Purposive Communication

​
MODULE 1​ ○​ Native language affects the way
you talk or utter terms in English​

Language
Communication
○​ As we mingle with other people,
language can be changed. ○​ Process of creating and exchanging
○​ Used in interpersonal communication meaning through symbolic interaction
○​ Relate meaning to substance. ○​ Communication is an Art and Science.
○​ The manner of speaking can be
affected by what we are watching or Basic Components
listening to.
●​ SENDER
Characteristic of Language ○​ encodes the message​

○​ Language is recursion ●​ CHANNEL

○​ Language is arbitrary ○​ or medium (email, telephone
○​ Language is productive or creative conversations, direct
-​ New terms or new words are being messages, personal discussion
uttered. or even a text message.) ​
-​ E.g. LGBTQ creating creative words
such as lolobels = you lose, lafang ●​ RECEIVER
= food ○​ decoder, after decoding the
○​ Language is a social phenomenon. receiver will give feedback.
-​ Embedded in our system.
○​ All Languages are equally complex. (The sender will look for a specific
-​ Language is difficult. channel to be used and the message will
be transferred and decoded by the
ELEMENTS receiver)

●​ PHONOLOGY ●​ NOISE
○​ The study of sounds ○​ reasons why we failed to
○​ Proper pronunciation of words​ understand the information
being given.
●​ LEXIS/LEXICON
○​ Study of words and their meanings​ Categories of Noise

●​ GRAMMAR ●​ Psychological (mind)

○​ Morphology (word formation) ○​ refers to things that are going
○​ Syntax (arrangement of words in a on in your head as you
sentence) engage in the communication
○​ Semantics (meaning)​ process.
○​ can be any personal opinions,
typecasts, or standpoints that
●​ CULTURAL LOAD get in the way of you accepting
○​ The cultural component of a what the sender is saying
particular utterance​
Purposive Communication

●​ Physical Process of learning the second language

○​ the physical sounds that
make it difficult to hear ●​ Singing the alphabet
someone's message ●​ Introducing the vowels and
(uncontrolled sounds of an
consonants
air-conditioning unit, sounds of
moving vehicles, etc.)​ ●​ Combined vowels and constants
that result in Learning syllables
●​ Physiological (biology) ●​ Learned to identify or formed
○​ refers to things like hunger, simple words or 3 words
fatigue, headache, stress, or ●​ Add articles to make a phrase
really anything that prevents ●​ Simple sentences
you from giving your full ●​ Learned the two parts of sentences
attention to someone sharing
(subject and predicate)
his thoughts.​
●​ Simple paragraph
●​ Semantic ●​ Introducing phrases, nouns,
○​ error in grammar or words. clauses, etc after the teacher ask
○​ the communicator finds a hard to make a composition
time to sympathetically ●​ Learned how to express ideas
understand the words, orally and in writing
language, dialects, ●​ A separate lesson in writing and
vernaculars, and or even reading
grammatical structure of a
●​ In reading the teacher checks the
message.​
comprehension (the level of
●​ Factual understanding)
○​ caused by efforts to recall
small details and in the Communication Models
process, missing and omitting
the main points of the ●​ Transmission Model
information shared during ○​ a linear, one-way process in
discussion.
which a sender intentionally
transmits a message to a
Two types of Communication
receiver (Ellis & McClintock,
1990).
●​ Verbal
○​ focuses on the sender and the
○​ Oral and written
message within a
○​ Uses the alphabet and symbols
communication encounter.​
to express our ideas
●​ Non-verbal
●​ Interaction Model
○​ Facial expressions, gestures,
○​ a process in which
paralinguistics
participants alternate
○​ Using the parts of the body to
positions as sender and
express our ideas and thoughts
receiver and generate
meaning by sending
messages and receiving
feedback within physical and ​
​
Purposive Communication
​
psychological contexts 3.​ ​
(Schramm, 1997).
○​ Respects the right of people to
○​ this model incorporates
express
feedback, which makes
communication a more
4.​ ​
interactive, two-way process.​
○​ Ethical communicators should
●​ Transaction Model emphasize the commonalities of
○​ a process in which culture or cultural beliefs rather than
communicators generate the differences ​
social realities within social,
relational, and cultural COMMUNICATION APPROACH TO
contexts. INTERCULTURAL COMMUNICATION

●​ Personality Strength
MODULE 2 ○​ main personal traits that affect
intercultural communication are
COMMUNICATION and self-concept, self-disclosure,
GLOBALIZATION​ self-monitoring, and social
relaxation.​
Ethics Across Culture
●​ Self-concept
○​ how you look as a person or
1.​ ​
communicator
○​ Ethical communicators should respect ○​ Set yourself in a particular situation​
that every culture is important and
unique. ●​ Self Disclosure
○​ An intercultural communicator should ○​ are you willing to express or inform
understand that we should demesne the people that you are culturally
the culture of others through verbal or ignorant
nonverbal communication ○​ Information that we post on FB ​
○​ Should treat every culture special and
respect every culture. ●​ Self Monitoring
○​ have to evaluate yourself
2.​ ​ ○​ How you will react to different
situations​
○​ Ethical communicators should not
mislead ●​ Self Relaxation
○​ Truth is socially constructed (what is
acceptable and what is good in this ●​ Communication Skills
particular area will not be similar to ○​ be good at communication (must
other areas or other places) be competent in verbal and
○​ E.g (eating using bare hands, in our non-verbal behaviors)
culture it is acceptable but in westerns, ○​ Aside from language, there are
they don’t like it as it is gross) other ways how to connect such as
Purposive Communication
​ ​
non-verbal cues, signs, symbols, religion, or sexual orientation
pictures, etc. (Rothenerg, 1992).

●​ Psychological Adjustment ●​ Motivation

○​ Must be able to acclimate to a ○​ The desire to communicate
new environment. successfully with strangers is an
important start.
●​ Cultural Awareness
○​ Must understand the social ●​ Tolerance for Ambiguity
customs and the social system ○​ A tolerance for ambiguity makes it
of the host culture. possible to accept, and even
○​ Understanding how people think embrace, the often equivocal and
and behave is essential for sometimes downright
effective communication with them. incomprehensible messages that
characterize intercultural
BARRIERS TO INTERCULTURAL communication.
COMMUNICATION
●​ Open-mindedness
●​ Anxiety ○​ Principled communicators are not
○​ When you are anxious because of likely to compromise deeply held
not knowing what you are beliefs about what is right.
expected to do, it is only natural to
focus on that feeling and not be ●​ Knowledge & Skill
totally present in the ○​ PASSIVE OBSERVATION,
communication transaction. ACTIVE STRATEGIES, and
SELF-DISCLOSURE.
●​ Assuming Similarity instead of
Differences
○​ Assume the display of emotions is MODULE 3
similar to your culture, you might INTERCULTURAL COMMUNICATION
see people of different cultures in VS. INTRACULTURAL
certain circumstances as lacking COMMUNICATION
emotions inappropriately.
Intercultural Communication
●​ Ethnocentrism
○​ Negatively judging aspects of ●​ refers to interaction with people
another culture by the standards of from diverse cultures.
one’s own culture.
Intracultural Communication
●​ Stereotyping
○​ Refers to negative or positive
judgments made about individuals ●​ the interaction between or among
members of the same racial or
based on any observable or
ethnic group or co-culture.
believed group membership.

●​ Prejudice
○​ refers to the irrational dislike or
hatred of a particular group, race, ​
Purposive Communication
Forms of Intercultural Communication Varieties of Spoken Language

●​ Interracial Communication ●​ Interactional

○​ the interaction of people belonging ○​ used for having a social function.
to different races. ○​ uses an informal type of speech
that aims to develop relationships
●​ Interethnic Communication between interlocutors.
○​ the interaction among people of
different ethnic origins. ●​ Referential
○​ provides the listener with some
●​ International Communication information referring to objects or
○​ the interaction between abstract concepts
representatives from different ○​ the speaker assumes that the
nations. listener has knowledge of the
matter at hand. In return, the
Varieties of Language listener has to know the context
before they can understand the
○​ Language varies when communicating
references.
with people within (local) and outs
(global) our community.
●​ Expressive
○​ Language varies in speaking and in ○​ showing the speaker’s judgments
writing. or feelings about a person,
○​ Language varies in everyday and event, or situation.
specialized discourses
●​ Transactional
Characteristics of Spoken Language ○​ used for getting information or
making a deal.
○​ mostly maintained in the form of a ○​ has a specific purpose and is
dialogue driven by needs and wants
○​ utilize the human voice and all kinds of rather than sociability.
gestures that give additional ○​ has its intention to achieve a
information. give-and-take relationship
○​ spontaneous but momentary. It between the speaker and the
vanishes after having fulfilled its listener.
purpose, which is to communicate the ○​ a specific query is a given specific
thought, no matter how trivial or answer.
important
○​ cannot be detached from the user of it. ●​ Phatic
○​ widely uses intensifying words. (oaths, ○​ engaging in small, plain talk.
swear words, and adjectives which ○​ the speaker and listener use a
have lost their primary meaning) minimal amount of language to
○​ characterized by the insertion into the engage in the conversation
utterance of words without any ○​ poses familiarity with the topic
meaning (also called “fill-ups” or empty and context between the
words such as “well”, “and all”, “so to speaker and the listener.
say”, “whatever”, etc.)
Purposive Communication
○​ uses a Neutral register to deliver
Characteristics of Written Language facts. (means that they are not
specifically formal or informal.)
○​ presupposes the absence of an ○​ used in articles, reviews, essays,
interlocutor. technical writing reports, business
○​ mostly maintained in the form of a letters, and others
monologue.
○​ more carefully organized and
Important Terms
explanatory. (the word choice is more
deliberate.)
●​ Cultural Awareness
○​ able to live forever with the idea it
○​ knowing that there are multiple
expresses.
different cultures (based on
○​ can be detached and objectively
religion, ethnicity, nationality, and
looked at. (the writer has an
other factors)
opportunity to correct and improve
what has been put on the paper.)
●​ Cultural Sensitivity
○​ bears a greater volume of ○​ involves accepting those
responsibility than its spoken differences without insisting
counterpart. your own culture is better, or that
everyone should do it your way
Varieties of Written Language
●​ Cultural Appropriation
●​ Formal ○​ is the adoption of the
○​ less personal than informal iconography of another culture
language. then using it for purposes that
○​ used when writing for are unintended by the original
professional or academic culture or even offensive to that
purposes like university culture’s mores.
assignments. ○​ Would worsen when a particular
○​ does not use colloquialisms, culture gets offended.
contractions, or first-person
pronouns such as ‘I’ or ‘We’. ●​ Gender Sensitivity
○​ the aim of understanding and
●​ Informal taking account of the societal
○​ more casual and spontaneous. and cultural factors involved in
○​ used when communicating with gender-based exclusion and
friends or family either in writing or discrimination in the most diverse
in conversation, personal emails, spheres of public and private life.
text messages, and in some
business correspondence. ●​ Gender-Sensitive Language
○​ the tone is more personal than ○​ uses appropriate terms and also
formal language. avoids conflicts and
misunderstandings.
●​ Neutral ○​ the realization of gender equality
○​ used with non-emotional topics in written and spoken language.
and information. ○​ is attained when women and men
and those who do not conform to
the binary gender system are
Purposive Communication
made visible and addressed in
language as persons of equal
value, dignity, integrity, and
respect.
Messages in Classical Rhetoric

●​ Political Correctness
○​ used to describe language, ●​ consist of effective use of logical
policies, or measures that are (logos), ethical (ethos), and pathetic
intended to avoid offense. proof (pathos). (J.L Golden et.al. The
○​ promotes equality by Rhetoric of Western Thought, 8th ed.
demonstrating an understanding Kendall Hunt, 2003).
that all people and groups are
valuable to society regardless of Messages in the Media
race, culture, religion, gender, or
sexual orientation. ●​ A well-defined message has two key
components.​
​ (it is simple, direct, and concise)​
MODULE 4 (it defines the issues on your own
terms and in your own words)

Message
Purpose of the Message
●​ gives information and ideas to its
intended receiver or audience. ●​ to inform, persuade, or offer goodwill
●​ the message is the information via a message in the workplace
conveyed by: (a) words (in speech or ●​ According to Jennifer Lombardo,
writing, and/or (b) other signs and
determining the purpose of your
symbols (Nordquist, R., 2017).
●​ make up the content of the message is the first step in deciding
communication process. what you want to say and how you
want to say it.
Verbal Content
Informative Message
○​ transferred in a message.
○​ refers to written or spoken words, ○​ to influence understanding; to make
email, text messages, phone calls, it clearer or more developed.
snail mail, skywriting, etc. ○​ the message should be very clear,
straight to the point, and easy to
Non-verbal Content understand.
○​ not designed to change or reinforce
○​ refers to meaningful behavior opinions, though sometimes that
beyond words. occurs as a side effect.
○​ body movement and gestures, eye
contact, artifacts, clothing, vocal Goodwill Message
variety, touch, timing, etc.
○​ to show a sense of kindness,
friendliness, gratitude, regret,
sympathy, congratulations,
invitations, and appreciation.
Purposive Communication

○​ carry good wishes, warm feelings, ○​ (Critical literacy is the highest level
and sincere thoughts to friends, of comprehension.)
customers, and employees. ○​ definition: the process of making
evaluations or judgments when
Persuasive Message experiencing “print, non-print,
image-based, and verbal”
○​ to convince another person communication (Phelps, 2002).
○​ or group to take certain specific
actions.
The 3 Processes of Reading
○​ should be as specific as possible and
the purpose should be observable and
measurable. ●​ Bottom-up
○​ Text to Mind (only interpreting
○​ explains how the receiver benefits
what the reader understands from
from fulfilling a request- before the
the material)
request is made (Brantley & Miller,
○​ All the understanding comes from
2007).
the text.
○​ it seizes and answers any objections.

●​ Top Down
○​ Mind to Text (incorporation of the
The Reader and The Audience reader’s prior knowledge of the
text)
Reader ○​ has a background idea about the
topic of the text.
○​ a reader is someone who reads a
particular newspaper, book, or ●​ Interactive
magazine with a particular skill ○​ Combination of Bottom-Up and
○​ interprets written messages by Top-Down
reading aloud or by eyes. ○​ Reader already has prior
○​ provides interpretations of what has knowledge about some parts of the
been read. text and is still able to gain new
○​ (seeing relationships of the elements knowledge.
presented, based on emotions or
intellect.) Reading Strategies

Audience ●​ Previewing
○​ begin with a general idea of what
○​ receives messages by listening to
the passage is about.
oral messages.
●​ Reading for Main Ideas
CRITICAL READING ○​ identify the point of view of the
author.
Audience

○​ the process that involves thinking, ●​ Use Context Clues for vocabulary
○​ Context: a combination of
teaching, past experiences, and
vocabulary and grammar that
knowledge.
Purposive Communication
surrounds a word. (helps you ○​ Identifies bias in words and
make a general prediction about expressions
the meaning and can be a ○​ Recognizes stereotypes in pictures
sentence or a paragraph or a and images
passage.) ○​ Understands symbols
○​ Analyzes/evaluates assumptions,
●​ Scanning for details beliefs, and practices
○​ Find important content words
(usually nouns, verbs, or Factors affecting Varied Interpretation of
adjectives) Texts

●​ Making Inferences ○​ Social Environment

○​ find evidence that is a direct ○​ Home Environment
statement of a fact as that ○​ Cultural Environment
evidence is used to make an ○​ Experiences
inference. ○​ Intellectual Level
○​ Inference: a logical conclusion ○​ Language Differences
based on evidence.
○​ (can be about a passage itself or The Target Audience
the author’s viewpoint.)
○​ knowing the audience will also help
●​ Drawing Conclusions to determine the degree of formality
○​ Conclusion: refers to information with which we should write &
that is implied or inferred. (then the ○​ knowing who we are writing for
information is not clearly stated in should dictate whether to use
the text) conventions like contractions for
informal writing or those mechanics
for formal/ technical writing. Kranz
CRITICAL VIEWING
(2007)
○​ The messages which we would like
Visual Literacy to deliver should fit the target
audience of the material.
○​ reading the text whereas critical
○​ do we want to entertain, inform, or
visual l by iteracy is reading
persuade them?
beyond the text.
Key Concepts of Media Literacy
A critical visual reader:
○​ Media Literacy: the ability to
○​ Analyzes texts and looks at
“critically consume and create
intentions, points of view, and
media” to “better understand the
biases
complex messages we receive from
○​ Evaluates the texts’ socio-political
the internet and other forms of
context
media.
○​ Reads what images and passages
○​ Key concepts serve as a basis for
are saying: what messages they
developing a critical understanding
are suggesting, and how they are
of the content of mass media, the
shaped to influence the attitudes,
techniques used, and the impact of
values, and beliefs of readers
these techniques.
Purposive Communication
○​ (can be very helpful in the ●​ personal and relational identities
construction of media texts for are created and maintained
different purposes.) through the use of these
technologies.
Text ●​ cell phones, Ipods, and other
technological devices (emphasize
○​ includes any form of written, the relational functions and
spoken, or media work conveying implications of their use in society
meaning to an audience. and within specific groups, for
○​ may use words, graphics, sounds, example, Some groups view the
and images in presenting the cell phone less as a device to
information. contact others and more as a
○​ may be in oral, print, visual, or means of displaying social status
electronic form. and membership.

​
MODULE 5​ Media and Technology Generations

●​ the generations separate not just

The Role of Technology in because of the chronological era in
Communication which they were born but also the
media and technology that
Technology-assisted communication or encompass their world.
machine-assisted interpersonal ●​ differentiated by unique media
communication grammar and media
consciousness based on the
●​ both interpersonal and mass technological environment in which
communication situations they were born.
(Dominick, 1999) ●​ for example, television and
●​ one or more people are
communicating by means of a podcast. books and social media.
mechanical device or devices with (media generations born into a
one or more receivers. digital world undervalue books and
●​ it allows the source and the traditional television in favor of the
receiver to be separated both by Internet and digital products)
time and space.
Online Communication
Learning the history of communication
●​ the new face-to-face
●​ helps people understand what is communication.
going on now. ●​ (upper and lower cases of text
●​ Modern communicators needed to messages emojis)
trace human civilization to better
appreciate the tools of ​
​ ●​ has downsides: hiding identity and
communication they are currently fraudulent identities
using.
. Screen Name
The Meaning of Relational Technology
Purposive Communication
●​ what we use in chatrooms (gc, government, military, or an
google meet, twitter, fb, ig) (also in organization. (.edu, .gov, .mil, .org)
playing games, uploading videos,
leaving online comments, and Online Content Creation and Identity
evaluations, and selling items
online.) ●​ personal web pages, blogs,
●​ may or may not provide an posting of original pictures, videos,
accurate presentation of the mash-ups, and other personal
person behind the screen. creations.
●​ People may select a screen name
based on genuine characteristics Personal Web Pages and Blog
as a neutral extension of the self
●​ the creator may incorporate
(may also choose unrepresentative
content specifically for personal
traits as a way to develop
expression and a desire to share it
untapped aspects of the self and to
with others.
test these characteristics in what
may be an anonymous and Social Networking Sites
non-threatening environment.
●​ allow people to connect with
Email Addresses friends, families, and others in an
existing social network while
●​ also connected to identity
establishing new connections and
instruction​
forming relationships with people
from around the world. (Skype,
●​ Username
Twitter, Instagram, Facebook, and
○​ (sometimes a person’s screen
Messenger)
name and may contain (@)
●​ this becomes an important tool in
○​ may also create undesired
the display and creation of
impressions.
personal and relational identities,
○​ should take note that personal and
as well as the disclosure of
professional usernames are
personal information.
different.​
Mediated Communication and its Impact
●​ Domain Name on Personal Relationships
○​ (which comes after the @ symbol.)
○​ can reveal the service provider, ●​ “on one level, changes in
profession, or affiliations. technology simply allow people to
○​ often displays a person’s Internet achieve relatively stable relational
service provider that may be based goals in new ways.” Kraut, Bryan,
on how people wish to portray and Kiesler (2006)
themselves to others. ​
​

●​ Top-level domain ●​ “that more than simply altering how

○​ (follows the dot (.)) traditional goals are met,
○​ indicates to others a connection to technological transformation also
an environment with education, changes what can be
Purposive Communication
accomplished, creating new ○​ contemporary technology has
relational goals and norms. enabled advocates to use digital
●​ example: from Cards and small media such as the internet, mobile
mails to e-cards and e-mails. devices, and Social Media as tools
for pushing advocacy as well.
Cellphones and Personal Relationships
MODULE 6​
●​ Cell phones - represent a constant
connection to those who possess
your number, and how freely SPEECH TO INFORM
people give out their cell phone
numbers varies.
Informative Speech
Shared Experience ●​ to explain or describe facts, truths,
and principles in a way that
●​ can be derived from the use of cell
stimulates interest facilitates
phones. (the actual use of cell
understanding, and increases the
phones constitutes a shared
likelihood of remembering.
technological experience)
●​ designed to educate audiences.
●​ the act of sending and receiving
●​ answer the questions about a
text messages both announces
topic, such as those beginning with
and establishes shared
who, when, what, where, why, how
membership and acceptance into a
to, and how does.
group.
●​ to achieve mutual understanding
about an object, person, place,
Multimodal Advocacy
process, event, idea, concept, or
issue (Verderver, 2015).
●​ Advocacy
○​ a strategic series of actions Characteristics of Effective Informative
designed to influence those who Speaking
hold governmental, political,
economic, or private powers
●​ Intellectually Stimulating
○​ to implement public policies and
○​ new information or information that
practices that benefit those with
is explained in a way that piques
less political power and fewer
their interest.
economic resources - usually the
○​ How would you make your speech
affected group.​
relevant so it piques the interest of
classmates?​
●​ Advocacy Campaign
○​ a long-term set of activities that
includes research, planning, ​
​
​
acting, monitoring, and evaluating
advocacy efforts.
●​ Relevant
○​ Make sure your audience knows
○​ usually delivered through different
how the information you share is
platforms of media- television,
relevant to them. Do this with each
print, and radio.
Purposive Communication
main point.​ event, myth, or other stories.​

●​ Creative ●​ Demonstration
○​ Your speech contains different or ○​ a method that shows how
original ideas. Good research will something is done, displays the
aid in this.​ stages of a process or exhibits
how something works.
Methods of Informing ○​ range from very simple with few
easy-to-follow steps (such as how
●​ Description to iron a shirt) to very complex
○​ a method used to create a (such as demonstrating how a
precise, vivid, verbal picture of nuclear reactor works).
an object, geographic feature, ○​ use orderly sequencing, clear
setting, event, person, or image. language, and visual aids.
○​ usually answers overarching
“who”, “what”, or “where” Guidelines for Organization Pattern
questions.
○​ If the thing to be described is ●​ Chronological
simple and familiar (like a light ○​ You want to show a step-by-step
bulb or a river), the description progression and/ or you want to
may not need to be detailed. discuss an event, phenomenon, or
○​ if the thing to be described is concept over time.​
complex and unfamiliar (like a
sextant or holograph), the ●​ Spatial
description will be more ○​ You want to help the audience
exhaustive.​ visualize something you are
describing and/ or you want to
●​ Definition describe something by moving
○​ a method that explains the from point to point through space.​
meaning of something. ​
●​ Categorical
●​ Comparison and Contrast ○​ You want to emphasize the
○​ a method of informing that significance of the categories or
centers on how something is divisions in some way or you are
similar to and different from interested in a flexible approach to
other things. organization.​
○​ venn diagram (a good technique to
organize your ideas in developing ●​ Causal
an informative speech using the ○​ You want your audience to
comparison and contrast method.)​ understand those factors (causes)
that have contributed to some ​
​
outcome (effects) or you want your
●​ Narration audience to understand the impact
○​ a method that retells an (effects) of some problem or
autobiographical or biographical
Purposive Communication
phenomenon.​ ●​ Positive Motivation
○​ People will more likely change their
●​ Problem - Solution thinking or pursue a particular
○​ You want to make your audience course of action if they are
understand a problem more fully convinced that good things will
while acknowledging associated happen to them if they support
solutions or you want to help your what the speaker advocates.​
audience become aware of diverse
solutions to a problem without ●​ Motivation
advocating any one of them.​ ○​ People seek to avoid pain and
discomfort. They will be motivated
SPEECH TO PERSUADE to support what a speaker
advocates if they are convinced
that bad things will happen to them
Persuasion
unless they do.
●​ the process of altering or
reinforcing attitudes, beliefs, SPEECH TO ENTERTAIN
values, or behavior.
●​ ex: to influence your listeners to like or
●​ usually happens in an after-dinner
propose a new shopping mall, to like bats
because of their ability to eat insects, or to situation, or at a time when the
disapprove of an increase in tax. audience does not expect to be
asked to think very hard or to take
very serious action.
Ways to Present Persuasive Ideas
Basic Parts of Speech to Entertain
●​ Cognitive Dissonance
○​ Telling listeners about existing ●​ Introduction
problems or information that is ○​ start it by stimulating the
inconsistent with their currently audience’s attention, setting the
held beliefs or known information mood, and creating the main point.
creates psychological discomfort.​ ○​ Do not attempt to present a serious
or complicated concept/ idea that
●​ Hierarchy of Needs makes your audience think
○​ People are motivated by unmet because your only goal is to give
needs. The most basic needs are the listeners a total entertainment
psychological, followed by safety experience.​
needs, social needs, self-esteem
needs, and finally, ●​ Body
self-actualization needs.​ ○​ Always remember the kind of
audience you have, the occasion,
and your speaking skill as well as
limitations when you plan your
speech.
Purposive Communication
○​ Several variations can be used in (provide clear guidelines of who is
organizing your speech to responsible for a given task and
entertain: topical order and which employees are responsible
descriptions.​ for others’ performance.)
(A typical organization chart shows
●​ Conclusion that communication can flow in
○​ usually very short and maintains a several directions: downward,
robust and joyful mood that was upward, horizontally, and lateral.)​
maintained throughout the speech.
BUSINESS LETTERS
MODULE 7​
●​ the most often used in
communicating.
COMMUNICATION NETWORKS
●​ needs to be polished and
professionally formatted.
●​ regular patterns of
person-to-person relationships PARTS
through which information flows in
an organization.
●​ Heading/Letterhead/Return Address
●​ (the ability to communicate is an
○​ includes the sender’s details such
essential skill that employers expect
employees to have when they enter as the name, address, contact
the workforce.)​ details (mobile number, e-mail
address), and logo.
○​ also called return address for it
Communication in the Workplace contains the address where the
recipient will refer when sending
●​ primarily involves a system of the response.​
managing the flow of information
within an organization. ●​ Dateline
●​ need to share ideas with
○​ should be placed spaces below
colleagues and connect with
the writer’s return address
people outside their field.
information.
●​ to pass information to everyone,
○​ the final component in the
each employee will have to send
heading of a business letter.
and receive information - possibly
○​ format: month, day, and year or
conflicting information.
the day, month, and year.
○​ the date of the letter shouldn’t be
Formal Communication Networks (Adler
abbreviated and must be
& Ehlmorst, 1999)
indicated completely.​
●​ are systems designed by
management to dictate who should ●​ Inside Address
talk to whom to get a job done. ○​ a counterpart of the letterhead,
●​ the most common way of contains the receiver’s details.
describing formal networks is with ○​ contain information such as the
organizational charts. name of the receiver, his or her ​
​
Purposive Communication
position, company, and for the sender’s signature.​
company address.
○​ typed 2 spaces below the dateline.​ ●​ Reference Initials
○​ is the TYPIST’S INITIALS.
●​ Salutation ○​ if the sender is not the same
○​ the initial greetings of the sender person who typed the letter, it is
to the receiver of the letter. not the sender’s initials that will
○​ very important to consider proper appear on the letter, but rather, the
titles for the person to which the typist’s initials.
letter will be sent. ○​ typed 2 spaces below the
○​ being used as the punctuation signature block.
mark for the salutation.
○​ typed 2 spaces after the inside Styles or Formats of Business Letter
address.​
●​ Full-block style
●​ Body of the Letter ○​ the format that will work well in
○​ the most important part because every situation and can be used for
it is the essence of the letter. formal as well as informal
○​ contains the message of the correspondence.
sender to the receiver. ○​ illustrates how quick and easy
○​ the sender must take into communication can be to type.
consideration several factors. ○​ the format has no indentation at
○​ there are actually six qualities of the beginnings of paragraphs and
effective business letters.​ all the information is typed flush
left, with one-inch margins all
●​ Complimentary Close around.​
○​ considered to be the closing
greetings of the sender to the
●​ Modified block style
receiver.
○​ differs from the full-block style for
○​ only the first letter of the first word
some parts of it are moved to the
should be typed in uppercase; the
right side. (the beginnings of the
rest should be in lowercase only.
paragraphs remain not indented)
○​ punctuation mark to be used must
○​ a little less formal than the
be a comma (,).
full-block style.
○​ typed 2 spaces below the body of
○​ The dateline, complimentary
the letter.​
close, and signature block all
start near the center of the page,
●​ Signature Block proceeding to the right side.
○​ this part identifies the sender. (other parts remain on the left)​
○​ shows the full name of the sender
of the letter with his or her
●​ Semi-block style
signature above.
○​ looks very much like the modified
○​ makes the letter valid and reliable.
block style, except that the
○​ typed 3 to 5 spaces below the
paragraphs have been indented.
complimentary close to give space ​
​
​
Purposive Communication
○​ are just a little more formal than ●​ Congratulations Letter
the modified block style. ○​ the type of correspondence that
○​ the dateline must be placed at the you send someone who has just
right center of the page, type the gotten a promotion or a new job,
inside address and salutation flush retirement, or when someone has
left, and the complimentary close done a great job at work,
and signature block must be congratulate them to let them know
aligned also with the dateline. they are appreciated.​
○​ for formal letters, avoid
abbreviations; indent the first line
●​ Cover Letter
of each paragraph one-half inch.​
○​ a one-page document that
explains why you are an ideal
●​ Simplified style candidate for the job.
○​ another modification of the ○​ Attached in a resume when
full-block format. applying for jobs (includes your
○​ used when you write a letter and passion for the position or
you don’t know the name and title company, and highlights relevant
of the person you are writing the qualifications that could add value
letter to. to the company.)​
○​ widely used when the writer of the
letters does not want to give
●​ Follow-up Letter
importance to formality and gives
○​ sent after an interview to check
more importance to the core matter
on the status of a resume or a job
of the letter.
application you have submitted.
○​ gives you the chance to
Common Types of Business Letter re-introduce yourself if you
received no response to earlier
correspondence.​
●​ Absence Letter
○​ a formal notification when you
plan to miss work.
●​ Job-offer Letter
○​ confirms the details of the offer
○​ an excuse letter when they miss
of employment including some or
time from work to interview or for
all of the following job description,
other reasons.​
salary, benefits, paid time-off, work
schedule, reporting structure, etc.​
●​ Appreciation Letter
○​ sending thank you notes to
everyone who helps with your
●​ Resignation Letter
○​ the letter will ease the transition
career or job search goes a long
over the job and will help you
way.
maintain a positive relationship
○​ a great way to reach out and make
with your employer even after
others aware of your gratitude for
you are no longer with the
their help.​
company.​
Purposive Communication

●​ Resume ●​ Opening
○​ a structured summary of a ○​ A good introduction can shape the
person’s education, employment entire interview. ​
background, job qualifications,
and accomplishments which ●​ Body
highlights the aspects that ○​ here, questions and answers are
would be of interest to a exchanged.​
prospective employer.
●​ Closure
INTERVIEW ○​ an interview should not end with
the last answer to the last
●​ a two-party conversation in question.
which at least one person has a
specific, serious purpose. Type of Interview
●​ a special kind of conversation,
differing from other types in several ●​ Face-to-face Interview
ways. ○​ the most common type and often
●​ always purposeful. called a “personal interview”.​
●​ includes at least one participant
who has a serious, predetermined ●​ Panel Interview
reason for being there. ○​ involves two or more
●​ There are two parties involved in interviewers. ​
an interview: the interviewer and
the interviewee. ●​ Group Interview
○​ also known as Group Discussion
Interviewer or GD.
○​ bringing an applicant with
●​ the one who initiates the interview. several other candidates who are
vying for the same position. ​
●​ refers to the person who delivers
the questions to the other party
who is called the interviewee.
●​ Telephone Interview
○​ conducted via telephone.
○​ an initial step before inviting an
Interviewee
applicant for a face-to-face
interview.
●​ the one who responds to the
questions being asked by the
MODULE 8​
interviewer.

Conducting an Interview BOOK REVIEW

An interview consists of three stages

(Adler & Elmhorts, 1999):
​

The Pre-Writing Process

Purposive Communication
●​ Take brief notes as you read the
material you will respond to. ​ ●​ not an annotated bibliography in
which you summarize briefly each
Purpose and Audience article that you have reviewed.
●​ it focuses on a specific topic of
●​ The purpose of your book review interest to you and includes a
●​ The people who will be reading it critical analysis of the relationship
(your audience) among different works, and relating
●​ Your purpose for writing a book this research to your work.
review will be closely linked to your ●​ may be written as a stand-alone
audience and to their purpose for paper or to provide a theoretical
reading the review. framework and rationale for a
research study such as a thesis or
WRITING BOOK REVIEW: ITS PARTS dissertation (Helen Mongan-Rallis,
2014).
●​ Introduction ●​ the review should describe,
○​ In the first paragraph: identify the summarize, evaluate, and clarify
material that you are responding this literature.
to. (Name the author and date of ●​ should give a theoretical base for
publication) the research and help you (the
○​ provide a summary or brief author) determine the nature of
description of the work. (for the your research.
readers) ●​ the purpose is to convey to the
○​ also state your thesis in your reader what knowledge and
opening paragraph.​ ideas have been established on
a topic, and what their strengths
and weaknesses are.
●​ Body
●​ must be defined by a guiding
○​ Devote at least a paragraph to
concept (e.g. your research
each main point.
objective, the problem or issue you
○​ Support each point with details
are discussing, or your
from your planning notes (including
argumentative thesis).
your own responses- and with
examples from the work itself)​
RESEARCH REPORT
●​ Conclusion
○​ If you haven’t started your thesis in ●​ a written report that presents the
the first paragraph, do so in the results of a focused, in-depth
conclusion. study of a specific topic.
○​ Sum up your judgment of the
work’s main ideas and the way STEPS
they are presented.​
●​ Choosing a Subject
○​ a broad area of interest.​

●​ Limiting your Subject to a Specific

LITERATURE REVIEW Topic
The topic should be:
Purposive Communication
○​ interesting ●​ Introduction
○​ covered in readily available
○​ Make the subject and purpose ​
sources.
clear at the start. ​
○​ significant.
○​ objective
○​ narrow enough to be treated ●​ Statement of Proposition and
fully.​ Division
○​ State your claim at or near the end
●​ Writing a Statement of Controlling of the introduction.​
Purpose
○​ a sentence or pair of sentences ●​ Narration
that tell you what you want to ○​ Provide background about the
accomplish in your report. subject and the events that have
○​ it controls or guides your research. led to the controversy.
○​ usually contains one or more ○​ Indicate why the subject is
keywords that tell what the report important.
is going to accomplish. (analyze, ○​ Offer reasons for an interest in the
classify, compare, contrast, define, subject and cite qualifications for
describe, determine, establish, writing about it.​
explain, identify, prove, and
support.)​ ●​ Proof
○​ Establish reasons and evidence
●​ Preparing a List of Possible that are acceptable to the audience
Sources to prove the proposition or claim.​
○​ a working bibliography
○​ both print and non-print sources ●​ Refutation
○​ (bibliography, bookstores, ○​ Refute opposing positions.​
reference works, other sources,
etc.)
●​ Conclusion
○​ Emphasize the important point and
remind the audience of the other
PROJECT PROPOSAL important points.
○​ Indicate why the subject is
●​ a written report that seeks to important.
○​ Offer reasons for an interest in the
persuade the reader to accept a
subject and cite qualifications for
suggested plan of action. writing about it.​
●​ may either be solicited or
unsolicited.
ORGANIZATIONAL PATTERNS
POSITION PAPER
●​ Claim with Reasons (or Reasons
●​ to take a stand on the issue, followed by Claim)
organize materials and notes, and ●​ Cause and Effect (or Effect and
write a paper that is convincing to Cause)
your reading audience. ●​ Chronology or Narrative
●​ Deduction
●​ Induction
PARTS OF CLASSICAL ORGANIZATION ●​ Compare and Contrast
OF ARGUMENTS