COMMUNICATION PROCESSES, COMPONENTS OF COMMUNICATION

PRINCIPLES AND ETHICS PROCESS:

LESSON 1: Source - Carefully crafts the message.

ANYONE: an author of a book, public
LESSON OBJECTIVES speaker, traffic enforces
● Explain the principles and
process of communication and Message - The reason behind any
the ethical considerations in interaction.
communication. MEANING - shared between the sender
● Elucidate how communication and receiver. ANY FORMS: poems,
skills help resolve problems, songs, essays, news articles, road signs,
better understand new concepts
and aid in your profession. CHANNEL - The means by which a
● Frame a slogan about how the message is conveyed.
knowledge of the
communication process aids e.g., phone, letter
people in communication
effectively. RESPONSIBILITY = sender and receiver
(choose the best channel)
ENGAGING:
PUTTING THINGS in the Right RECEIVER - The person who receives
Perspective the transmitted message.

COMMUNICATION e.g., audience, reader, driver

is the act of transferring information from
one place to another, whether through FEEDBACK - It is essential to confirm
verbal (using voice), written (using the recipient's understanding
printed or digital media such as books,
magazines, websites and emails) visually .i.e., written, spoken or acted out.
(using logos, visual aids, graphs, maps
and charts) and non-verbal (using body ENVIRONMENT - The place, the feeling,
language, facial expressions and the mood, the mindset, and the condition
gestures). of both sender and receiver.
i.e., physical set-up of a location where
● Process of meaning-making communication takes
through a channel or a medium.
Latin CONTEXT - Involves the expectations of
⚬ communicare / community the sender and the receiver and the
⚬ to share or to make ideas common. common or shared understanding
● The connection that through the environmental.
encompasses interaction among
partakers is at the INTERFERENCE - BARRIER / BLOCK
that prevents effective communication to
take place.
IMPORTANCE OF COMMUNICATION
Confucius once said "Without knowing Kinds of Interference:
the force of words, it is impossible to
know a man." ● Psychological Barriers
● his views explain that society ● Physical Barriers
continues to exist because of ● Linguistic
proper language. ● Cultural Barriers
● Mechanical Barriers
 ELEMENTS OF COMMUNICATION CREATIVITY
crafts interesting messages in terms of
Physical Needs sentence structure and word choice.
Social Needs
3.1. Inclusion - the need to be belong to CONCISENESS
a relationship Simple & Direct vs. Lengthy expressions
3.2. Desire for Control - the desire to and words
have an influence over other people and
have a sense of domination or power. CAPTIVATING
3.3. Affection - the desire to care for Strive to interesting messages command
someone. more attention

Ego Needs CULTURAL SENSITIVITY

Practical Needs Empowering diverse cultures, lifestyles,
4.1. Physical and races
4.2. Safety
4.3. Social Ethical Consideration to
4.4. Self-Esteem Communication
4.5. Self-Actualization
Ethics - branch of philosophy that
The Nine Principles of Effective focuses on issues of right and wrong in
Communication human affairs.
Michael Osborn (2009) claims that
communication must meet certain ● Respect audience.
standards for effective communication to ● Consider the result of
take place. communication.
● Value truth.
CLARITY ● Use information correctly.
fuzzy, jargons, cliche expressions, ● Do not falsify information.
euphemism, doublespeak, language

CONCRETENESS
Messages supported by facts such as
research data, statistics, figures.

Abstract words must be avoided.

COURTESY
Promotes goodwill being polite in terms
of approach and manner of addressing
individual.

CORRECTNESS
Glaring mistakes in grammar obscure the
meaning of a sentence.

CONSIDERATION
Recipient's profession Level of education
race, ethnicity, hobbies, interests,
passions, advocacies and age
 CHAPTER 2 communication. For example, a
LESSON 1: Spanish-based pidgin emerged
in the Philippines, often spoken
Varieties of Spoken and Written by Chinese residents and
Language in Multicultural Settings Filipinos when communicating
with Spaniards, using words like
Let’s Achieve This bueno and señor (Lipski, 2002).
2. Creole: A creole forms when a
● Distinguish the varieties of pidgin becomes the first
spoken language in a video language of a community,
presentation developing into a full language
● Draw out the function of written with its own grammar and
language in an international vocabulary. Mindanao
magazine Chabacano (MC) is a Philippine
● Differentiate spoken and written Creole Spanish spoken by
language in multicultural setting 600,000 people, influenced by
Spanish and Central Philippine
Two Varieties of Language languages over 300 years
(Grant, 2011). Notably, speakers
Spoken Language - spontaneous and often use their own names for
often takes the form of dialogue. It fulfills creoles, such as Patwa for
its purpose momentarily and cannot be Jamaican Creole.
separated from the speaker—once the 3. Regional Dialect: This refers to
idea is communicated, the language a variety of a language spoken
fades away. in a specific region, not a
separate language. The
Written Language - compensates for its Philippines has over 700
lack of immediacy by being more dialects across its islands, with
organized, explanatory, and deliberate in Tagalog and Cebuano being
word choice. It can be revisited, widely spoken. Other prominent
corrected, and viewed objectively, dialects include Ilocano,
bearing more responsibility. Bicolano, and Waray, specific to
different regions (Tecson, 2014).
Language Varieties 4. Minority Dialect: A minority
Language is a tool for verbal and dialect is used by a particular
non-verbal communication, constructed ethnic group as a marker of
through structured words and shared by identity. In the Philippines, the
a community or country. Negrito groups, who migrated
over 20,000 years ago, speak
Language variety refers to specific endangered languages, often
linguistic items or speech patterns called Agta. These dialects are
associated with external factors like mutually intelligible within
geography or social groups (Wardhaugh, neighboring groups (Headland,
1986, as cited in Mu'in, 2008). 2003).
5. Indigenized Variety:
Five varieties of language, all Indigenized varieties are second
originating from spoken language. languages spoken in ex-
1. Pidgin: A pidgin develops when colonies. In the Philippines, the
speakers of different languages perception of declining English
need to communicate but lack a proficiency reflects
common language. It's typically indigenization, resulting in a
learned as a second language language variety influenced by
and used for basic local culture (Malicsi, n.d.)
 Written Language
Written language involves reading and
writing, requiring more than just
converting spoken words into text. It
serves as a reference for spoken
language and demands basic language
skills like phonological processing
(decoding sounds), vocabulary, and
grammar. Unlike oral communication,
written language lacks vocal and visual
cues, making feedback a more deliberate
process. Skilled reading and writing also
require comprehension to construct
meaningful content.

Functions of Written Language

Written language evolved in settled
human cultures as a means to support
various activities (Haliday, 2016):

1. Record-Keeping: Early forms

of communication, like cave
paintings and tablet engravings,
served as prehistoric records.
Written records offered a new
way to interpret the world,
leading to modern
documentation and filing
systems.
2. Trade and Business: Written
language formalized business
transactions, including
contracts, certificates, and
receipts, forming the foundation
of economic systems.
3. Academic Study: Written
language became essential for
recording and referencing
mathematical, scientific, and
astronomical knowledge.
4. Religious Ceremonies:
Religious guidelines and
ceremonies were documented in
written form to ensure accurate
execution.
5. Literature: Written language
serves as the medium for
literature, allowing written works
to be read, performed, and
appreciated.
 Lesson 2: Registers in Spoken and Casual Register: Conversational, used
Written Language among friends, with general vocabulary
and more slang.
Varieties of language are linked to Intimate Register: Used by lovers or in
specific situations. The physical setting sexual harassment, highly personal and
may require different language forms best avoided in public or professional
even with the same purpose and settings.
participants. For example, English
greetings can vary indoors versus Spoken Registers
outdoors or with distance between Spoken registers involve oral speech,
people. This variation, known as which can be dialogic (two or more
registers, involves specialized vocabulary speakers conversing) or monologic (a
for different occupational or social single person speaking, either impromptu
groups, like surgeons or sales clerks. A or from a prepared speech). The
person may use multiple registers. International Corpus of English in the
1990s illustrated these spoken registers
Registers change with situational (Meyer, 2010).
characteristics such as time, place, and
context. Face-to-face conversations
involve direct interaction in a shared time
and place, while newspaper articles are
written for a dispersed audience across
various times and locations (Biber and
Conrad, 2012).

In linguistics, register refers to a style of

language determined by factors like
social occasion, context, purpose, and
audience, also known as stylistic
variation. Registers represent different
levels of formality in language use, from
informal chats to formal debates,
enriching communication (Nordquist,
2017).

Registers vary by situation, people,

and communication method, each
serving different functions:
Frozen Register: Language is
unchanging and learned by rote, like
Biblical verses or the Pledge of
Allegiance.
Formal Register: Impersonal, follows
strict rules, uses complete sentences,
avoids slang, and features technical or
academic vocabulary. Common in
academic and scientific writing.
Consultative Register: Used in expert
consultations (e.g., doctors or
professors), with precise language and
formal titles. Registers vary by situation,
people, and communication method,
each serving different functions:
 Written Registers Philippine English is one of the World
Text registers convey information with Englishes in the outer circle of Kachru's
clear references and abstract details in model. Its history began with the US
official documents, professional letters, intervention in 1898 and American
press reviews, and academic papers. teachers arriving after the
Writing allows for reflection and revision, Philippine-American War. In 1921,
making these registers essential for American Thomasites trained Filipino
information access and academic teachers, who then taught English to
success. fellow Filipinos, establishing Philippine
English. By 1918, around 47% of the
Varieties of Written Registers population spoke English, and 55.6%
● News Reports: Narrate events could read and write it (Bautista & Bolton,
with time, place, and process 2008).
adverbials.
● News Editorials: State Language is dynamic and cultural,
opinions, evaluate events, and changing with the world through revisions
recommend actions. in phonology, lexicon, syntax, semantics,
● Research Articles: Written by and pragmatics. This includes English
experts for professionals, language contact
contributing new knowledge and situations:."Englishisation," where local
validating it. languages are influenced by English, and
● Textbooks: Written by experts "nativization," where English integrates
for novices, informing them of with local language features, leading to
established knowledge. World Englishes.

Lesson 3 : The World Englishes in Kachru (1982) introduced English

Multicultural Setting language in three concentric circles,
mapping its global extension. The circles
The Philippine classrooms now include are: (1) the inner circle, where English is
both local and international students. The the native language (e.g., UK, USA,
rise in foreign students is due to Filipino Canada, New Zealand, Australia); (2) the
teachers' proficiency in English. This outer circle, where English has a large,
influx introduces diverse speech community (e.g.,
diverse Englishes, which may confuse Singapore, Philippines, India); and (3) the
Filipino classmates who are accustomed expanding circle, where English is a
to American and British Englishes. This is foreign language (e.g.,China, Japan,
where World Englishes come in. Egypt).

Parallel to Philippine English, other

countries have developed their own
English rules, introducing World
Englishes. This rise is due to
globalization, as nations develop English
alongside their economic growth. Kachru
(1990) saw this as a shift from English
being exclusive to inner circle countries
like the USA, UK, Canada, Australia, and
New Zealand. English is now an
international language with no single
nation controlling it, meaning there are
multiple Englishes from different
countries.
 Philippine English 3. Basilectal Philippine English differs
Over the decades, Philippine English from the standard language in
developed as a distinct variety with its pronunciation, vocabulary, and grammar,
own accent, localized vocabulary, and sometimes evolving into different
body of creative writing. It is a legitimate languages. It features significant
nativized variety used by Filipinos in differences like copula deletion and
fields like science, technology, judiciary, do-deletion in direct questions and uses
legislature, bureaucracy, higher slang or colloquial terms spoken by
education, and scholarly discourse. While factory workers, janitors, drivers, etc.
it shares properties with other Asian
varieties of English, it has unique World Englishes for Intercultural
features (Dayag, 2012). Competence
Intercultural competence is the ability to
Linguistic Features of Philippine develop targeted knowledge, skills and
English attitudes that lead to visible behaviour
1. Phonological features include and communication that are both
devoicing of sibilant consonants in words effective and appropriate in intercultural
like beige, pleasure, seize, bees, and interactions (Deardorff, 2006 as cited in
cities, articulated as [s], and rendering www.gcu.ac.uk).
"th" sounds as [t] or [d] in words such as
this [dis], thin [tin]. Vowel features include Constituent Elements of Intercultural
a loss of distinction between long and Competence
short vowels in pairs like sheep/ship,
full/fool, and boat/bought. Many speakers Knowledge
use a reduced vowel inventory compared 1. Cultural self-awareness: articulating
with American English. how one's own culture has shaped one's
identity and worldview.
2. Lexical features include extensive 2. Culture-specific knowledge:
borrowing from Spanish (despedida, analyzing and explaining basic
estafa, scandal, querida) and Tagalog. information about other cultures (history,
Loan translations are common, such as values, politics, economics,
open/close the light/radio for "turn off the communication styles, values, beliefs,
light/radio" and joke only for "I'm teasing and practices).
you." Local coinages include carnap, 3. Sociolinguistic awareness: acquiring
highblood, hold- upper, and topnotcher, basic Local Language skills, articulating
while archaic items from late differences in verbal/non-verbal
nineteenth-century American English communication, and adjusting one's
include comfort room (CR), solon, and speech to accommodate nationals from
viand. other cultures.
4. Grasp of global issues and trends:
Varieties of Philippine English explaining the meaning and implications
1. Acrolectal Philippine English is used in of globalization and relating local issues
academics, by bilinguals from to global forces.
English-speaking homes, and by English
majors at the university level. Skills
1. Listening, observing, evaluating with
2. Meselectal Philippine English is patience and perseverance to identify
spoken by professionals who are and minimize ethnocentrism, and seek
non-English majors, use English in the out cultural clues and meaning.
workplace, and have a noticeable 2. Analyzing, interpreting, and relating:
Philippine accent. seeking linkages, causality, and
relationships using comparative
techniques.
3. Critical thinking: viewing and ● Both fields address prejudice,
interpreting the world from other cultures' with World Englishes focusing
perspectives and identifying one's own. on language varieties and
intercultural competence on
Attitudes attitudes toward otherness,
1. Respect: seeking out other cultures' emphasizing critical cultural
attributes; valuing cultural diversity; awareness to overcome
thinking comparatively and without prejudice.
prejudice about cultural differences. ● Equality is promoted within
2. Openness: suspending criticism of democratic citizenship,
other cultures; investing in collecting encouraging participation
'evidence' of cultural difference; being regardless of language or
open to being proven wrong. variety.
3. Curiosity: seeking intercultural ● Both World Englishes and
interactions, viewing difference as a intercultural competence
learning opportunity, and being aware of support the acceptance of
one's own ignorance. language varieties and the
4. Discovery: tolerating ambiguity as a preservation of cultural and
positive experience; willingness to move linguistic diversity.
beyond one's comfort zone.
Lesson 4: Different Text Types in
Points to Remember Writing
Research shows that intercultural
competence cannot be acquired quickly Writing serves many purposes, including
or in one module. It is a lifelong process developing social networks, engaging in
that must be addressed explicitly in discourse, supporting personal growth,
learning, teaching, and staff and professional communication. It also
development. Critical reflection is a aids in thinking by stimulating ideas and
"powerful tool" in achieving it. connections. To utilize these purposes
effectively, students must learn various
The knowledge, skills, and attitudes lead text types, which are classified into
to internal outcomes, such as flexibility, fictional (non-factual) and non-fictional
adaptability, empathy, and an (factual). Fictional texts, such as poetry
ethno-relative perspective, reflected in and narratives, are cultural, while
external outcomes like observable non-fictional texts include factual and
behavior and communication styles. persuasive types. Mastery of these types
These are visible signs of intercultural is essential for success in college and
competence. careers. Writing authentic texts extends
cultural knowledge and is shaped by
Communication allows people to diverse sociocultural and institutional
control developmental processes in practices (Paltridge, 2017).
intercultural communication and the
development of World Englishes.
Houghton (2009) highlights their
functional overlap:

● Knowledge and skills in

interpreting, relating, discovery,
and interaction are key to
intercultural competence and
impact World Englishes by
addressing cultural and linguistic
differences.
 Lesson 5: Textual Literacy in
Multicultural Literature

Textual literacy involves understanding

and evaluating various sources like
literature, articles, and historical
documents, and reflecting knowledge
through writing. It goes beyond reading to
include synthesizing information,
contextualizing it, and relating it to one's
studies or goals. Literacy helps make
sense of life events, with culture and
language shaping how readers express
meaning based on their regionality or
heritage. Literacy is a way of knowing
and signifying identity and experience
(Styslinger et al., 2017).

Textual literacy enhances reading and

metacognition by guiding readers through
key stages: setting goals, skimming for
structure, and activating prior knowledge.
It then helps construct meaning by
selectively reading, identifying main
ideas, predicting, inferring, interpreting,
evaluating, and integrating ideas while
monitoring understanding. Finally, it
encourages reviewing and reflecting
through self-questioning, summarizing,
and using strategies to assess
comprehension. Metacognitive strategies
involve self-monitoring and self-regulating
behaviors to ensure understanding, such
as activating prior knowledge, predicting,
questioning, summarizing, clarifying, and
analyzing text structure (Pressley &
Harris, 2006, as cited in Styslinger et al.,
2017).
 Text Comprehension Strategies 7. Make Inferences - Determine what the
Text comprehension strategies help author is suggesting without directly
readers engage with literature, enabling stating it, are made during after reading,
them to create and document their own and they are made from one or two
narratives. These strategies serve as pieces of information from the text.
entry points for reading, reflecting, and 8. Make Judgments - Use facts from the
reshaping their worldview, influencing text, and existing beliefs to evaluate
their response to lived experiences and author's positions or formulate opinions
deepening their understanding of about the characters or situations in a
themselves and their place in the world. text.
This cyclical process fosters both 9. Make Predictions - Determine what
cognitive and emotional growth, leading might happen next in a story or
to evolving literacy practices (Styslinger, non-fiction piece. Predictions are based
et al., 2017). Different texts require on information presented in the text.
readers to focus on specific 10. Summarize Information - Take key
comprehension skills, such as following ideas from the text and put them
sequences in procedural texts, linking
causes and effects in historical texts,
finding clues in mystery books, and
distinguishing facts from opinions in
persuasive essays.

Strategies for Effective Text

Comprehension

1. Analyze Character - Use clues and

evidence in the text-character
descriptions, dialogue, actions,
thoughts-to-make inferences about the
characters in a text.
2. Analyze Story Elements - Examine
the literary elements in a story-its
characters, setting. and plot to develop
an appreciation and understanding of the
work.
3. Compare and Contrast - Find that
two things are alike and different.
4. Draw Conclusion - Determine what
the author is saying without directly
stating it. Conclusions are made during
and after reading, and they are made
from multiple (3+) pieces of information
from the text.
5. Evaluate Author’s Purpose -
Determine why the author wrote the
passage or included specific information
or text and graphic features. These
purposes may include to entertain, to
inform, and to persuade.
6. Identify the Sequence of Events -
Determine the order of events for stories
and topics such as history, science, or
biography.
 Lesson 2 stands for Less Economically Developed
Country.
COMMUNICATION AND
GLOBALIZATION The more you exposed to diversity - - -
the valuing of the uniqueness or
LET'S ACHIEVE THESE: differences in gender preference. color,
● WRITE A REACTION PAPER age, religious affiliation, ethnicity,
ON A COMMUNICATION education, social and economic status
CHALLENGES IN A GLOBAL and political beliefs.
ATMOSPHERE AND
METHODS FOR EFFECTIVE COMMUNICATION
AND ETHICAL GLOBAL Increasingly global, blurring national
COMMUNICATION. boundaries.
● CREATE A TWO-MINUTE
INFORMATIVE VIDEO ABOUT The ability to communicate effectively in a
COMMUNICATION AND global setting = a general understanding
GLOBALIZATION. of the differences in conducting
communication from one country to
GLOBALIZATION another or from one culture to another
Is the communication and assimilation helps avoid miscommunication.
among individuals , ethnicities , races,
governments of various nations POSSIBLE CULTURAL BARRIERS TO
supported by technology and compelled EFFECTIVE COMMUNICATION IN A
by international trade. GLOBAL ENVIRONMENT:

The more you become exposed to ● CULTURAL RELATIVISM

diversity --- the valuing of the uniqueness ● LACK OF KNOWLEDGE OF
or differences in gender preference, color, ● OTHER'S CULTURE
age, religious affiliation, ethnicity, ● DISCRIMINATION AND
education, social and economic status ● HARASSMENT
and political beliefs. ● LANGUAGE DISCRIMINATION

Diversity is a combination of our STRATEGIES TO BECOME AN

differences that shape our view of the EFFECTIVE GLOBAL
world, our per spec ti ve and our COMMUNICATOR :Krizan (2014)
approach.
● REVIEW COMMUNICATION
The following features have been the ● PRINCIPLES.
results of globalization: ● ANALYZE THE MESSAGE
● Much greater international trade, ● RECEIVER.
i.e. , the purchasing and selling ● BE OPEN TO AN ACCEPTING
of goods and services across OF OTHER CULTURES.
borders . ● LEARN ABOUT CULTURES
● More companies that operate in AND APPLY WHAT IS
multiple countries , i.e. , LEARNED.
multinational companies . ● CONSIDER LANGUAGE
● Much greater and freer NEEDS.
movement of goods , capital,
and services .
● The recognition of several
multinational corporations , such
as Starbucks and McDonald’s ,
in LEDCs . LEDC
 MODULE3 ethnic groups, diverse languages, and
diverse beliefs into one nation."
Local and Global Communication in
Multicultural Settings The Global Community
refers to the people or nations of the
Learning Outcomes world, considered as being closely
● Determine culturally appropriate connected by modern
terms, expressions, and images telecommunications and as being
(sensitivity to gender, race, economically, socially, and politically
class, etc.). interdependent.
● Adopt cultural and intercultural
awareness and sensitivity in the Examples:
communication of ideas. Major offices and some homes linked
with optical fiber systems Global
Lesson 3: Outline multimedia services satellite transmission
❖ A World of Diversity
❖ The Global Community CULTURAL AWARENESS AND
❖ Cultural Awareness and SENSITIVITY
Sensitivity
❖ Gender Sensitivity Cultural Awareness
❖ Political Awareness It is knowing that there are multiple
different cultures based on religion,
A World of Diversity ethnicity, nationality, and other factors
that have different attitudes and outlooks.
PARAPAK (1995) DESCRIBED OUR
WORLD AS A WORLD OF DIVERSITY Cultural Sensitivity
● The lives of the people are This involves accepting those differences
unrelated to each other. without insisting your own culture is
● People developed their own way better, or that everyone should do it
of life, language, and religion. (Sherman, 2018).
● The world is inhabited by a
diverse population with their Cultural Awareness and Sensitivity
own identity, spiritual and Guidelines
cultural uniqueness. 1. View human differences as
● It can be a source of strength positive and a cause of
and enrichment. celebration.
● Technology has influenced of 2. Have a clear sense of your
dynamic development of our ethnic, cultural, and racial
cultural identities. identity.
● Language - is one of the 3. Be aware that in order to learn
elements of cultural Identities. about others, you need to
● The circle of influence is very understand and be prepared to
limited. share your own culture.
● The circle of encounters has 4. Be aware of your own
been enlarged. discomfort when you encounter
● Technology, in some ways, differences in race,
united the world and mankind Color,religion, sexual
but not eliminate diversity. orientation, language, and
● As Parapak (1995) mentioned: ethnicity.
5. Be aware of the assumptions
"Accepting diversity as a strength, we are that you hold about people of
mindful of the vital role of communication cultures different from your own.
in bonding diverse cultures, diverse
 6. Be aware of your stereotypes as 4. chair, chairperson, coordinator
they arise and develop personal (instead of chairman)
strategies for reducing the harm 5. courteous, cultured (instead of
that they cause. ladylike)
7. Be aware of how your cultural 6. first-year student (instead of
perspective influences your freshman)
judgments about what 7. flight attendant (instead of
appropriate, normal, or superior stewardess)
behaviors,values, and 8. human resources (instead of
communication styles are; manpower)
8. Accept that in cross-cultural 9. legislator, representative
situations there can be (instead of a congressman)
uncertainty, and that uncertainty 10. mail carrier, letter carrier, postal
can make you anxious. It can worker (instead of mailman,
also mean that you do not postman
respond quickly and take the 11. people, human beings (instead
time needed to get more of mankind)
information. 12. person, individual (instead of
9. Take any opportunity to put man)
yourself in places where you 13. police officer (instead of a
can learn about differences and policeman)
create relationships, and; 14. solidarity (instead of
10. Understand that you will likely brotherhood)
be perceived as a person with 15. to operate, to cover, to staff
power and racial privilege (or (instead of to man)
The Opposite), and that you
may not be seen as unbiased or CHECKLIST FOR GENDER REVISION
as an ally. 1. Have you used man or men or
words containing one of them to
Gender Sensitivity refer to people who may be
This refers to the aim of understanding female? If so, consider
and taking account of the societal and substituting another word.
cultural factors involved in gender-based 2. If you have mentioned
exclusion and discrimination in the most someone's gender, was it
diverse spheres of public and private life. necessary to do so? If you
identify someone as a female
What is Gender Sensitive Language architect, for example, do you
It is the realization of gender equality in (or would you) refer to someone
written and spoken language. It is as a male architect? And if you,
attained when women and men and then note that the woman is an
those who do not conform to the binary attractive blonde mother of two,
gender system are made visible and do you mention that the man is
addressed in language as persons of a muscular, square-jawed father
equal value, dignity, integrity, and of three? Unless gender and
respect. related matters - looks, clothes,
parenthood, are relevant to your
GENDER-NEUTRAL WORDS point, leave them unmentioned.
1. ancestors, forebears (instead of 3. Do you use any occupational
forefathers) stereotypes? Watch for the use
2. artificial, manufactured (instead of female pronouns for nurses
of man-made) and male ones for scientists, for
3. average, ordinary person example.
(instead of a common man) ● ad of dishonest)
 Different Text Types in Writing

Narrative - text tells a story, and can be

either fiction or nonfiction. Narrative texts
typically have a beginning, middle, and
end, and they use characters, setting,
and plot to create the story.

Descriptive - creates a picture with

words, using vivid language to describe
people, places, things, or events.
Descriptive text can be found in a variety
of genres, including essays and poetry.

Expository - explains or informs, by

presenting facts, definitions, or processes
in a clear and concise way. Expository
text can be found in a variety of genres,
including Textbooks, news articles, and
informational books for children — for
example, visual encyclopedias and
pictorial information books.

Procedural or instructional - explains

how to do something through
step-by-step explanations, often
accompanied by numbered diagrams,
illustrations, or photographs.

Argumentative or Persuasive - tries to

persuade the reader to agree with a
particular point of view, by using
evidence, logic, and reasoning to support
the claims. Argumentative text can be
found in essays, editorials, and
speeches.
 Speech Deliveries ● the speaker writes down every
word they will speak during the
Impromptu, Extemporaneous, speech
Manuscript, Memorized ● this method comforts some
speakers’ nerves as they don’t
IMPROMPTU have to worry about that
● delivering a message on the moment where they might
spur of the moment, as when freeze and forget what they’ve
someone is asked to “say a few planned to say.
words.”
● when you're asked to speak in When the exact wording of an idea is
public without prior notice or crucial, speakers often read from a
there is little to no preparation. manuscript.

It can be one of the most terrifying Argumentative & Persuasive Speech

speeches you'll ever do; standing up in
front of a crowd and having to speak for a ARGUMENTATIVE SPEECH
few minutes without preparation ● the speaker attempts to
convince their audience to
MEMORIZED change their views on a certain
● fully prepared in advance and controversial issue.
one in which the speaker does
not use any notes. The goal is to convince the audience
and build counter arguments through
The advantage of a memorized speech is logical reasoning, evidence, and
that the speaker can fully face their emotional appeal.
audience and make lots of eye contact.
The problem with a memorized speech is PERSUASIVE SPEECH
that speakers may get nervous and forget ● aims to persuade the audience
the parts they’ve memorized. to believe a certain viewpoint,
opinion, or idea.
EXTEMPORANEOUS
● is the presentation of a carefully The end goal is to change the mind of
planned and rehearsed speech, your audience and persuade them into
spoken in a conversational action or thought. It often describes facts,
manner using brief notes values, and policies.
● speakers prepare some notes in
advance that help trigger their
memory of what they planned to
say. These notes are often
placed on notecards
● t allows them to be prepared,
keeps the audience engaged,
and makes the speakers more
natural in their delivery

MANUSCRIPT
● is the word-for-word iteration of
a written message, the speaker
maintains his or her attention on
the printed page
 COMMUNICATION FOR WORK f) What factors might influence their
PURPOSES response?

Lesson outline: BROAD CATEGORIES OF

1. Workplace Communication WORKPLACE COMMUNICATION
2. Business Letters
3. Memos A) UPWARD COMMUNICATION
• To be able to give suggestions and tips from your position to an audience above
on how to communicate in the workplace. you in the job hierarchy
4. Importance of Good Communication at
the Workplace Example: a response to a letter from your
manager
1. Workplace Communication
is the process of exchanging information B) LATERAL COMMUNICATION
and ideas, both verbally and non-verbally between you and an audience within your
between one person or group and level of hierarchy
another person or group within an
organization. It includes e-mails, Example: a phone call to/from a
videoconferencing, text messages, notes, co-worker you are collaborating with
calls, etc.
C) DOWNWARD COMMUNICATION
Text messages - an electronic from your position to an audience below
communication sent and received by you in the job hierarchy
mobile phone.
Example: an oral reminder to a trainee
Notes - a short informal letter or written
message. D) OUTWARD COMMUNICATION
between you and a company that you do
Calls - an instance of speaking to business with or an audience outside
someone on the phone or attempting to your workplace
contact someone by phone.
Example: a letter of inquiry addressed to
THINGS TO CONSIDER IN a supplier regarding a delivery to your
COMMUNICATING IN THE office
WORKPLACE:
3. TONE
1. PURPOSE ● it will set how your target
a) Am I writing to create a record, to audience will accept what you
request/provide information, or to are trying to say.
persuade? ● you do not have to sound tough,
demanding, or condescending in
b) What am I trying to say? your discourse especially in
sensitive subjects or issues
2. AUDIENCE
a) Who will read what I have written? Workplace communication will fail the
b) What are their job titles and/or areas of ethics test if it is corrupted by any of
responsibility? the following tactics (Searles, 2014):
c) What do they already know about the 1. Suppression of information.
specific situation? 2. Falsification or fabrication.
d) Why do they need this information? 3. Overstatement of understatement.
e) What do I want them to do as a result 4. Selective misquoting.
of receiving it? 5. Subjective wording. 6. Conflict of
interest.
7. Withholding information. Mr. (name), Madame (name):
8. Plagiarism Sir (name), Dear Madame (name):
Dear Sir (name), Dear Dr. (name):
2. Business Letters My dear (name), Dear Rev. (name):
"Business writing refers to Mrs. (name), Miss (name):
memorandums, proposals, e-mails, and
other forms of writin in organizations to 4. BODY OF THE LETTER - contains the
communicate with internal and external main purpose of the letter, the very
audiences. Business writing is a type of reason for writing. It is very important that
professional communication. Also known the body of the letter be written in a
as business communication and straightforward, simple, and coherent
professional writing (Nordquist, 2017)." manner.

PARTS OF A BUSINESS LETTER Three Parts

● Introduction
1. HEADING - includes the return ● Middle Section
address and the date on the last line. ● Conclusion

Examples:
Lisa Jehnaan
1882 Shelby St. Seattle, WA, 98112

June 16, 2004

The National Teachers College

Quiapo, Manila
Telephone Number
E-mail

January 2018

2. INSIDE ADDRESS/RECIPIENT'S
Address - contains the name to which
the letter is written and addressed

Examples: 5. COMPLIMENTARY CLOSING - is the

polite yet business-like ending of the
DR VICTORIA B. MARTINEZ
letter. This ends with a comma (.).
Principal
St. Anthony integrated School
Sincerely yours
Quezon City
Truly yours
Respectfully yours,
Ms. Margaret Edwards Much obliged
Barnell Ltd Very sincerely.
48 Stanstead Road Very sincerely yours.
London SE27 1HF Very respectfully yours,
Very much obliged,
3. SALUTATION - is the greeting part
that is written in a polite and courteous SIGNATURE BLOCK
manner followed by a comma (,) or a
colon (:)
the name of the sender is written on the
first line, then his/her position on the next
line. It is expected that the sender will put
his/her signature above his/her name.

Donald & Clank D&Clerk

John Doe.

President