English Discussion For Review

Reviewer/Discussion
Oral Communication in Context

Definition of COMMUNICATION
But what is communication? Communication is defined as a process
by which ideas, thoughts, feelings, emotions, and information are
conveyed through symbols, signs, or behaviour (Miriam-Webster
Dictionary). It involves sending and receiving messages through
different channels. The sender and the receiver take an active part in
communication process since it is a two-way process. It involves
encoding, translation and decoding. When we speak about personal
lives, attend meetings, present topics, or research, we all direct our
messages to an audience or panelist. When we get in touch with
others through Facebook, Instagram, YahooMail, Twitter, we deliver
our message to our friends or relatives. Therefore, the communicator
has to translate messages well to the intended audience.
Definition of COMMUNICATION
In addition, the word communication is derived from the Latin
word “COMMUNIS” which means to impart, to transmit, to share,
to convey and to share. It is defined as the transfer of thoughts,
messages, ideas, feelings, emotions and knowledge through
speech, writing, or signals from a receiver or sender. It is the
process of exchanging ideas or information between two parties
or more which involves encoding, transmission, and decoding. A
message is sent by a communicator through an appropriate
channel or medium.
Lastly, Communication is reciprocal in nature. It is dynamic, on-
going, and non-static activity. Again, it is a two-way process.
ELEMENTS of COMMUNICATION
1. Sender – this represents the source, the speaker or the person who creates, encodes,
and transmits the message.
2. Message – this refers to the ideas, feelings, perception, values, beliefs, or opinions
conveyed by the speaker to the receiver. Messages can be transmitted verbally or non-
verbally.
3. Channel – this serves as the vehicle or medium used in transmitting messages, or ideas.
a. Written Media – this includes memos, letters, reports, bulletin boards,
handbooks, or newsletters, and the like.
b. Verbal Media – this includes face-to-face conversation, telephone, mobile
phone, computer, television, radio, tape-recorded messages, emails,
slideshows, and many more.
c. Non-verbal – this refers to simple gestures, facial expressions, body position
and clothing can transmit an idea or message to the receiver.
ELEMENTS of COMMUNICATION
4. Noise or Barriers – this pertains to something that can distort the sending
and receiving of messages. There are so many factors that can block effective
communication process.
5. Receiver – is the individual or individuals to whom the message is directed.
The receiver will understand the message depending on his/her experiences,
attitudes, knowledge, skills, perceptions, and culture.
6. Feedback /Response – is considered as the key component in the
communication process. It allows the sender to evaluate and to respond to the
message, whether the feedback is positive or negative.
NATURE of COMMUNICATION
1. Communication is a process.
2. Communication occurs between two or more people.
3. Communication can be expressed through written or spoken words, actions or both.
PROCESS of COMMUNICATION
These are the steps that constitute the flow of communication.
1. The speaker/sender generates an idea.
2. The speaker/sender encodes an idea and converts the idea into words or actions.
3. The speaker/sender sends out a message through a channel.
4. The receiver gets the message.
5. The receiver decodes/interprets the message.
6. The receiver provides feedback.
Example
1. Daphne loves Rico, her suitor, as a friend.
2. She thinks of how to tell him using their native language.
3. She tells him” Rico Mahal Kita Bilang kaibigan.”
4. Rico Hears what Daphne says.
5. He tries to analyze what it means and he is heartbroken.
6. He frowns and does not say something because he is in pain.
FUNCTIONS of COMMUNICATION
1. Communication functions to control behaviour.
Examples:1. Maria tells her son “Don’t do that.”
2. The teacher asked the class to keep quiet.
2. Social Interaction - Communication allows individuals to interact with
others.
Examples: 1. Marvin and Jollybert are talking to each other.
2. Robelyn is asking Jezel about where she will go after classes.
3. Motivation - Communication motivates or encourages people to live better.
Examples:1. Mr. Matre advised his students to study first before love life.
2. The speaker encouraged all the parents to love and support their
children
FUNCTIONS of COMMUNICATION
4. Emotional Expression - Communication facilitates people’s
expression of their feelings and emotions.
Examples: 1. Sheila shared her painful experience as she broke up
with her boyfriend.
2. Many Kapamilya viewers voiced out their sentiments on ABS-
CBN franchise denial.
5. Information dissemination - Communication functions to convey
information.
Examples: 1. The teacher discusses the function of
communication.
2. The principal informed the students about the PTA meeting
this coming Saturday.
MODELS of COMMUNICATION
1. Linear model/ Laswel’s model
 Information flows sequentially.

 Communication is a one-way process.
 The recipient processes the information but does not reciprocate the message.
 To disseminate message to various groups in various situations.
EXAMPLES
 Listening to a resource speaker ,
 Reading newspapers, magazines or from books.
2. Shanon-Weaver’s Model
 Depicts communication as a linear or one way process.

 Resembled to the transmission of a telephone message.
 Introduces noise as a factor that hinders the transmission of message.
EXAMPLES
 You are talking to your friend when a dog barks.
 It is already 12:00 in the afternoon and you feel that your stomach is grumbling. As
you listen to the speaker, you can hear what he is saying, but the message does not
get into your heart because you are thinking of what to eat.
3. Transactional Model
 A two-way process.
 It recognizes that both people involved in the interaction are communicators.
 The process becomes circular in its function. Thus the process is an exchange.
 Realistic view of the communication process.
 Spontaneous, rapid flow of ideas.
 Communication is on-going.
 Each element exists in relation to the other elements.
EXAMPLES
 Your mother is asking you to wash the dishes. While she is saying it, you scratch your head
and stamp your feet.
 You ask question to your friend while he/she also asks a question to you simultaneously.
4. Interactive Model
 Describes
communication as
a two-way process in which participants alternate.
 Communication as a dynamic exchange.
 Communicator and the recipient take turns to speak and to listen to each other.
 The key element is feedback.
 The process is repeated, making the sender a receiver and the receiver a sender.
EXAMPLES
 Sending text or e-mail messages
 Telephone conversation
COMMUNICATION BARRIERS
What are Communication Barriers?
There are many common communication barriers we are familiar with like the use of jargons,
emotional barriers and taboos, lack of attention and/or interest, distractions, or irrelevance to the
receiver, differences in perception and viewpoint, physical disabilities like hearing or speech defects,
physical barriers to nonverbal communication, language differences, cultural differences, etc. We also
have identified other barriers which deal with meaning per se such as different expectations,
experiences, perspectives, or different communication styles, to name just a few. For example, in an
election, there could be a misunderstanding between two people talking about their chosen
candidates mainly because of prejudice or stereotyping. Listener A might not be interested to listen
to what Speaker A is talking about because he dislikes the candidate and that he feels his candidate
is better than his. In order to resolve these issues, you have to first identify what specific barrier there
is to be able to address it properly.
TYPES OF COMMUNICATION BARRIERS
1. Emotional Barriers
Examples
A. You are having a bad day or you are frustrated.
Solution: Recognize these kinds of emotions, and politely ask the other person to give you a
moment so you can relax or calm yourself.
B. You sit in a meeting or class where you think the speaker is boring.
Solution: Recognize this kind of attitude, reset and reflect on how you can be interested in
what the speaker is pointing out.
2. Use of jargon-technical terms in a specific area of field.
Example
A. You are a scientist discussing a certain weather phenomenon with your neighbor who does
not know much about the topic.
Solution: Adjust your language ; use the layman’s terms or simple words.
3. Lack of confidence
Example
A. You are asked to share something about your day, but you are hesitant because you are
shy.
Solution: Develop self-confidence. Look for opportunities in your school or community that will
help you find your strength and improve your situation.
4. Noisy environment
Example
A. You are having a conversation with your friend when a song was played loudly.
Solution: Recognize noise as a common barrier. Make some adjustments by asking someone
to minimize the volume or by looking for a quiet place where you can resume the conversation.
EFFECTS OF COMMUNICATION BREAKDOWN
1. Loss of morale
When you experience communication breakdown, there is a tendency that your sense of
purpose, and enthusiasm words that task, may also be affected.
2. Demotivation
Communication breakdown results to weakening or even loss of one’s motivation to do what
you are supposed to do what you are supposed to do.
3. Embarrassment
A person who has experienced communication breakdown with his team or is the cause of the
communication barrier will eventually feel guilty and incompetent over the failure and will feel
haunted by that embarrassment.
4. Anger
Communication breakdown is so annoying that anyone involved can get into serious trouble.
EFFECTS OF COMMUNICATION BREAKDOWN
5. Tension among the team
Everybody in the team gets affected when communication breakdown strikes. Chances are
people will be pointing fingers to one another. The question here is who’s to be blamed. No one.
Everyone in the team is responsible and is equally important in solving the problem.
6. Stress caused to individuals
Communication breakdown does not only affect the one who caused it but equally, if affects
the person who received the message but failed to understand.
7. Loss of clients, business and sales (or friends)relationships)
Communication breakdown is really harmful. It will not only break relationships, it can even
do worse. It means losing people who trust you and whom you trust. Now, you don’t want that to
happen, do you?
8. Disorganization
Nothing goes right when a communication breakdown occurs. Things, situations,
relationships just fall apart and for all you know, you are facing broken pieces. Don’t wait for that to
happen. Do something before things got shattered because of careless communication.
9. Gossip
When communication goes out of control, rumors begin to spread like a virus. Wrong
information breaks out and spread faster than the truth that’s why treat communication with
proper care. Communicate properly and honestly.
5 WAYS TO RESOLVE A COMMUNICATION BREAKDOWN (Rodgers)
1. Observe
2. Presenting and Choosing Options
3. Sharing is Caring
4. Practice makes perfect
5. One team, one dream
HOW TO OVERCOME COMMUNICATION BARRIERS?
1. Active Listening
2. Use Common Language
3. Give Constructive Response
4. Focus on the Issue not the Speaker
5. Be Genuine rather than Control
6. Emphatize rather than Remain Alone
7. Be Patient towards Others
8. Promote Yourself and You Own Experiences
FEATURES OF AN EFFECTIVE COMMUNICATION
(7 Cs of Effective Communication/Brooms, Cutlip, and Center, 2012)
1. Completeness
Complete Communication is essential to the quality of the communication process in general.
Hence, communication should include everything that the receiver needs to hear for him/her to
respond, react, or evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short, but making it direct or straight to the
point. Insignificant or redundant information should be eliminated from the communication that
will be sent to the recipient.
3. Consideration
To be effective, the speaker should always consider relevant information about his/her
receiver such as mood, background, race, preference, education, status, and needs, among others.
By doing so, he/she can easily build rapport with the audience.
4. Concreteness
Effective communication happens when the message is concrete and supported by facts,
figures, and real-life examples and situations. In this case, the receiver is more connected to the
message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the culture, values, and beliefs
of his/her receivers. Being courteous at all times creates a positive impact on the audience.
6. Clearness
Clearness in communication implies the use of simple and specific words to express ideas. It
is also achieved when the speaker focuses only on a single objective in his/her speech so as not to
confuse the audience.
7. Correctness
Correctness in grammar eliminates negative impact on the audience and increases the
credibility and effectiveness of the message.
Examining Sample Oral Communication Activities
Verbal Communication refers to an interaction in which words are used to relay a message.
For effective and successful verbal communication, use words to express ideas which can be easily
understood by the person you are talking to. Consider appropriateness, brevity, clarity, ethics, and
vividness when engaging in this type of communication.
1. Appropriateness
The language that you use should be appropriate to the environment or occasion
(i.e.,whether formal or informal).
2. Brevity
Speakers who often use simple yet precise and powerful words are found to be more credible.
Try to achieve brevity by being more direct with your words. Avoid fillers and insubstantial
expressions which do not add to the message, such as “uh,” “you know,” “I guess,” and others.
3. Clarity
The meanings of words, feelings, or ideas may be interpreted differently by a listener; hence,
it is essential for you to clearly state your message and express your ideas and feelings.
4. Ethics
Words should be carefully chosen in consideration of the gender, roles, ethnicity,
preferences, and status of the person or people you are talking to.
5. Vividness
Words that vividly or creatively describe things or feelings usually add color and spice to
communication. Hence, you are encouraged to find ways to charm your audience through the use of
vivid words.
The following skills are required for effective verbal communication.
1. Volume
This refers to the loudness of your voice. You can modify your voice to make it loud or soft.
Adjust your volume to make sure that all your listeners will hear you. At times, you can make your
voice very loud or very soft if that volume is appropriate to the message you are delivering.
2. Enunciation and pronunciation

Enunciation refers to the proper pronunciation of the sounds on a word or the blending of
sound to produce a word. Enunciate and pronounce every word that you say so that your listeners
can perceive all your ideas.
3. Pitch
This refers to the frequency of your voice. You can modify your voice to make it high or low.
When conveying a statement, you should lower the pitch of your voice towards the end of the
sentence. When asking a question, you should raise the pitch of your voice towards the end of the
sentence.
4. Stress
This refers to emphasis on a certain word. You can stress an important word by varying the
volume or the pitch of your voice.
5. Phrasing
This refers to how you group the words in a sentence. You can set apart words by pausing at
certain points. The grouping of words should be determined according to the meaning you want to
put across.
6. Speed
This refers to how quickly you speak. You can modify your voice to make your speech go fast
or slow. At times, you can make your voice very fast or very slow if that volume is appropriate to the
message you are delivering.
Nonverbal communication refers to an interaction where behaviour is used to convey and
represent meanings. All kinds of human responses that are not expressed in words are classified as
nonverbal communication. Examples of nonverbal communication are stares, smiles, tone of voice,
movements, manners of walking, standing and sitting, appearance, style of attire, attitude towards
time and space, personality, gestures, and others.
When we use nonverbal communication, we employ communication strategies other than the
spoken word. Our nonverbal cues are just crucial in conveying our message as our oral
communication skills.
Nonverbal communication strategies include the following:

1. Eye Contact
By looking at the listeners as we speak, we can engage them in the communicative process
taking place. In contrast, lack of eye contact gives the impression that we are uninterested in the
discourse or the audience.
2. Facial Expressions
Adjusting the eyebrows, lips and other facial features can help convey the emotions in our
message.
3. Head movements and body movements
We can turn our head and move our arms, hands, legs, and feet to emphasize certain points.
4. Posture
In general, we should stand upright to attain a level of dignity r formality as we speak. When
appropriate to the message, bending forwards or backwards may be done.
5. Proximity
In public speaking situations, we can walk from one side to another so that we can reach out
to our audience on both the right side and the left side. We can also try to walk towards them or
away from them (in a backward motion).
6. Personal appearance
Our clothing will be determined by the formality that the communicative situation demands.
Thus, we should know when to dress in business attire, semi-formal attire, or casual attire. In all
cases, we should look neat and presentable.
Mastery of nonverbal communication is important for several reasons:
1. It enhances and emphasizes the message of your speech, thus making it more meaningful,
truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you saying a word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker
10. It helps you vary your speaking style and avoid a monotonous delivery.
A good communicator uses both verbal and nonverbal communication effectively. By

mastering both oral and nonverbal skills, we can deliver our message appropriately.
INTERCULTURAL COMMUNICATION
Intercultural communication happens when individuals interact, negotiate, and create
meanings while bringing in their varied cultural backgrounds (Ting-Toomey, 1999).
For some scholars, intercultural communication pertains to communication among people

from different nationalities (Gudykunst, 2003). Still, others look at intercultural communication as
communication that is influenced by different ethnicities, religions, and sexual orientations.
Both interpretations show that intercultural communication takes place when people draw
from their cultural identity to understand values, prejudices, language, attitudes, and relationships
(Gudykunst & Kim, 2003). Moreover, this facet of communication can also be seen as a bargained
understanding of human experiences across diverse societies. Simply put, intercultural
communication is the sending and receiving of messages across languages and cultures.
The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that
explores how people experience cultural differences. According to Bennett and Bennett (2004), it
has six stages. These are the following:
Stage 1: Denial. The individual does not recognize cultural differences. An individual in the denial
stage might be heard saying: “All cities are the same; they all have tall buildings, fast food chains,
and coffee shops.”
Stage 2: Defense. The individual starts to recognize cultural differences and is intimidated by
them, resulting in either a superior view on own culture or an unjustified high regard for the new
one. An individual in the defense stage might be heard saying: “This c ulture does not view life the
way we do; our culture is certainly better.” “Their ways are better than my own; I wish I were one of
them.”
Stage 3: Minimization. Although individuals see cultural differences, they bank more on the
universality of ideas rather than on cultural differences. An individual in the
minimization stage might be heard saying: “Once we see through the cultural differences, we really
are just the same!”
Stage 4: Acceptance. The individual begins to appreciate important cultural differences in

behaviours and eventually in values. An individual in the acceptance stage might be heard saying:
“These people and I have different values and experiences, and I think we can learn from one
another.”
Stage 5: Adaptation. The individual is very open to world views when accepting new perspectives.
An individual in the adaptation stage might be heard saying: “To address our issue, I have to adjust
my approach to consider both my own and my counterpart’s background.”
Stage 6: Integration. Individuals start to go beyond their own cultures and see themselves and
their actions based on multifarious cultural viewpoints. An individual in the integration stage might
be heard saying: “I can look at things from the perspective of various cultures.”
Characteristics of Competent Intercultural Communicators
World Bank (2010) identifies the following traits that define a competent intercultural
communicator.
1. flexibility and the ability to tolerate high levels of uncertainty
2. reflectiveness or mindfulness
3. open-mindedness
4. sensitivity
5. adaptability
6. ability to engage in divergent thinking (or thinking creatively) and systems-level thinking (or
thinking how each one in a system or organization influences each other)
7. politeness
Note that in addition to culture, other elements such as gender, age, social status, and
religion must also be taken into consideration when communicating with others. Refrain from
showing bias when talking to someone by following the tips below.
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. Challenge gender norms; avoid using “he” and “man” to refer to a general group of people. To
remedy this, you may use plural pronouns or rewrite a sentence to avoid using pronouns. The use
of his/her is also acceptable.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a lower social class than you.
ORAL COMMUNICATION ACTIVITIES
English is a universal language. Those who can make use of English language nowadays have
an advantage over those who can’t. Those who can speak fluently and extemporaneously have
a great potential to excel in their chosen careers. Here are the oral communication activities
that will surely train you to become a better speaker.
1. Conversing. This refers to the verbalization of a concept or idea performed by two or more
people. This activity allows the people to express their different views or opinions. It also
gives them an opportunity to relate on the other speaker’s statements, and to make
meaningful connections with others.
2. Speechwriting. In writing a speech, the speaker does not only consider the content but also
the sound production such as pronunciation, articulation, and phonation. The focus of the
speech shall depend on the occasion. It may be informational speech, inspirational or
ceremonial speech. The main theme of the speech should be simple and striking. Always make
sure that your speech is not purely an opinion. It should be supported with facts, relevant data
and information.
ORAL COMMUNICATION ACTIVITIES
3. Interviewing. It refers to the conversation between two or more people where questions are
asked by the interviewer to gather information from the interviewee. Interviews can be divided into
three basic communicative events – interviews for gathering data (research method), interviews for
information (job interview), and interviews for assessments (media interview). The interviewer
must develop his/her listening skills and note-taking skills in order to capture important details
and information.
4. Presenting. This 21st century, everything has change. You are now living in a world where
everything is evidenced-based, and research-based. Schools and companies now require the
applicants/students to present their research report. In presenting your research, you should
always makes sure that you are able to create a good impact to your audience by informing,
persuading, and convincing them.
5. Performing Individual Performances. This refers to presenting dramatic reading,
extemporaneous speaking, impromptu speaking, story-telling, and many others. The presenter
must clearly understand the thought and experience, the feelings in order to present the literary
piece well. He/She shall observe proper pronunciation, articulation, stress, phrasing and pausing.
6. Presenting Group Performances. This refers to Dramatic Reading, Reader’s Theater,
Chamber Theater, Speech Choir, Interpretative Reading and many others.
SPEECH CONTEXT
Speech context refers to the number of communicators and the setting in which the communication process happens.
It depends on the situation involved or the type of occasion, if there is. Most importantly, it differs by the rules of what is
and what is not appropriate behaviour in a specific context. This will help you identify the different speech contexts.
TYPES SPEECH CONTEXT
1. INTRAPERSONAL - refers to the communication that centres on one person where the speaker acts on both as the
sender and the receiver of the message. “The message is made up of your thoughts and feelings”
Example: You felt happy thinking about your teacher appreciated you for submitting your project on time.
2. INTERPERSONAL - refers to communication between or among people.
Two Types:
A.) Dyad - occurs between two people Example: Talking to your best friend privately
B.) Small group - involves at least three but not more than twelve participants. Example: You are having a discussion
with your group mates.
3. PUBLIC - delivering message in front of a group. Example: The teacher is discussing the lesson.
4. MASS COMMUNICATION - refers to communication that takes place through television, radio, newspaper ,
magazines, internet etc. Example: Talking through phone.
TYPES OF SPEECH STYLE
SPEECH STYLES depend on the circumstances or the social context in which the whole
communication process happens. The following speech styles should be consid ered depending on
the situation.
TYPES OF SPEECH STYLE
1. INTIMATE
 This style is private, which occurs between or among family members or individual.
 The language used may not be shared in public.
Ex. Talking to your mother.
2. CASUAL
 Common among peers and friends.
 Jargons, slang or the vernacular language are used
Ex. Talking to your classmate.
3. CONSULTATIVE
 standard one
 Professional or mutually acceptable language is a must in this style.
Ex. Teacher talks to a student.
4. FORMAL
 For formal setting
 Unlike consultative, this is one-way.
Ex. Sermon of a priest.
5. FROZEN
 Frozen in time and unchangeable.
 It occurs in ceremonies.
Ex. Prayer, singing the National Anthem.
TYPES OF SPEECH
Types of Speech According to Purpose
1. An informative speech provides the audience with a clear understanding of a concept or idea.
The lectures of your teachers are the best examples of this type.
2. An entertainment speech amuses the audience. The humorous speeches of comedians and
performers are the best examples of this type.
3. A persuasive speech seeks to provide the audience with favourable or acceptable ideas that can
influence their own ideas and decisions. The campaign speeches of the running candidates for
government posts are the best examples of this type.
TYPES OF SPEECH
Types of Speech According to Delivery
1. Extemporaneous
Description Speaking with limited preparation
Guided by notes or outline
Delivered conversationally
Most popular type
Speaking When you are a candidate for a post in a student
Situations government and you deliver your campaign speech before
a voting public
When you are assigned to report a topic in class
Advantages Helps you look confident
Engages the audience
Disadvantages May not have adequate time to plan, organize, and
rehearse
Tips Create an outline
Organize your points logically (most important to least
important or vice versa)
Use facts and real-life experiences as your examples
Manage your time well
Rehearse, rehearse, rehearse
TYPES OF SPEECH
2. Impromptu
Description Speaking without advanced preparation
Unrehearsed speech
Spoken conversationally
Speaking In an event where you are asked to say a few words
Situations First day at work or in class, or during an
Advantages Spontaneous or natural speaking
More focused and brief
Disadvantages Tendency to be disorganized
Lacks connection with the audience
Nerve-racking for inexperienced speakers and beginners
Tips Once you are requested to say something, pause for a
moment to plan in your head what to say.
State your main point briefly and deliver it at a pace your
audience can follow.
End by saying thank you.
TYPES OF SPEECH
3. Manuscript
Description Speaking with advanced preparation
Planned and rehearsed speech
Reading aloud a written message
Speaking Newscasting with a TelePrompter or an autocue device
Situations Presenting the legal proceedings and verdict in court
Reading the rules and criteria in a contest
Advantages Exact repetition of the written words
Guided speech
Disadvantages Boring and uninteresting presentation
Lacks audience rapport or connection
Tips Rehearse the speech over and over again until you sound
natural.
Observe accomplished news anchors and note how
conversational they sound when they deliver the news.
TYPES OF SPEECH
3. Manuscript
Reading aloud a written message
Speaking Newscasting with a TelePrompter or an autocue device
Situations Presenting the legal proceedings and verdict in court
Reading the rules and criteria in a contest
Advantages Exact repetition of the written words
Guided speech
Disadvantages Boring and uninteresting presentation
Lacks audience rapport or connection
natural.
Observe accomplished news anchors and note how
conversational they sound when they deliver the news.
TYPES OF SPEECH
4. Memorized
Reciting a written message word-for-word from memory
Speaking When you perform in a stage play
Situations When you deliver a declamation, oratorical, or literary
piece
When an actor or actress in a scene performs a script
from memory
Advantages Exact repetition of the written words from memory
Free to move around the stage
Disadvantages Speakers might end up speaking in a monotone pattern.
Alternatively, he/she might take a fast pace.
When the speaker cannot control his/her stage fright,
he/she might have difficulty remembering his/her
memorized speech.
natural and feel confident.
Observe how actors/actresses perform their script in a
theater, television, or movie scenes.
TYPES OF SPEECH ACT
SPEECH ACT
 An utterance that a speaker makes to achieve an intended effect.
Examples: offering apology, greeting, request, complaint, invitation, compliment or refusal.
TYPES OF ACT ACCORDING TO AUSTIN

1. Locutionary Act - actual act of uttering.
2. Illocutionary Act - the social function of what is said.
3. Perlocutionary Act - the result of what is said.
CLASSIFICATIONS OF SPEECH ACT

1. Assertive - the speaker expresses belief about the truth of the preposition (suggesting,
putting forward, swearing, boasting, and concluding).
Ex. “No one makes better pancakes than I do.
2. Directive - the speaker tries to make the addressee perform the action.
(asking, ordering, requesting, inviting, advising, and begging).
Ex. “Please close the door”.
3. Commissive - commits the speaker to do something in the future.
(promising, planning, and betting).
Ex. “From now on, I will participate in our group activity.”
4. Expressive - the speaker expresses his/her feelings or emotional reactions (thanking,
apologizing, welcoming, and deploring).
Ex. “I am sorry for not helping out in our group projects.”
5. Declaration - bring a change in the external situation.
(blessing, firing, baptizing, passing a sentence and excommunicating).
Ex. “You are fired!”
TYPES OF COMMUNICATION STRATEGY
NOMINATION
You use this strategy to open a topic and start a conversation. Nomination is usually
employed at the beginning of interaction to set the purpose of conversation.
Examples:
You may start off with making inquiries, giving compliment, asking for opinion, or
offering help. This could efficiently signal the beginning of a new topic in the
conversation.
• “Have you heard about “the new normal?”
• “I saw your TikTok post on Facebook. It’s really great.”
• “What can you say about our new plan for the project? Do you think it will work?”
• “You are the new student, right? Would you like me to tour you around the
campus?”
RESTRICTION
It is a strategy used when responses need to be within the set categories or
instructions. These instructions confine you as a speaker and limit what you can say.
Examples:
• In your class, you might be asked by your teacher to brainstorm on peer pressure or
deliver a speech on digital natives. In this case, you cannot decide to talk about
something else.
• You are invited to the police station to answer some questions about what you know
about the accident
TURN-TAKING
Turn-taking strategy allows all participants in the conversation a
chance to speak. You can use this strategy to avoid taking over
the whole conversation.
Examples:
• You can employ this strategy by making your response shorter
yet informative enough to express your ideas and feelings.
• Spoken cues such as “What do you think?” or “You wanted to
say something?” provide others a chance to speak. Pausing is a
nonverbal cue that will do as well
TOPIC CONTROL
This is a strategy used when there is a need to control and prevent unnecessary
interruptions and topic shifts in a certain conversation. Using this strategy makes
the conversation to stay focused on the topic throughout the discussion and keeps
the development of the topic going by asking questions.
Examples:
• During a board meeting, the director manages the communication and directs
who may speak to collectively develop the topic of conversation.
• In the Senate session, the Senate president presides the meeting. Senators who
wish to speak asks permission to the Senate president.
• Expressions like “Okay, so much for that… “Let's go back to the topic.”
and “Going back to what we are talking about…” can be used to keep
the conversation within the topic when there is a sudden shift.
REPAIR
Repair is the self-righting mechanism in any social interaction (Schegloff et.al,
1977). We can employ this strategy whenever we encounter problems in
communication to prevent a breakdown.
Examples:
Speaker may use recasting or changing the form of message to a more
understandable one using the following expressions:
• “What I mean is….”
• “What I am trying to say is that…”
The speaker may repeat his/her statements using the following expressions:
• “Let me repeat myself.”
• “Again…”
• “I would like to reiterate that…”
REPAIR
Repair strategies also include requesting clarification or
making a clarifying question, request for repetition, and
request for definition, translation or explanation. • “I am
sorry but what do you mean by ‘new normal’?” • “Does it
mean that we do not need to come to school if there are no
faceto-face classes? • “Can you please repeat the last part of
the instructions?” • “Doc, can you please explain what a
ferritin test is?” • “Could you please clarify your state? Repair
may also include addressing physical and physiological issues
affecting communication
TOPIC SHIFTING
This strategy is used to change the topic to a new one
which helps communication keep going.
Examples:
• You may use conversational transitions that indicate a
shift like “By the way...”, “Before I forget...”, “Which
reminds me of,” and the like.
• In a report presentation you may use expressions like
“Moving on to the next topic…”, “Now, let’s talk
about…”, “This time, let me tell you about…
TERMINATION
This strategy is used to end an interaction or close a topic. Most of the time,
the topic initiator or the person who opened the topic takes responsibility to
signal the end of the discussion as well.
Examples:
You may use the following expressions to end a conversation:
• “It’s nice catching up with you. I must be going.”
• “Thanks for your time. See you around.”
• “Regards to your wife. See you soon.”
In other situation, you may end the topic by sharing what you learned from
the conversation.
PRINCIPLES OF SPEECH WRITING
1. Audience Profile
Knowing your audience specifically their
general age, gender, educational level,
religion, language, culture and group
membership is one of the most important
aspects in developing your speech. Basically,
this is done so that you can tailor-fit your
speech content and delivery to your audience.
2. Logical Organization
Once you have already analyzed your target audience, the
next part is to organize your speech manuscript. The
logical organization or arrangement of thoughts when it
comes to speech writing can be defined as all aspects of
your writing that help the reader move smoothly from one
sentence to the next, and from one paragraph to another.
Thus, carefully planning the content of your speech is also
necessary.
The written speech has three parts: the introduction, body
and conclusion.
The Introduction
The introduction is the most crucial part of the speech. It is generally
only 10 to 15 percent of the time the speaker spends speaking.
According to Wrench (2012), a good introduction serves five functions:
(1) you should be able to gain audience attention and interest, (2) it
states the purpose of your speech, (3) it establishes your credibility, (4)
it should provide reasons for your audience to listen and (5) your
introduction should preview the main idea of your speech.
The Body
The body of the speech is the core part of the speech that addresses the
main ideas and principles of the speech. It consists of the main points.
This is presented using methods of organization (Flores, 2016).
1. Problem-Solution Order- It explains the problem and suggests a possible
solution.
Example: Cleaning up Laguna de Bay
2. Categorical/Topical Order- It divides the topic into subtopics based on
the importance or interest value or simply because the topic requires it.
Example: Importance of promoting the Reduce, Reuse and Recycle
program
3. Chronological Order- A historical or time approach which is from the
past to the present. It presents idea in time order.
Example: The significant development of the province of Laguna from
Spanish period to present.
4. Comparison and Contrast Order- It presents comparison and contrast
of two or three points.
Example: Comparison between living in the city and life in the province.
5. Spatial/Geographical Order- Going from one place to another, from
one
direction to another
Example: Traveling around the wonders of Batanes islands
6. Causal Order- It involves a discussion of both cause and effect of an
issue.
Example: The Fish Kill in Laguna de Bay
The Conclusion
After writing the body of your speech following the methods of organization, the
last thing that you need to work on is how to end it.
The conclusion functions as the summarizer of the entire speech. The
conclusion has to be written using different strategies (Tandoc, 2016).
❖ Present a summary
❖ Repeat the key ideas presented
❖ Repeat the central idea for emphasis
❖ Go back to the strategy used in the introduction
❖ Signal the end of your speech
❖ End with an impact
• Thought-provoking questions
• Humor
• Quotation
• A call for action
• A connection to a larger context
3. Duration
No matter how long the speech is, always divide it into five parts: an introduction,
the body (paragraph 2, paragraph 3, and paragraph 4) and a
conclusion. This format is adaptable to a speech of almost any length. By doing
this, you can actually monitor the time and length of your speech or the so-called
Duration. Most experts say that the ideal length of speech is up to 20 minutes.
(GrayGrant, 2017).
Introduction: 2 minutes (250 words)
Body: Point 1: 5 minutes (625 words)
Point 2: 5 minutes (625 words)
Point 3: 5 minutes (625 words)
Conclusion: 3 minutes (375 words)
Total word count: 2,500 words (20 minutes)
4. Word Choice
There are a lot of vocabularies available to describe one's idea. However,
the speaker should carefully use the correct word in writing the speech.
The use of conversational language helps put the audience feel at ease and
creates a special bond between the speaker and the audience. However,
there are things that you should consider in choosing your words.
The following words should be avoided in a written speech (Tandoc, 2016).
a. Jargons or technical terms specific only for a group of people
b. Redundancy or excessive repetition of words
c. Language inappropriate for the audience
d. Language inappropriate for the occasion
5. Grammatical Correctness
Using correct grammar when you give a speech is
important to prevent misunderstanding and
misinterpretation between you and the audience.
Good command of the language helps listeners
understand you quickly. Grammar inconsistencies slow
down the communication process and generate
negative impressions for the audience, as your ideas
and thoughts are not clear and coherently conveyed
TOOLS FOR EFFECTIVE SPEECH DELIVERY
Articulation
People always judge how well you speak in general.
The perceived intellect or education is sometimes
used to measure how well you articulate. The instance
on how well and precisely you form vowels and
consonants using your lips, tongue, jaw, and palate to
form the sounds to speak is crucial in making your
message get crossed. On the same idea, diction and
enunciation are other forms of articulation.
Modulation
This happens when you control or adjust the tone or
volume of your voice as you try to lower your voice to
a loud whisper in order to get the attention of your
audience as they find your message more appealing,
dramatic and mysterious.
Modulation has various meanings, such as a change of
key in music or of the sound of a person's voice.
Stage presence
The speaker’s ability to get and secure the audience's interest in
listening to him / her through his or her presentation style
refers to stage presence. Every time the speaker faces his
audience, he is encouraged to keep his poise, posture, gestures,
and movements since they may make or break the presentation.
A good stage presence essentially engages the audience into the
performance. It is the ability to make the audience connect with
the speaker and pull them into the story being told, and as a
result, the audience are affected by the feelings, emotions, and
ideas being conveyed.
Facial expressions
To effectively communicate emotions and enthusiasm
while speaking, the speaker must use emphatic and
descriptive gestures. These helps enhance the verbal
content of our speech. Gestures should appear
spontaneous but purposeful. Movements from the
waist down should be decisively used to emphasize a
point or as a transition during a speech.
Arm and hand movements constitute gesture. We all may have developed
our native culture and we tend to internalize them as we speak. Becoming
fluent in a language is part of this process. On the other hand, we also
become fluent in nonverbal communication through our gestures. We all use
hand gestures while we speak, but we didn’t ever go to any class in learning
how to match our verbal communication with the appropriate gestures; we
just internalized on these norms as a result of long period of time based on
observation later incorporate them as we speak. By this point in your life,
you have a whole vocabulary of hand movementsand gestures that
spontaneously come out while you’re speaking. Some of these gestures are
emphatic and some are descriptive (Koch, 2007).
Movement of the whole body, instead of just gesturing with hands, is
appropriate in a speech. It is suggested that starting speakers hold off
attempting to fuse body
READING AND WRITING SKILLS
Paragraph Writing
 Topic sentence
 Introduction, body, conclusion
 Narration,description, definition, classification,
comparison and contrast, cause and effect, problem-
solution persuasion
Properties of a well-written text
organization, coherence and cohesion, language use
and mechanics
 Organization is the logical progression and completeness of ideas
in a text.
 By coherence we mean that every part of a composition must
contribute to one main unifying thought, which means that the
various parts of a text must follow one another in an order which
makes their relationship clear.
 On the other hand, cohesion means that the overall text has
meaning.
 Language Use refers to the appropriateness of word/vocabulary
usage.
 Mechanics refers to a set of conventions on how to spell,
abbreviate, punctuate and capitalize
Claims state the point or position of an author regarding a certain topic. The claim
statement is further proven by supporting details from various resources and reliable
evidence.
Tiongson (2016) gave the following characteristics of good claims:
1. A claim should be argumentative and debatable. It is expected for a written text to
yield objections and opposite perspectives to appear for readers of a text that supports
a certain stand on a topic. Completely factual texts are not considered debatable.
2. A claim should be specific and focused. With the statement of claim limiting the
scope of the written text, it must be noted that claims must be focused on a single topic
alone to arrive at an equally concise and specific result or conclusion.
3. A claim should be interesting and engaging. It should capture the interest of readers
at first glance and encourage a healthy discussion on the topic.
4. A claim should be logical. The evidence supporting the claim must be reasonable at
its best.

 Claims of Fact are pieces of information which are grounded on reliable
authority such as science or history.
 Claims of Fact relate to statements that can be easily verified and not
dependent on a person's preference. It also asserts that a condition has existed,
is existing, or will exist and is based on facts or data.
 Facts that are universally accepted are not considered claim of fact but instead
a statement of fact.
Examples:
• The oldest known disease in the world is leprosy.
• Generally, obesity causes health problems.
• The earth is warming rapidly.

The Claim of Policy advocates a specific course of action. It asserts that specific policies should
be instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always "should" or "ought to"
or "must" are included in this claim.
Claims of Policy are specific statements on procedures or laws that need to be modified based
on certain issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current problems.
Examples
• The mayor should suspend the classes today.
• You must send your children to public schools.
• The government should legalize medicinal marijuana.
• The Boy Scouts should not have to include gay scout leaders.
• Local Malls should not open during the general community quarantine.

Claims of Value involve judgments and evaluations. It judges whether something is
good/bad, right/wrong, just/unjust, ethical/non-ethical, and others. We judge the worth of
something. It attempts to prove that some things are more or less desirable than others.
Some claims of value are simply expressions of taste, preferences, and prejudices. The
most important in proving claim of value is by establishing standards of evaluation.
Examples:
• It is better to be feared than loved.
• Cheating is not good.
• Gay marriage is immoral.
• Buying a house is a lot better than building it.
• Rock music sucks.
• The government is doing a great job during the Covid-19 pandemic.

What is CONTEXT?
 Context is defined as the social, cultural, political, historical,
and other related circumstances that surround the texts and form
the terms from which it can be better understood and evaluated.
 It also refers to the occasion or situation that informs the
reader about why a document was written.
 Context, according to Moxley, refers to the occasion, or
situation that informs the reader about why a document was
written and how it was written. The structure, organization and
purpose of a written text is heavily influenced by its context.
Typically, a text is written in a linear fashion. This linear

progression only enables the reader to read the material the
way the author designed it from the beginning to end.
HYPERTEXTUALITY allows readers to study a text in a different
manner.
In a hypertext, pieces of information are connected
semantically. There is an undefined beginning, middle and end.
Hypertext creates a network of materials linked because of
various connections they share. This encourages and, at times,
requires readers to go through the material at their pace.
Hypertextuality according to Amaral, 2010 is simply a

non-linear way of presenting information. Rather than
reading or learning about things in the order that an
author, or editor, or publisher sets out for us, readers
of hypertext may follow their own path, create their
own order – their own meaning out the material.
Hypertext is the foundation of the World Wide Web enabling users to
click on link to obtain more information on a subsequent page on the
same site or from website anywhere in the world.
Hypertext materials include pictures, video materials animated and
audio illustrations. All those possibilities make hypertext materials
content high and suitable for educational purposes.
Hypertext connects topic on a screen to related information,
graphics, videos, and music – information is not simply related to text.
This information appears as links and is usually accessed by clicking.
The reader can jump to more information about a topic, which in turn
may have more links. This opens up the reader wider horizon of
information to a new direction.
Intertextuality, as defined by Tiongson (2016), is the modeling of a text’s meaning by
another text. Intertext is the relationship between texts and how culture and other
writers influence a text. This is often seen on works wherein the author borrows and
transforms an existing text or when one references a text on his own written work.
The text will then contain a wide accumulation of cultural, historical and social
knowledge.
Intertextuality, as a literary device, “is the complex interrelationship between a

text and other texts taken as fundamental to the creation and interpretation of the
text” (Merriam Webster Dictionary, 2015).
Intertext excludes irrelevant data. It underscores the main point/s of the text by
making explicit those data that are only implied or presupposed in the text, thus
defining their relevance. Spurred by this context, a healthy dialogue among different
texts and interpretations, audience, is born.
 Explain critical reading as a form of reasoning
 Formulate evaluative statements about a text read:
a. assertions about the content and properties of a
text read; and
b. counterclaims in response to claims made in a text
read
 Determine textual evidence to validate assertions and
counterclaims made about a text read
 Identify the unique features of and requirements in
composing texts that are useful across disciplines:
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
 Identify the unique features of and requirements in
composing professional correspondence:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence (business
letters and e-mails, memorandum)
21st CENTURY LITERATURE FROM THE PHILIPPINES AND
THE WORLD
 Writing a close analysis and critical interpretation of
literary texts and doing an adaptation of these require
from the learner the ability to identify:
a. the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary
b. representative texts and authors from each region
(e.g. engage in oral history research with focus on key
personalities from the students’ region/province/town)
THE WORLD
 Compare and contrast the various 21st century literary
genres and the ones from the earlier genres/periods citing
their elements, structures and traditions
 Discuss
how different contexts enhance the text’s meaning
and enrich the reader’s understanding
 Produce a creative representation of a literary text by
applying multimedia and ICT skills
 Do self- and/or peer-assessment of the creative adaptation of
a literary text, based on rationalized criteria, prior to
presentation
THE WORLD
 Writing a close analysis and critical interpretation of
literary texts, applying a reading approach, and doing
an adaptation of these, require from the learner the
ability to identify: representative texts and authors
from Asia, North America, Europe, Latin America, and
Africa
 Compare and contrast the various 21st century literary
genres and their elements, structures, and traditions
from across the globe
THE WORLD
 Produce a creative representation of a literary text by
applying multimedia and ICT skills
 Do self- and/or peer-assessment of the creative
adaptation of a literary text, based on rationalized
criteria, prior to presentation

English Discussion For Review

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English Discussion For Review

Uploaded by

Copyright:

Available Formats

Reviewer/Discussion

Oral Communication in Context

 Information flows sequentially.

 Depicts communication as a linear or one way process.

2. Enunciation and pronunciation

Nonverbal communication strategies include the following:

A good communicator uses both verbal and nonverbal communication effectively. By

For some scholars, intercultural communication pertains to communication among people

Stage 4: Acceptance. The individual begins to appreciate important cultural differences in

TYPES OF SPEECH STYLE

TYPES OF ACT ACCORDING TO AUSTIN

CLASSIFICATIONS OF SPEECH ACT

Typically, a text is written in a linear fashion. This linear

Hypertextuality according to Amaral, 2010 is simply a

Intertextuality, as a literary device, “is the complex interrelationship between a

You might also like