes facial expressions, the tone and pitch of the
voice, gestures displayed through body language (kinesics) and the
physical distance between the communicators (proxemics).
• These non-verbal signals can give clues and additional information
and meaning over and above spoken (verbal) communication.
Indeed, some estimates suggest that around 70 to 80% of
communication is non-verbal!
• However, it also can also be defined in the context of business.
• A communication strategy involves the formulation of a desired
position for the organization in terms of how it wants to be seen by its
different stakeholder groups. Based upon an assessment of the gap
between how the company is currently seen (corporate reputation)
and how it wants to be seen (vision), a communication strategy
specifies a strategic intent, on which possible courses of action are
formulated, evaluated and eventually chosen.
• Communication strategies contain strategic messages or themed
messages that relate to specific capabilities, strengths or values (as
‘themes’) of an organization. Themed messages can be
communicated using different messaging styles:
1. Functionally-oriented messages refer to tangible, physical or
concrete capabilities or resources of an organization.
2. Symbolically oriented messages appeal to psychosocial needs,
preferences and experiences of stakeholders.
3. An industry orientation message style does not necessarily use any
particular type of functional or psychosocial appeal but is designed to
achieve an advantage over competitors in the same industry.
• Once the content of a communication strategy has been roughly drawn out,
communication practitioners translate that content into specific communication
programs and campaigns towards both internal and external stakeholder audiences. A
communication program is defined as a formulated set of activities towards targeted
internal and external audiences, which may include outreach activities, community
initiatives and other ways in which organizations and their
• employees communicate with stakeholder audiences. A communication program is thus
a broader concept than the idea of a communication campaign which is restricted to
the use of a mediated form of communication (e.g., mass media advertising) towards
specific stakeholder audiences. Another way of distinguishing programs and campaigns
is in terms of the timeline; campaigns are restricted to a single point in time in that they
build to a decision point such as support towards a particular
• This entry originally appeared in
• https://www.skillsyouneed.com/
• Corporate Communication: A Guide to the Theory and Practice by Joep Cornelissen
(2014)
• 
Activities/Assessments:
1. What are some effective ways on how you can use communication
aids (unaided and aided)?
2. How do you think you can effectively use both verbal and nonverbal
communication?
3. Give an example of a communication program and campaign you
encountered before. What can you say about the strategy used?
Lesson 2: Communication for Various Purposes
People communicate for certain purposes and reasons. Communication also serves different
functions. When we communicate, our main goal is to reach understanding with the other party
and the way messages are understood should be consistent with its intended purpose. There are 3
main purposes or functions of communication.
• To inform
• Disseminating information is one important purpose of why people communicate. It is basically
letting the intended audience be aware of new ideas, concepts, knowledge, data, or evidences
about everything that is taking place around us. Consequently, information will only serve its
intended purpose if it is communication properly with the right intended audience.
• To persuade
• When you communicate to persuade someone, your main purpose or intention is to change
their beliefs, behaviors, and decisions. Part of the communication process is presenting facts,
and evidences that will influence and convince them to support the same ideas as yours.
• To entertain
• Communication that intends to provide humor and amusement fall under this purpose.
However, even if the main purpose is to entertain, communicators can deliver messages that can
also be informative or persuasive.
Other purposes are:
• To control or to regulate
• To control behaviors or actions to follow certain rules or regulations.
• To interact
• To create and maintain social connections with other people
• To express
• To express thoughts, emotions, and feelings.
• To motivate or to inspire
• To uplift or encourage oneself or the others
• 
The purpose of communication can also be determine depending on the context, setting or the
environment. Mainly, communication can be intended for academic and work or professional purposes.
Academic Purposes
• Academic communication involves presenting ideas effectively and formally in a scholastic environment.
If you attend an institution of higher education, you can use these skills to contribute to the academic
conversation with your teachers and peers.
• 
• Many people intuitively know the proper way to communicate in different settings; for instance , the
way you speak to your friends is usually different than the way you speak to your parents. Academic
communication, also called scholarly communication, refers to methods of communication that are
highly structured and generally only used in pedagogical settings. Academic communication can include
the words and structures used to express ideas, as well as the methods by which ideas are
disseminated.
• 
• This entry originally appeared in https://learn.org/articles/What_are_Academic_Communications.html
• 
Professional Purposes
• All kinds of professional writing have specific purposes related to the workplace
setting.
• To record important workplace information, for example, via minutes of the
meeting, secretariat notes, and official documentation of proceedings.
• To give or ask for information from people within the company via memos,
outside the company via business letters, or either of the two professional
reports.
• To persuade readers to take action— pay a fee, buy something, accept changes,
give someone a job, etc.; this purpose can be seen in professional proposals,
marketing and promotional materials, and job application letters.
• 
• This entry originally appeared in Communication for Society: Purposive
Communication by Marikit Tara A. Uychoco and Maria Lorena Santos (2018)
• 
Activities/Assessments:
1. Construct a sample message for each purpose given in this lesson
(except academic and professional). It can be 1-2 sentences only.
2. Do you think each purpose of communication can still be a
standalone or it’s inevitable to combine two or more? Explain your
answer.
Lesson 3: Academic Texts, Structure, and Style
What are Texts?
• In academic terms, a text is anything that conveys a set of meanings
to the person who examines it. Examples of texts are written
materials such as books, magazines, newspapers. But its not limited
to those only since movies, paintings, television shows, songs,
political cartoons, online materials, advertisements, maps, works of
art, and even rooms full of people can be considered as texts as well.
Difference Between Academic and Non-Academic Texts
Academic Texts
• Are written by professionals in a given field, are edited by the authors' peers
and often take years to publish.
• Their language is formal and will contain words and terms typical to the field.
• The authors name will be present, as will their credentials.
• There will be a list of references that indicate where the author obtained the
information used in the article.
• Requires concentration and comprehension from the readers.
Non-Academic Texts
• Are written for the mass public and they are published quickly and can be
written by anyone.
• Their language is informal, casual and may contain slang.
• The author may not be provided and will not have any credentials listed.
• There will be no reference list.
• These can be found in blogs, magazines, newspapers, comics, novels among
others.
Samples of Academic Texts
• Research Articles
• Published in scholarly journals, this type of academic text offers results of research and
development that can either impact the academic community or provide relevance to
nation-building.
• 
• Conference Papers
• These are papers presented in scholastic conferences, and may be revised as articles
for possible publication in scholarly journals.
• 
• Article/ Journal Reviews
• These provide evaluation or reviews of works published in scholarly journals.
• 
• Theses/Dissertations
• These are personal researches written by a candidate for a college or university degree
Structure of Academic Texts
• Academic texts are typically formal with the following structure:
• Introduction
• Body
• Conclusion
• References
• 
Content and Style of Academic Texts
• They state critical questions and issues.
• They provide facts and evidence from credible sources.
• They use precise and accurate words while avoiding jargon and colloquial
expressions
• They take an objective point-of-view and avoid being personal and subjective
• They list references.
• They use hedging or cautious language to tone down their claims.
Activities/Assessments:
1. Aside from being a course requirement, cite other purposes why we
need to read academic texts.
2. List down some strategies you use when reading academic texts.
3. What do you think are some challenges when it comes to reading
academic texts?
Lesson 4: Academic Writing and Presentation
• Academic writing is generally quite formal, objective (impersonal) and technical. It is
formal by avoiding casual or conversational language, such as contractions or informal
vocabulary. It is impersonal and objective by avoiding direct reference to people or
feelings, and instead emphasizing objects, facts and ideas. It is technical by using
vocabulary specific to the discipline.
• Different disciplines also have different styles and structures of writing. For example,
some disciplines, such as in the humanities, expect longer paragraphs, which include
topic sentences to show how your argument is structured. Other disciplines, for example
in the sciences, expect short paragraphs, with no topic sentences, which are denser in
factual information.
• To be a good academic writer, you will need to learn the specific styles and structures for
your discipline, as well as for each individual writing task. Some ways to do this are to:
• ask for more information from your lecturer/supervisor/tutor
• study the writing style of the academic articles in the most prestigious journals in your
discipline
• look at the successful writing by other students in your subject area.
Guidelines in Academic Writing
Formal language
You can make your writing more formal through the vocabulary that you
use. For academic writing:
• choose formal instead of informal vocabulary. For example, ‘somewhat’
is more formal than ‘a bit’, ‘insufficient’ is more formal than ‘not enough’.
• avoid contractions. For example, use ‘did not’ rather than ‘didn’t’.
• avoid emotional language. For example, instead of strong words such as
‘wonderful’ or ‘terrible’, use more moderate words such as ‘helpful’ or
‘problematic’.
• instead of using absolute positives and negatives, such as ‘proof’ or
‘wrong’, use more cautious evaluations, such as ‘strong evidence’ or ‘less
convincing’.
Objective language
Although academic writing usually requires you to be objective and
impersonal (not mentioning personal feelings), often you may still have
to present your opinion. For example, you may need to:
• interpret findings
• evaluate a theory
• develop an argument
• critique the work of others.
• To express your point of view and still write in an objective style, you
can use the following strategies.
• Move information around in the sentence to emphasize things and
ideas, instead of people and feelings. For example, instead of writing ‘I
believe the model is valid, based on these findings’, write ‘These
findings indicate that the model is valid’.
• Avoid evaluative words that are based on non-technical judgements and
feelings. For example, use ‘valid’ or ‘did not demonstrate’ instead of
‘amazing’ or ‘disappointment’.
• Avoid intense or emotional evaluative language. For example, instead of
writing ‘Parents who smoke are obviously abusing their children’, write
‘Secondhand smoke has some harmful effects on children’s health’.
• Use modality to show caution about your views, or to allow room for
others to disagree. For example, instead of writing ‘I think secondhand
smoke causes cancer’, write ‘There is evidence to support the possibility
that secondhand smoke increases the risk of cancer’.
• Find authoritative sources, such as authors, researchers and theorists
in books or articles, who support your point of view, and refer to
them in your writing. For example, instead of writing ‘Language is, in
my view, clearly something social’, write ‘As Halliday (1973) argues,
language is intrinsically social’.
• Different disciplines often have quite different expectations about
how objective or subjective your writing can be. For example, in some
fields it is fine to use first person, such as 'my view is that...', while in
other fields this is not acceptable. You should look at the convention
used in published articles in your discipline area, and check with your
lecturer.
Technical language
• As well as using formal language, you also need to write technically. This means
that you need to develop a large vocabulary for the concepts specific to the
discipline or specialisation you’re writing for. To do this, take note of terminology
used by your lecturer and tutor, as well as in your readings.
• Be careful about the meaning of technical terms. Often the same word has a
different meaning in another discipline. For example, ‘discourse’ is a technical term
used in multiple disciplines with different meanings.
• Make sure you also understand and use the key categories and relationships in
your discipline, that is, the way information and ideas are organised into groups.
For example, in the discipline of Law, law is separated into two types: common law
and statute law. Knowing these distinctions will help you structure your writing
and make it more technical and analytical.
• This entry originally appeared in https://
www.sydney.edu.au/students/writing.html#formal
• 
Samples of Academic Meetings and Events
• Symposium is a formal gathering in an academic setting where
participants are experts in their fields. These experts present or
deliver their opinions or viewpoints on a chosen topic of discussion. It
would be correct to label a symposium as a small scale conference as
the number of delegates is smaller. There are the usual discussions on
the chosen topic after the experts have presented their speeches. The
chief characteristic of a symposium is that it covers a single topic or
subject and all the lectures given by experts are completed in a single
day. A Symposium
• prestigious conferences, generally leading venues in their respective
fields.
• Conference refers to a formal meeting where participants exchange their views on
various topics. Conference can take place in different fields, and it need not be
academic in nature all the time. Thus, we have parent teacher conferences, sport
conferences, a trade conference, a conference of journalists, conference of doctors, a
conference of research scholars, and so on. A conference is a meeting that has been
prearranged and involves consultation and discussion on a number of topics by the
delegates. Conference and symposium are similar events where speakers come
together and give their opinions on a chosen subject. Symposium can be described as
a smaller conference that gets over in a single day with a lesser number of delegates.
• Seminar is a form of academic instruction, either at a university or offered by a
commercial or professional organization. It has the function of bringing together small
groups for recurring meetings, focusing each time on some particular subject, in
which everyone present is requested to actively participate. The Instructor has
prepared the concepts and techniques they will present and discuss through a
combination of visual materials, interactive tools or equipment, and demonstrations.
It includes some take home material for the participants that relates to the lecture. A
full laboratory phase is not a requirement.
• Workshop includes all the elements of the Seminar, but with the largest
portion being emphasized on “hand-on-practice” or laboratory work. The
Lab work is designed to reinforce, imprint and bring forward an immediate
functioning dimension to the participant’s eye and hands by implementing
and practicing the actual concept or technique that was taught through
the lecture and demonstration process.
• Congress would typically be held once a year per discipline, highlighting
the achievements, notable results in that field. These are typically
attended by leaders in that field, and feature a series of invited talks
• Colloquium is a Latin derivative that refers to an informal meeting or
seminar which is usually of an academic nature where different
scholars/lecturers/specialist deliver lectures on different topics at each
meeting. Each presenter will then entertain questions based on their
delivery. The meeting is of a dual nature where an address is followed by a
question and answer session/forum.
• Tips for Effective Academic Presentation
Tip #1: Use PowerPoint Judiciously
• Images are powerful. Research shows that images help with memory and learning. Use
this to your advantage by finding and using images that help you make your point. One
trick I have learned is that you can use images that have blank space in them and you can
put words in those images.
Tip #2: There is a formula to academic presentations. Use it.
• Once you have become an expert at giving fabulous presentations, you can deviate from
the formula. However, if you are new to presenting, you might want to follow it. This will
vary slightly by field, however, I will give an example from my field – sociology – to give
you an idea as to what the format should look like
• Introduction/Overview/Hook
• Theoretical Framework/Research Question
• Methodology/Case Selection
• Background/Literature Review
• Discussion of Data/Results
• Analysis
• Conclusion
Tip #3: The audience wants to hear about your research. Tell them.
• One of the most common mistakes I see in people giving presentations is that
they present only information I already know. This usually happens when they
spend nearly all of the presentation going over the existing literature and
giving background information on their particular case. You need only to
discuss the literature with which you are directly engaging and contributing.
Your background information should only include what is absolutely necessary.
If you are giving a 15- minute presentation, by the 6th minute, you need to be
discussing your data or case study. At conferences, people are there to learn
about your new and exciting research, not to hear a summary of old work.
Tip #4: Practice. Practice. Practice.
• You should always practice your presentation in full before you deliver it. You
might feel silly delivering your presentation to your cat or your toddler, but you
need to do it and do it again. You need to practice to ensure that your
presentation fits within the time parameters. Practicing also makes it flow
better. You can’t practice too many times.
Tip #5: Keep To Your Time Limit
• If you have ten minutes to present, prepare ten minutes of material. No
more. Even if you only have seven minutes, you need to finish within the
allotted time. If you write your presentation out, a general rule of thumb
is two minutes per typed, double-spaced page. For a fifteen-minute talk,
you should have no more than 7 double-spaced pages of material.
Tip #6: Don’t Read Your Presentation
• Yes, I know that in some fields reading is the norm. But, can you honestly
say that you find yourself engaged when listening to someone read their
conference presentation? If you absolutely must read, I suggest you read
in such a way that no one in the audience can tell you are reading. I have
seen people do this successfully, and you can do it too if you write in a
conversational tone, practice several times, and read your paper with
emotion, conviction, and variation in tone.
Activities/Assessments:
1. Why is academic writing important in our society?
2. What makes academic writing and presentation unique compare to
other forms of writing and presentations?
3. As students, what do you think is the most challenging part in doing
academic writing and presentation?
Lesson 5: Professional Documents and Communication Channels
For effective communication to take place in the workplace, it is important to
know their corporate culture and organizational culture.
• Corporate Culture is the total sum of the values, customs, traditions, and
meanings that make a company unique (Montana & Charnov, 2008)
• “Organizational culture is a system of shared assumptions, values, and
beliefs, which governs how people behave in organizations. These shared
values have a strong influence on the people in the organization and dictate
how they dress, act, and perform their jobs.”
• Communication in the workplace Exchanging information and ideas, both
verbal and non-verbal between one person/group and another
person/group within an organization is called workplace communication. It
includes e- mails, text messages, notes, calls, etc. Effective communication
is critical in getting the job done, as well as building a sense of trust and
increasing the productivity of employees.
• Business Communication Business communication is used to promote a
product, service, or organization; relay information within a business; or
deal with legal and similar issues. It encompasses a variety of topics
including: consumer behavior, advertising, public relations, corporate
communication, research and measurement, reputation management,
and event management. Business communication may also refer to
internal communication: a communications director will typically manage
internal communication and craft messages sent to employees. It is vital
that internal communications are managed properly because a poorly
crafted message could foster distrust or hostility among employees.
• Audiences in Professional Setting There different ways to categorize
intended audiences in professional context. One can be based on their
professional background or technical skills and another is based on their
involvement and how the organizational activities can affect them.
The audiences based on professional background are:
• Homogenous
• A discourse community with the same level of technical knowledge,
• A group of people with the same assumptions about what channels, formats, and styles
to use for communication, what topic to discuss and how to discuss them, and what
constituents’ evidence (Locker and Kienzler, 2013)
• For example, when writing for professionals that consist of doctors, lawyers, engineers,
and architects.
• Audiences from different technical background
• Aim for words and diction that will be understood by everyone
• Technical terms should be explained

Audiences can also be referred to as stakeholders or any group or individual who can affect
and is affected by the achievement of the organization’s objectives. They are many ways to
categorize stakeholders but they can be basically group into:
• Internal- Employees, investors, shareholders
• External-Customers, Suppliers, Communities, Government
Main Types of Professional Documents and Communication Channels

• Business letters
A document that conveys information to member of one organization
from someone outside of that organization There are letters that you,
as an individual, originate and write to a company.
• Sales letter
• Inquiry letter
• Letter of recommendation
• Cover letter or Letter of application
• Order letter
• Congratulatory letter
• Resignation letter
 • Memorandum or Memo
• A document written by a member of an organization to one or more members of the
same organization.
• Typically, one to three paragraphs
• Subject line is of the prime importance
• Good news memo highlights the good news in the subject line
• Bad news memo uses a more neutral subject line
• Minutes of the Meeting
• The written or recorded documentation that is used to inform attendees and
non- attendees about what was discussed and what happened during a
meeting.
• Ideally, meeting minutes are disseminated to meeting participants
electronically at the end of the meeting.
• Minutes usually include:
• the names of the participants or attendees
• the agenda items covered
• decisions made by the participants
• follow-up actions committed to by participants
• due dates for the completion of commitments
• any other events or discussions worth documenting for future review or history
• Work Email
• Like memos and business letters, email messages should be warm and friendly, but not too
conversational or emotional.
• Business reports
• A business report is an evaluation of a particular issue, set of circumstances, or financial operations
that relate to the performance of a business. Its main purpose is to communicate relevant
information succinctly and efficiently. It is often written in response to an executive of the company,
and often takes the form of a memo with the report attached.
• 
• Communication Plan
• A communication plan is an important part of every company’s management toolkit. With a plan in
place, a company’s management will be well positioned to announce changes or events relating to
the business, including acquisitions and property closures, personnel changes and layoffs, and
corporate reorganizations.
• It may include the following:
• Communication Objectives
• Audiences
• Communication Channels
• Messaging
• Key dates
Activities/Assessments:
1. Why is it important to be familiar with the different business
documents used in a company?
2. What do you think are the most important quality of business
documents and other communication channels in the company?
Lesson 6: Guidelines in Professional Writing and Presentation
Same with academic writing and presentation, communicating for professional
purpose also require following guidelines. Keeping these in mind will help in
establishing and maintaining the company’s favorable reputation as well as creating
your own professional image.
Academic Writing Professional Writing
 Main purpose is to generate new  Main purpose is to get something
knowledge in a particular discipline or done with or within an organization.
field.  Writers may know more about the
 Readers have sufficient knowledge document, report or proposal being
about the topic being discussed communicated than the intended
 Depth, logic, clarity, unity, grammar, readers.
and critical thinking are criteria for  Clear and simple organization of
evaluating academic papers. ideas in a format that meets the
 Traditional term paper writing style is needs of busy readers (Pfeiffer, 2013)
more formal. Less first second  Writing is meant to sound
pronouns (I, we, you) and use words conversational, meaning it sounds like
such as one, individuals, or people, or a real person talking (Locker &
researchers. Kienzler, 2013).
 Short and simple words with no local
expressions and slang words.
Professional Writing Style
1. Effective professional writing should be reader-centered.
• Style of writing should look at things from the reader’s point of view. It should
use the You-Attitude.

I-Attitude
If I can answer any of your queries, I am
perfectly willing to do so.
We delivered the order to the provided
address this morning
I am happy to tell you that…
You-Attitude
If you have any questions, feel free to ask.
Your order was shipped to your address this
morning.
You’ll be happy to hear that…
 2. Effective professional writing should emphasize on the positive.
• Focus on what the reader can do rather than on what the writer will not or
cannot let the readers do.
Negative Wording Positive Wording
We cannot process your reimbursement Your reimbursement request will be
request because your documents are not processed as soon as you submit all the
complete. required documents.

We do not reply to emails on weekends. You may contact us via email at any time
from Monday to Friday.
We can’t give you the list of books because You will receive the completed book
we have not yet finished taking inventory. inventory by tomorrow morning.
3. Professional writing should use bias-free language
• Use language that does not discriminate against people on the basis of sex,
physical condition, race, age, or any other category (Locker & Kienzler, 2013)

Biased Bias-Free
chairman chairperson/chair
salesman sales representative/rep/staff
stewardess flight attendant
fireman firefighter
Professional Language
1. Polite language is essential to the context wherein there are power
asymmetries. Use expressions like “please”, “thank you” or “kindly” to
soften impositions of power.
2. Personal and overly friendly language should not appear in
workplace correspondence
3. It should go without saying that professional communication should
exhibit grammatical accuracy in the use of Standard English.
4. Professional communication should be made clear and direct by the
avoidance of what is called “business jargon.”
5. Emojis and emoticons and shortcuts that are commonly used in text
messages and electronic communication should be avoided.
Tips for Effective Professional Presentation
1. Know your audience.
• Consider who you will be delivering your presentation to. How much do they know
already? Think about the types of questions that they might have – try to prepare for
these in advance.
2. Know your material.
• If you know very little about the subject, this will add to your anxiety. Spend time
researching and thinking about the information you wish to share. Remember, this
information has to be engaging and you simply cannot present everything you know.
By sticking to the key points, you will ensure that you do not bore your audience.
Consider other ways to engage, perhaps by asking the audience a question.
3. Structure the presentation.
• Create an order for your information and stick to it. Minimize nerves by using cue
cards, notes or slides. A word of warning – memorizing everything that you intend to
say may result in a robotic and/or monotone delivery.
4. Practice.
• Once you have devised your structure and written your notes/cue cards or slides,
you should run through the presentation. Ensure that you are speaking clearly
and slower than your usual pace. This will also help you to assess your timings.
5. Final preparations.
• If the presentation is in your place of work, try to practice delivering in the room
before the real thing, or at the very least familiarize yourself with the space. This
too can help settle nerves.
6. Manage your nerves.
• Walk around during the presentation. This helps to use up some of the nervous energy
that you have.
• Take deep breaths throughout (see Week 3, Activity 4).
• Have a drink of water close to hand. All the talking could give you a dry mouth (which will
not help your nerves).
• Remember to smile, which will help you and others to relax.
Activities/Assessments:
1. What do you think is the biggest challenge when writing for
professional purposes?
2. What do you think makes professional writing style unique?
3. As advertising students, what do you think is the main key when it
comes to effectively presenting creative ideas to professional audiences
(for example, a client)?
FINALS REQUIREMENT
• In 2004, Dove (under Uniliver) launched a worldwide marketing campaign on
"Real Beauty" which promotes "embracing yourself" and advocate beauty
equality. The campaign shows the "real" beauty of women - accepting all
flaws, imperfections, and diversity - with the messaging: "to make women feel
comfortable in the skin they are in, to create a world where beauty is a source
of confidence and not anxiety.“
• The promotional activities include consumer-centric advertising in video
and print formats, billboards, and events.
• Construct a similar campaign proposal centered on Mental Welfare.
1. Give it a theme/title. 
2. Situational Analysis: Establish the situation and the need. 
3. What is the message you are trying to communicate? What is the "Big Idea?"
4. Plot the strategic dates.
5. Enumerate your promotional activities.
EXAMPLE
“Keep in Mind”
The recent COVID 19 incident has placed millions in difficult and stressful situations. The Philippines reported
an increase of mental health related concerns in the course of 6 months.
 
(Further explain the situation, the problem, the need.)
 
To help promote mental health awareness and sensitivity during these trying times, "Keep in Mind" will launch
a help-line that helps everyone affected. The main goal is for people to "realize their mental health matters."
 
(Discuss your strategy, idea, and activities)
 
The campaign will run from December 1, 2020 to March 2021. The initial launch will be on the first day of
December (explain why). A TV ad will be aired starting December 15, 2020 to January 15, 2021.
 
(Enumerate and explain the important dates)
 
A dedicated Facebook and Instagram page will be created. Vlogs will be posted every week blah blah.
(Detail and explain each promotional material and/or activity.