LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Learning Module

in

GE - Purposive Communication

Prepared by:

Kristopher M. Ngilangil, MA
Subject Teacher

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Module 1

TOPIC: Module 1 – COMMUNICATION PROCESESS, PRINCIPLES, AND ETHICS

1.1 The Process and Types of Communication

1.2 Elements and Key Principles of Communication
1.3 Ethics in Communication

TIME FRAME: 7 hrs.

INTRODUCTION:

At this stage of your lives, you have definitely observed and experienced that having
effective communication skills in English is important for success. You have witnessed how
the better communicators in your group or class have stood out not only as persons but as
students. All of you can become better communicators like them if you just try harder. Among
other things, you can start by getting a better picture of what communication is and how it
works—absorbing principles, learning concepts, and applying them in practical situations
inside the classroom and in real life as members of the community.

INTENDED LEARNING OUTCOMES: In this lesson, the students will lead to:

1. Name and interpret the principles of communication;

2. Identify and describe the different types of communication according to mode,
context, purpose and style;
3. Discuss the ethical issues in communication.

PRE – ASSESSMENT: In the table below, write in the opposite column if it is True or False.

1. Man cannot communicate.

2. Communication is very powerful.
3. Everything created by the great Creator is incessantly engaged in
various forms of communication.
4. We are always engaged in almost all sorts of communication.
5. Communication is something continuous and may not have a definite
end.

LEARNING ACTIVITIES

Let's Communicate

What is communication?

• Is a human act of sending (verbal or nonverbal; online of offline) and receiving of

messages where interpretations are normally constructed in the process.
• Is a process whereby people create and transmit meaning through the exchange of
verbal and nonverbal messages in particular context (Oetzel, 2009:11).

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• A natural activity of people.

What then is purposive communication?

Purposive communication

• is an intentional communication that happens within the bounds of specific contexts.

• is a communication applied in a specific setting, environment, scene, social relations
and culture.

Contexts affect the process of sending and receiving of messages; semantics or meanings,
choice of channels, words and methods of delivery.

The Communication Process

https://www.bing.com/images/search?view

The communication process involves eight parts and steps—(a) source, (b) message,
(c) encoding, (d) channel, (e) decoding, (f) receiver, (g) feedback, and (h) context,

The Process is not as simple as how it is represented in the model. At every step,
problems or barriers emerge that need to be addressed to make effective communication
possible.

1. Source. This is you, the sender of the message. To be a good sender, you have to
know exactly what information you want to communicate, why you have chosen that
particular information, and what result you expect from communicating it.

2. Message. This is the information you want to convey; without it, you have no reason
for communicating. The details of the information should be very clear to you before
you communicate it.

3. Encoding. This is the process of converting your idea or thoughts of the information
into verbal and/or nonverbal symbols that can be understood by the receiver of the
message. Your symbols must be in the language that is not foreign to the receiver.

4. Channel. This is the manner in which your message or information is conveyed. It may
be done through face-to-face conversation, telephone call, video conference, or written
communication (text message, email, letter, memorandum, report).

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5. Decoding. This is the receiver’s mental processing of your message into the meaning
suggested by the verbal and/or nonverbal symbols you use as sender. To be able to
do this, he needs to get an accurate picture of the message.

6. Receiver. This is the person or group of people who will get your message.

7. Feedback. This is the receiver’s response to your message. If you get your desired
result, the communication is successful; otherwise, the communication fails. When this
happen, you have to find out why it is unsuccessful, learn from your mistakes, and
strive to do better next time.

8. Context. This refers to the situation in which the communication takes place. It
includes (a) the environment – the location, time of the day, temperature; (b) the
relationship between the communicators – you as sender and the other person as
receiver, such as teacher and student, boss and subordinate, parent and child,
siblings, or peers: (c) their respective cultural backgrounds and past experiences; and
(d) the topic/subject of their communication.

Elements of Communication

1. Sender (who the source is)

2. Message (what the idea being communicated says)
3. Channel (through what medium the message is relayed)
4. Receiver. (to whom it is directed)
5. Effect (what the desired result of the communication is)

Key Principles of Communication

1. Interpersonal communication is inescapable. It is not possible for humans like

you and me not to communicate. Even the very attempt of not wanting to
communicate something. You communicate through both words and behavior, and
as long as you are alive. You always communicate and receive communication from
others not only through words but also through voice, tone, gesture, posture, bodily
movement, facial expression, clothes worn, and so on.

2. Interpersonal communication is irreversible. How often have you said words in

anger and wished you could all take them back? Once you have uttered something,
you can never take it back, and its effect remains. Words are powerful; they can
either heal or harm others. This principle of communication is best expressed in a
Russian proverb which says, “Once a word goes out from your mouth, you can never
swallow it again.”

3. Interpersonal communication is complicated. Whenever you communicate with

anyone, you simultaneously interpret both his verbal and nonverbal language, and
that is often both confounding and demanding.

4. Interpersonal communication is contextual. Communication is affected by

several factors; it does not happen in isolation. There are many things that need to
be considered, such as the ones given below.

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a. Psychological context, which is who you are, and what you as sender or
receiver bring to the interaction—your needs, desires, values, beliefs,
personality, and so on.

b. Relational context, which concerns your reactions to the other person based
on relationship—as boss, colleague, friend, sibling, parent, and the like.

c. Situational context, which deals with the psycho-social “where” you are
communicating. An interaction that takes place in a classroom, which is quite
formal, will be very different from one that takes place in a bar, which is very
informal—where communicators do not need to be guarded in their speech.

d. Environmental context, which has to do with the physical “where” you are
communicating—objects in the room and their arrangement, location, noise
level, temperature, season, time of day.

e. Cultural context, which includes all the learned behaviors and rules that affect
the interaction. For instance, bodily movement, facial expression, gesture,
distance, and eye contact vary in different cultures.

Difference between Morals and Ethics

Morals and ethics ensure discipline among us without these codes of conduct—
standards or rules that guide our behavior, our world will be chaotic. But how do morals and
ethics differ? Morals are personal codes while ethics are societal. Morals are our own set of
rules, so others are neither expressed nor required to follow them. Ethics, on the other hand,
are rules accepted and approved by society, so they are imposed upon everyone.

Ethics in Communication

Deirdre D. Johnston (1994) pointed out ten ethics in communication that you should bear in
mind to avoid being labeled “unethical”.

1. Mutuality Pay attention to the needs of others, as well as yours.

2. Individual Dignity Do not cause another person embarrassment or a loss of dignity

3. Accuracy Ensure that others have accurate information. Tell them everything
they have a right and need to know, not just what is true.

4. Access to Never bolster the impact of your communication by preventing people

information from communicating with one another or by hindering access to
supporting information.

5. Accountability Be responsible and accountable for the consequences of your

relationships and communication.

6. Audience As the audience receiver of the information, you also have ethical
responsibilities. A good rule of thumb is the “200% rule” where both
the sender and receiver have full or 100% responsibility to ensure
that the message is understood.

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7. Relative truth As either sender or receiver of information, remember that your own
point of view may not be shared by others and that your conclusions
are relative to your perspective, so allow others to respectfully
disagree or see is differently.

8. Ends vs. means Be sure that the end goal of your communication and the menas of
getting to that end are both ethical although no rule can be applied
without reseravtion to any situation.

9. Use of power In situation where you have more power than others (e.g., a teacher
with a student, a boss with a subordinate, a parent with a child), you
also have more responsibility for the outcome.

10. Rights vs. Balance your rights against your responsibilities even if you live in a
responsibilities wonderful society where your rights are protected by law; not
everything youhave a right to do is ethical.

A. Identify the elements of communication (sender, message, channel,

receiver, effect) in each text. Next, look into th effect of the
communication,and answer these questions: (a) Is it the expected effect? (b) What could be
the reason for that kind of effect? Write your answers on the blanks provided.

1. Milking It (Kowalchuk, 2017)

My daughter was enjoying a bedtime struggle with her three-year-old

son, Luka. Making conversation, she asked him, “what makes you happy?”
He eagerly responded, “Chocolate milk!” “And what makes you sad?” my
daughter continued. Luka replied, somberly and quietly, “The other kind.”

Element: ______________________________________________________
Effect: ________________________________________________________
Reason for the Effect: ____________________________________________
____________________________________________
____________________________________________

2. First-Class Joke (Slayden, 2017)

I was buying plane tickets when my eight-year-old son asked, “Can a

baby be consdered carry-on?” Before I could respond, my husband mumbled,
“Well, it can definitely be considered baggage.”

Element: ______________________________________________________
Effect: ________________________________________________________
Reason for the Effect: ____________________________________________
____________________________________________
____________________________________________

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3. Advanced Dietary Maths (Barret)

My brother was having a tough time losing weight. Our sister thought
he should cut back gradually, so one day she asked, “Mike, would you like to
split a doughnut with me?” Mike answered, “Want to split two?

Element: ______________________________________________________
Effect: ________________________________________________________
Reason for the Effect: ____________________________________________
____________________________________________
____________________________________________

4. Picky Picky (Facebook, 2017)

Over dinner, I explained the benefits of a colorful meal to my family.

“the more colors, the greater the variety of nutrients, “I said. Pointing to our
food, I asked, “How many colors do you see?” “Six,” voluntered my
daughter.”Seven if you count the burned parts.”

Element: ______________________________________________________
Effect: ________________________________________________________
Reason for the Effect: ____________________________________________
____________________________________________
____________________________________________

B. Using Johnston’s ten ethics as guide, suggest ways to correct the unethical behaviors
illustated below.

In the Line of Fire (Buzek, 2017)

The line at our local post office was out the door, and seeing that only one postal
worker as on duty, the customers were getting testy. To help hurry things along,
a customer called out, “How can I help you go faster?

The postal worker yelled back, “Go home!”

Suggestion/s:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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SELF- EVALUATION: Come-up a concept map on how communication takes place in your
daily activities.

POST-TEST: Write on the blank before each number the letter of the item in Column B that
corresponds with the item in Column A.

Column A Column B

___ 1. source a. reader

___ 2. feedback b. understand
___ 3. ethics c. data
___ 4. decode d. medium
___ 5. context e. answer
___ 6. message f. translate
___ 7. effect g. sender
___ 8. channel h. beliefs
___ 9. receiver i. rules
___ 10. encode j. result
k. situation

REFERENCES

1. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya

Publishing House, Inc., Manila, Philippines
2. Chase, R. & Shams, S. (2013). Elements of effective communication. 4th ed.
3. Uychoco, M. & Santos, M. (2018). Communication for Society: Purposive
Communication.1st Ed.
4. https://www.healthknowledge.org.uk/public-health-textbook/organisation-
management/5a-understanding-itd/effective-communication

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Module 2

TOPIC: Module 2 – COMMUNICATION AND GLOBALIZATION

2.1 Globalization
2.2 Cultures and Cultural Differences
2.3 Barriers to Effective International Communication

TIME FRAME: 6 hrs.

INTRODUCTION:

Nowadays, almost everyone is practically addicted to social media. Mention Google,

Facebook, Instagram, Twitter, YouTube, or Pinterest, and you will readily see the faces of your
friends light up. In any public place, you see people taking selfies, and their pictures are readily
posted on a social-media website. As long as you have a cell phone, an internet connection,
and downloaded application, like Facebook Messenger, Skype, or Viber, you can now talk,
text, instant message, and video chat or video call your family and friends anywhere in the
world, an all for free.

INTENDED LEARNING OUTCOMES: In this lesson, students will lead to:

1. Define Globalization;
2. Differentiate common cultural differences brought about by Globalization;
3. Enumerate the positive and negative impacts of Globalization in the society and the
world.

PRE – ASSESSMENT. Answer the following questions briefly.

1. What is globalization?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How are cultures acquired and learned?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Why anxiety is considered an intercultural communication barrier??

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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LEARNING ACTIVITIES

Let's Communicate

Globalization and the Global Village

You can now travel across the world anytime, too, and when you are in a foreign
country, you can even withdraw the money of that country from any of its automated teller
machine (ATMs) as long as you have an international debit card. While there, you can also
use the card to pay for anything-a product or a work service. This is an example of
globalization-the process of bringing people together and making them interact and exchange
ideas across traditional borders (Nowaczyk, 2017). The world, driven largely by advances in
technology, has become inextricably interconnected across distances and other boundaries”
(Downing, 2007).

Gamble and Gamble (2013) give a more complete definition of globalization, which will
adopt for our purposes. Globalization, to them, is the “increasing economic, political, and
cultural integration and interdependence of diverse cultures”. Because of globalization,
Marshall McLuhan’s prediction in his book The Gutenberg Galaxy, published in 1962, of a
global village-one world interconnected by an electronic nervous system [media]- has become
a reality (Stewart, 2015).

“Flattening” of the world economy is achieved through globalized trade, outsourcing,

supply-chaining, and political liberalization. In other words, the use of technologies allows
businesses, such as large multinational corporations, to maintain customers, suppliers, and
even competitors on a worldwide basis (“Globalization,” 2017).

The world is becoming more and more interconnected. Globalization changes how
people consume, work and live almost everywhere in the world. Today, many economic,
political, cultural or ecological relationships are not explainable from a national perspective.

Culture
You see
foreigners in malls and
in schools; you meet
them as you walk in
parks and in resorts.
You find them almost
everywhere-Chinese,
Koreans, Indians,
Americans, and many
Europeans whose
nationalities you cannot
readily identify until you
hear them talk. Some
are white, others are
black, and many are https://www.bing.com/images/search?view
brown like us Filipinos

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and most other Asians. You notice that they are not dressed differently from how most Filipinos
are attired unless they are Indians or Moslems (and you tell yourself that this is one result of
living in a global village.

Characteristics of culture

1. Cultures are learned, not innate. We think and act as Filipinos because our parents
brought us up this way. We acquired complete knowledge and understanding of our
cultural norms from our parents, teachers, relatives, and friend’s. Our cultural norms
satisfy us, we accept them as “true,” and we follow them.

If we were Koreans, we would behave the way Koreans would with a Korean
set of values, or as Americans with the American set of norms if we were
Americans. Or a Filipino-born 30-year-old chef in Rome, who left the
Philippines at eight for Italy to live with his naturalized Italian parents, may still
have some Filipino traits if his parents practice these at home but will behave
more like an Italian because of his exposure to Italian culture. In other words,
cultures are not inherited; they are acquired.

2. Cultures are shared. We act as members of our own cultural group, not as individuals,
because belonging to a culture means following the norms of the group. Fitting into the
group means acceptance and fellowship, and it provides us members with feelings of
security and love. We regard being alike with being right, and being different with being
wrong, and we separate the world into “us” and “them.”

Boys are horrified when mistakes for girls, so they live up to the masculine
ideal, for instance, by working out regularly at the gym for body building. The
rich do not want to be treated as poor, so they behave in a manner that befits
their status, like living in a mansion, driving a luxury car, and eating in posh
restaurants. To most groups, circumstances that mix “us” with “them”
undermine not only their sense of self but also their sense of worth.

3. Cultures are multifaceted. We are surrounded by cultural norms that affect language,
religion, basic world view, education, technology, social organization, politics, and law,
all interacting with one another. Behaviors and things common to people who live
together in social groups are considered cultural universal, but the performance of
these activities and things differs dramatically from culture to culture.

For instance, people in every culture cook their food, eat, ornament their
bodies, amuse themselves, and educate their children, but how they do these
things differ. Dog as delicacy in south China is revolting in the United States;
ham-and-cheese sandwich, a common fare to Americans, is disgusting to
Arabs and Orthodox Jews. Most Filipinos eat pork, but Muslims find this
offensive; Filipino Catholics enjoy “dinuguan,” which the “kapatids” of Iglesia ni
Cristo will never even consider as food. What some cultures consider common
practice may be taboo to others; hence cultural differences should be
recognized and respected.

4. Cultures are dynamic. Cultures constantly change as cultural contact increases, new
technologies emerge, and economic conditions vary. Globalization has greatly
changed relationships of nations and governments. Cell phones have drastically
changed interpersonal communication, and the availability of the Internet has affected
how people of varied cultures recognize and respect their differences. Instead of
having set ideas about cultural norms, we should be sensitive, observe changes, and
deal with these changes accordingly.

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5. Cultural identities are overlapping. We belong to multiple, overlapping cultures as

we interact with one another. Some of these cultures work together while others clash.
We all belong to national, regional, social class, ethnic, professional, religious, age,
and gender cultures.

For instance, a Filipino 25-year-old male belongs to a wealthy family from the
Visayas, who speaks English and Cebuano fluently, has overlapping cultural
identities. Like any other human being, as he grows and develops, his viewpoint
regarding each cultural category changes with his age, experience, and
understanding of both people and issues.

Barriers to effective International Communication

https://www.bing.com/images/search?view

1. Ethnocentrism. Ethnocentrism refers to the belief that a person’s culture is much

better than any other group’s culture, and the tendency is for that person to judge any
“out-group” culture by using the norms of his “in-group” culture. All of us are, to some
extent, ethnocentric, whose ethnocentricity falls somewhere on a scale between “low”
and “high”

2. Stereotypes and prejudices. Stereotyping and being prejudiced against cultural

groups are the main barriers to intercultural communication. The negative
characteristics attributed to one group can cause beliefs and feelings that lead to
biases and discrimination attributed to one group can cause beliefs and feelings that
lead to biases and discrimination against that group. The discriminated group often
suffers from being rejected and avoided in cross-cultural interactions.

3. Stereotypes are often generalized negative traits assigned to a group of people (e.g.,
race, nationality, religions, social class, sexual orientation, age, gender) even if these
traits may only reflect a selected few of the group. Simply said, a stereotype is a
generalization of a group of people based on a small sample of these people
.stereotyping or classifying an entire group of people or culture with defining
characteristics, which are usually unfair and untrue, is much easier than explaining the
complexities of the uniqueness of specific situations and the individual differences
essential in each event.

4. Prejudice, an offshoot of stereotypes, is an unfair thought, belief, or feeling of dislike

for a person or group because of race, nationality, gender, sexual orientation, age,
religion, and so on. It is a negative preconceived opinion held by one group toward

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members of another group that biases perception nd provides a reason for

discrimination. When someone is prejudiced, the prejudice usually refers to his
thoughts, feelings, and beliefs about a certin group of people, which he learns only
from his “in-groups,” not from any first-hand, direct contact with “out-group” members,
and he seldom attempts to check the validity of this bias, or if ever he proves its being
unsubstantiated, he often ultimately ignores the truth.

5. Assumed similarities. An assumption of similarity is baseless, unreasonable

refusal to see cultural differences where they exist. This happens when members of
one group assume that all groups behave the same way they do, that what is true to
their culture is also true to all other cultures. This results in insensitivity to cultural
differences.

For instance, a Filipino, who belongs to a high-contact culture, overlooks the

fact that some other culture like that of Americans, are low-contact culture ones.
This Filipino, therefore, feels offended when he stands close to an America,
and the American instinctively moves away from him; he does not know that
unlike us Filipinos, Americans value their personal space (an “arm’s length”
distance of about 30 inches).

Watch “Globalization,” a video on

https://www.youtube.com/watch?v=3oTLyPPrZE4

A. Cite evidence that a company from developed countries like the U.S outsource many of
its jobs to less-developed countries, like the Philippines.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

B. Interview your classmate/schoolmate/friends. Since no two individuals have exactly the

same cultures, interview a classmate to identify any differences in communication practices
between you because of your different overlapping cultures (for example, using words like “po”
or “opo,” or any words/expressions as signs of respect). Write the transcript and provide
conclusion of your interview.

Name : __________________________________ Date interviewed:

__________
Name of Interviewee: _______________________ Signature:
________________
Gender: _________ Place of origin: ___________________
Age: _________ Occupation: ______________________

Transcript of interview
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________

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Conclusion:
___________________________________________________________________
_________________________________________________________

C. Make a concept map showing the positive and negative impacts of Globalization.

SELF- EVALUATION: Supply the statements below;

Globalization is made possible through …..

Culture is dynamic because…

Communication barrier is possible when…

POST-TEST: Answer the following questions briefly.

1. What is a global village?

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why is communication across cultures more complicated?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Why anxiety is considered an intercultural communication barrier?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFERENCES

1. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya

Publishing House, Inc., Manila, Philippines
2. http://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html
3. https://www.ted.com/talks/sherry_turkle_alone_together
4. https://www.ted.com/talks/clay_shirky_how_cellphone_twitter_facebook_can_make_
history
5. https://www.ted.com/talks/gordon_brown

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Module 3

TOPIC: Module 3 – LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL

SETTINGS

3.1 Culturally Appropriate Terms, Expressions, and Images

3.2 Linguistics Preferences and Nonverbal Behaviour
3.3 Language Register for more Effective Communication

TIME FRAME: 6 hrs.

INTRODUCTION:

You have seen from the previous module that we exist in multicultural environment
where all of us belong to multiple, overlapping cultures (such as national, regional, social class,
ethnic, professional, age, religious, and gender cultures). We learn and imbibe these cultures
not only from people we interact and associate with (families, relatives, friends, neighbors,
classmates, teachers, and churchmates) but also from the media (radio and television, books,
and any other printed materials and the Internet). Our multiple cultures make communication
complicated, but if we expose ourselves to varied cultures and learn to recognize and respect
cultural differences, we can lessen our own communication difficulties, and life in multicultural
society will become much easier to deal with.

INTENDED LEARNING OUTCOMES: In this lesson, the students will lead to:

1. Discern and use culturally appropriate terms, expressions, and images;

2. Adopt cultural and intercultural awareness and sensitivity in their communication of
ideas;
3. Make a poster slogan depicting unity multicultural communication

PRE – ASSESSMENT: Answer the questions below or supply the statement in your own
words.

Why did English become the international Explain the meaning of this statement:
language? “Nonverbal symbols are unspoken and
largely unconscious, so the implied
meanings are more felt than
understood.”

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LEARNING ACTIVITIES

Let’s CommuniCate

Culturally Appropriate Terms, Expressions, and Images

Freya Stark, in her book The Journey’s Echo: Selections from Freya Stark (Ecco
Travels), says, “Every country has its own way of saying things. The important thing is that
which lies behind people’s words.” Cultural differences result in misunderstanding, and
“language, more than anything else, is the heart of culture” (Stevenson, as cited in Lee, 2017).
This means that being proficient in English, for instance, does not guarantee our being able to
fully understand what another speaker of English is trying to communicate unless we become
fully aware of how that speaker uses English based on his own culture.

To illustrate this, let’s take a look at the two major or dialects of English, American
English (AmE) and British English (BrE). In AmE, the first floor is equivalent to the BrE ground
floor, and the American second floor is the British first floor. Elevator, apartment, eggplant,
hood and trunk (of a car), drugstore, garbage can, and parking lot in AmE are lift, flat,
aubergine, bonnet and boot (of a car), chemist’s, dustbin, and car park, respectively, in BrE.
If Londoners says, “I left my child’s dummy and nappy in the pram” a New Yorker needs to
know that dummy is pacifier, nappy is diaper, and pram is baby carriage to understand the
Londoner’s statement. Since Filipinos use American English, we have to know differences in
vocabulary between the two varieties of English if we want to successfully communicate with
a speaker of British English.

One more difference between the two English varieties is found in spelling. British-
English spelling usually keeps the spelling of words it absorbs from another language, like
French, but American English adapts the spelling to reflect the way the words actually sound
when they are spoken. These are the main differences in spelling.

1. Words ending in –re in BrE end in –er in AmE.

centre, litre, theatre (BrE); center, liter, theater/theatre (AmE)

2. Words ending in –our in BrE end in –or in AmE.

colour, humour, neighbor (BrE); color, humor, neighbor (AmE)

3. Words ending in –ize or –ise in BrE end in –ize in AmE.

apologize/apologise, organize/organize, recognize/recognize (BrE)
apologize, organize, recognize (AmE)

4. Words ending in –yse in BrE end in –yze in AmE

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analyse, breathalse, paralyse (BrE); analyze, breathalyze, paralyze (AmE)

5. Words ending in a vowel plus l in BrE double the l when adding ending that begin
with a vowel, but the l is not doubled in AmE.
travel, travelled, travelling, traveller (BrE)
travel, traveled, traveling, traveler (AmE)

6. Words spelled with the double vowels ae or oe are just spelled with an e in AmE.
leukaemia, manoeuver, oestrogen, paediatric (BrE)
leukemia, maneuver, estrogen, pediatric (AmE)

7. Nouns ending with –ence in BrE are spelled –ense in AmE.

defence, licence, offence (BrE)
defense, license, offense (AmE)

8. Nouns ending with –ogue in BrE end with either –og or –gue in AmE.
analogue, catalogue, dialogue (BrE)
analog/analogue, catalog/catalogue, dialog/dialogue (AmE)

Linguistics Preferences and Nonverbal Behaviour

Variations in the way difference cultures use language-like linguistic preferences and
nonverbal behaviors—also clause miscommunications. Nuances in linguistic preference
provide hints about behavior, manners, and thinking as a cultural group (Lee, 2017; Zelinski,
2017). For instance, Spaniards and Italians, who prefer eloquence and expressiveness to
exactness, tend to be flowery with their language. In contrast, the English, who are very polite,
is understatement to avoid confrontation, so they sometimes end up being ambiguous.

Here are some differences in the nonverbal behaviors of some other cultures that can
help us coexist with them in the globalized community we are in because of technology;
International Etiquette, 2017; Dimensions of Body language, 2017)

Australia The popular American “thumbs up” sign is considered obscene.

The V-sign with the palm facing toward the speaker is the obscene
“up yours” insult.

France
Your hands should be visible at all times even when seated at a
table.

Germany It is impolite to put your hands in your pockets. Gum chewing in

pub is rude. Sit down only after you have been offered a seat.

Use titles to show respect; be punctual because punctuality is

important.

Hong Kong

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Maintain a two arm’s length distance with the person. Touching

and patting are taboo. When you are seated, your feet should be
facing the ground; the soles of your shoes should not be shown.

Indonesia When you are in a private home or mosque, be sure to remove

your shoes. Position them by pointing them toward the door from
which you entered.

Hugging and kissing in public is inappropriate.

Japan The bow is still the tradition in greetings. Bend your body bout a
30-degree angle from the waist. For men: Palms should be face
up, toward the knee. For women: Hands should be folded in front
of your as you bow.

Exchanging business cards is important. When given one, receive

it with care- use two hands and study the card carefully, treating it
with the same respect you would give its owner.

Keep your shoes in good condition and spotlessly clean because

Japanese inspect them as he bows.

Even if you are experiencing displeasure or are upset about

something, you should smile to show self-control.

Saving face is important to the Japanese, so instead of saying “no”

they say “It is very difficult” or “We will give this positive study,” to
really mean “Let’s forget the whole thing and go home.”

Japanese uses a repertoire of smiley nods and polite noises as he

listens only to encourage the speaker to continue talking, not to
agree with him. He nods his head to show politeness, not to agree.

Do not touch. When you need to blow your nose, do so discreetly,

preferably in private, with a paper tissue. Dispose of the tissue
immediately. Never put the used tissue in an pocket or purse; this
is regarded as crude.

Bear this in mind: to the Japanese, laughter can mean confusion

rather than reacting to something funny.

Be careful: The American “okay” sign means “money” in Japan.

Be sure to remove your shoes at the front door; you will be offered
a pair of slippers.

Chopstick etiquette dictates that you put the sticks on the rest
when are not using them; never leave them in your food. Whatever
you do, avoid standing sticks up in their air or pointing them toward
your host.

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Saudi Arabia Expect greetings to be very emotional. They consist of a “salaam

alaykum”9May God be with you”) followed by a handshake and
then a “keef halak” (“How are you?”).

To show mutual respect, two men hold each other’s hand in public.
This is true to all Middle Eastern countries.

When reacting for something or offering something, be sure to do

so with your right hand. Using the left hand is considered taboo.

When sitting, be sure the soles of your shoes face the ground. It
is considered taboo for the soles to be showing.

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Singapore Gesture with your entire hand in conversation. Pointing with one
or two fingers is rude. Avoid showing the soles of your shoes.

Your feet should be used for walking-nothing else. Feet are

considered unclean parts of the body and should never, for
instance, be used for moving anything (a chair closer to a table,
for example).

South Korea When meeting someone, a slight bow is appropriate.

It is considered good manners to acknowledge an older person by

standing when the person enters a room.

One way to show respect for elders is by lowering your eyes.

Loud laughter is rude. When laughing in public, cover your mouth.

Nose blowing is also in poor taste and should be done in private.

Be sure to remove your shoes when entering a temple or a

person’s home.

A hug or patting another on the back is rude.

United Kingdom When meeting someone, respect space by maintaining a two

arm’s-length distance.

Men should wait for a British woman to extend her hand before
shaking hands. When meeting someone, rather than saying, “It’s
nice to meet you,” a more appropriate response is, “How do you
do?”

The V-sign with the palm facing toward the speaker is the obscene
“up yours” insult and frequently used to signify defiance (especially
to authority), or contempt, or decision, but with the palm facing out
it is the victory sign.

Your hands should always be visible. It is rude for hands to be in

pockets.
Flags were taken from: www.bing.com/images/search?q

Language Register for more Effective Communication

Languages vary according to either the user or its use. Our previous lessons and
discussions focused on dialects or variations according to the user (defined by variables, such
as social background, geography, sex, and age-for example, American English, British
English).Variations according to use, on the other hand, are called registers.

A register, therefore, is characterized by “difference in the type of language selected

as appropriate to different types of situation.”

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The term “register” refers to particular varieties or styles of speaking and writing, which
vary in their degrees of formality depending on the topic (what), purpose (why),context
(where), and audience (who). For example, there is a legal register, a register of advertising,
registers of banking, and a register of whether forecasting.

Registers, recognized because of their specialized vocabulary and their particular use
of grammar, are categorized into five varieties: very formal, formal, neutral, informal, and very
informal.

Notice the different registers as shown in the table for greetings in both speaking and writing
(“Register and Style,” 2011).

Very Formal Formal Neutral Informal Very Informal

How do you Hello! Hello! Hi! What’s

do? up?/Hey!

1. Very formal, frozen, or static register. This register is “frozen” in time and content
because it rarely or never changes. Examples are poetry, The Lord’s Prayer, laws,
marriage vows, insurance policies, lease, and wills.
2. Formal or regulated register. This is the formal and impersonal language, which is
one-way in nature and used in formal situations. Examples are books, news reports,
magazine or journal articles, business letters, official speeches, and sermons.
3. Neutral, professional, or consultative register. This is the normal style of speaking
between communicators who use mutually accepted language that conforms to formal
societal standards. Examples are the types of communication between strangers,
teacher and student, superior and subordinate, doctor and patient, and lawyer and
client.
4. Informal, group, or casual register. This is the informal language between friends
and peers, which uses slang, vulgarities, and colloquialisms. Examples are
conversations, chats and emails, blogs, tweets, and personal letters.
5. Very informal, personal, or intimate register. This is the private, intimate language
reserved for family members or intimate people. Examples are the kinds of interactions
between husband and wife, boyfriend and girlfriend, siblings, and parent and child.

A. Determine how well you can connect by identifying whether the given sentences are AmE
or BrE. Write your answer inside on the blanks.

_____ 1. The Cruzes are on vacation in Baguio until next week.

_____ 2. The car is out of petrol.
_____ 3. Shall we go now?
_____ 4. The teams are playing tomorrow morning.
_____ 5. The students needn’t come to school today.
_____ 6. The prankster has never gotten caught.
_____ 7. Mary is busy cleaning the cabinets.
_____ 8. John puts the tea and biscuits in his trolley.
_____ 9. The twins need to go the bathroom.

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_____ 10. Happy Holidays!

B. Make a slogan poster incorporating cultural and intercultural awareness and sensitivity in
your communication of ideas.

SELF- EVALUATION: To assess your leaning in this module, do what is asked.

Four options are given for each number, but one of them is incorrect. Cross out this
wrong word.

1. Nonverbal language is (direct, spontaneous, unuttered, felt)

2. American English and British English vary in (spelling, grammar, pronunciation,

vocabulary).

3. An inter-language is believed to be (lasting, temporary, interim, transitional)

4. English dialects exist in some society circles, which are called (expanding, outer,
secondary, inner).

5. Registers differ not only according to topic but also according to (purpose, semantics,
context, audience).

6. Proficiency in English is useful in (reporting, emailing, researching, texting).

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7. Let us (accept, avoid, respect, endure) cultural differences for a harmonious and
profitable coexistence with people in this global society.

POST TEST: Answer the following questions briefly.

1. In what aspects do American English and British English vary?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why do we need to be familiar with the various registers of a language?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFERENCES

1. Bernales, R. et al. (2018). Purposive Communication in Local and Global Contexts.

(pp.30-38)
2. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya
Publishing House, Inc., Manila, Philippines
3. Uychoco, MT, & Santos, ML (2018). Communication for Society: Purposive
Communication.1st Ed.

Module 4

TOPIC: Module 4 – EVALUATING MESSAGES AND/OR IMAGES

4.1 The Text or Message

4.2 Semiotics and Text Analysis
4.3 Mass Media and Multimodal Texts

TIME FRAME: 6 hrs.

INTRODUCTION:

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Language change is inevitable; as culture changes, so does language. And since we

now live in a globalized world, change happens at a much faster rate. Many things that seemed
inconceivable in the past have become a reality. Furthermore, the consequences of ineffective
communication can be significant, and far-reaching. It is important that we evaluate the
effectiveness of our message by developing and using strategic questions to identify strengths
and weaknesses. In this module, you will identify the qualities of an effective message, and
explore strategies for evaluating your own work.

INTENDED LEARNING OUTCOMES: In this lesson, the students will lead to:

1. Evaluate multimodal texts critically to enhance receptive skills;

2. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audience in local and global settings using appropriate registers;
3. Adopt awareness of audience and context in presenting ideas.

PRE – ASSESSMENT: Provide what are being asked.

1. Why is text or message given so much attention?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How do you analyze a text?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Differentiate online newspapers from printed ones.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

LEARNING ACTIVITIES

Let’s CommuniCate

The Text or Message

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Generally, message is the information conveyed in the communication process. It

comprises verbal
and/or nonverbal
content, which may be
spoken, written, or
manual (for sign
language).

For our
purposes, however,
“message” (or “text”)
refers to any recorded
message (e.g., writing,
https://www.bing.com/images/search?view
audio-recording, audio
– and video-recording) that is physically independent of its sender or receiver. A text is an
“assemblage of signs (such as words, images sounds and/or gestures) constructed (and
interpreted) with reference to the conventions associated with a genre and in a particular
medium of communication (such as verbal, nonverbal, or both) (Chandler, 2017).

The term “medium” is used in a variety of ways. It may include such broad categories
as speech and writing or print and broadcasting, or relate to specific technical forms within the
mass media (radio, television, newspapers, magazines, books, photographs, films, and
records) or the media of interpersonal communication (telephone, letter, fax, email, video-
conferencing, computer-based chat systems).

A students, you are required to compose oral and written texts, and to best create and
produce a quality text, you need to consider the text type expected, its purpose, and its
intended audience. The three factors have implications for the structure, language, and
presentation of the text (Hoadley & Nixon, 2017).

Language is the means by which the information is expressed verbally and/or

nonverbally. Depending on the text type required, you may communicate your ideas in any of
the five language registers discussed in the previous chapter: very formal, formal, neutral,
informal, or very informal. The formality of vocabulary, grammar, and mechanics needed are
dictated by the register you are to use.

Presentation covers the layout, format, length, oral delivery (voice, body language,
timing) and any other conventions, such as spelling and referencing (Hoadley & Nixon, 2017).

The usual written text types that may be assigned to you are essays, reports,
researches, reviews or reactions, journals, business letters, translations, and blogs. In
speaking, you may be required to do oral reports, speeches, or interviews.

If you are tasked to write about just one topic for two varied text types, an academic
essay and a business report, for instance, you have to structure and present them in different
ways. Since their report purposes differ, for structure, you may just dwell on the topic in the
essay, but in the report, you are expected to provide findings, conclusions, and/or
recommendations. For the presentation of information, essays do not usually have sections
but flow as a continuous piece of writing; reports are divided into separate sections and
subsections. For the language of both texts, you need to use formal register but with varied
types of vocabulary because of the different audiences.

Semiotics and Text Analysis

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Semiotics is concerned with “everything that can be taken as a sign” (Eco, 1976).
Semiotics involves “the study not only of what we refer to as ‘signs’ in everyday speech, but
of anything which ‘stands for’ something else; in a semiotic sense, signs take the form of
words, images, sounds, gestures, and objects” (Chandler, 2017).

Signs consist of signifiers (sounds and images) and signifies (concepts); “the sign is
the whole that results from the association of the signifier with the signified” (Saussure,
1983).

https://www.bing.com/images/search?q=image+of+semiotics+and+text

The relationship between the signifier and the signified is referred to as signification
(Chandler, 2017). For example, if you hear the sounds represented by the letters “b-o-y” or a
picture of a boy (the signifier), you think of the concept “male child” (the signified. Together,
the sounds of the word (or the picture of the boy) and the concept created by the sounds (or
the picture) form a sign.

In the past, sign systems (language, literature, cinema, architecture, music, and so on)
were studied as mechanisms that generate messages, but now the work that is produced
through them and the individual who produced the work or activity that constitutes and/or
transforms the codes, but also on the individual who constitutes and/or transforms the codes
while performing the work. The work and the individual are, therefore, the subjects of semiosis.

For example, in the early 70’s, the Pepsi’s slogan to promote its product: “Come alive
with the Pepsi Generation” was literally translated in Germany as “Rise from the grave with
Pepsi!” and China as “Pepsi brings your ancestors back from the grave” (Kwintessential
Translations, 2017).
Similar errors can be found all over the world: in menus, signages, advertisements,
instructions, and so on. Here is a list of mistranslations seen around the world. (Nicholson,
2017)

1. Aeroflot advert: “introducing wide boiled aircraft for your comfort”

2. Airline ticket office, Copenhagen: “We take your bags and send them in all
directions.”
3. A menu in Vienna: “Fried milk, children sandwiches, roast cattle and boiled sheep”
4. A sign on a car in Manila, Philippines: “Car and owner for sale.”
5. At a Korean restaurant in Auckland, New Zealand: “We do not re-use the food.”
6. Athens hotel: “Visitors are expected to complain at the office between the hours of 9
and 11 A.M. daily.”
7. Belgrade hotel elevator: “To move the cabin, push button for wishing floor. If the
cabin should enter more persons, each one should press a number of wishing floor.
Driving is then going alphabetically by national order.”
8. Hotel elevator, Paris: “Please leave your values at the front desk.”
9. Hotel in Japan: “You are invited to take advantage of the chambermaid.”
10. In a New Zealand restaurant: “Open seven days a week, and weekends too.”

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11. Instructions on a Korean flight: “Upon arrival at Kimpo and Kimahie airport, please
wear your clothes.”
12. Japanese hotel room: “Please to bathe inside the tub.”
13. Sign at Mexican disco: “Members and non-members only.”
14. Tokyo hotel’s rules and regulations: “Guests are requested NOT to smoke or do
other disgusting behaviors in bed.”
15. War museum on the River Kwai, Thailand: “The Museum is building now – sorry
for the visitor.”

Mass Media and Multimodal Texts

https://www.bing.com/images/search?q=image+of+mass+meida+and+multi+modal+texts

Mass media refers to the type of communication that uses technology to

simultaneously reach a wide audience. The five types of mass media are print, radio, regular
broadcast television, cable television, and telecommunications, such as the Internet or satellite
services. Television and the Internet are multimodal in nature.

A text is “multimodal” when it combines two or more of the five semiotic systems
(Anstey & Bull, 2010):

1. Linguistic or textual system:, comprising aspects, such as vocabulary, generic

structure, and the grammar of oral and written language;
2. Visual system, consisting of aspects, such as color, vectors, and viewpoint in
still and moving images;
3. Audio system, with aspects, like volume, pitch, and rhythm of music and sound
effects;
4. Gestural system, including aspects, such as movement, speed, and stillness in
facial expression and body language; and
5. Spatial system, covering aspects, like proximity, direction, position of layout, and
organization of objects in space.

Examples of multimodal texts, which can be delivered via different media or technologies,
are:

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1. a picture book, in which the textual and visual elements are arranged on
individual pages that contribute to an overall set of bound pages;

2. a web page, in which elements, such as sound effects, oral language, written
language, music, and still or moving images are combined; and

3. a live ballet performance, in which gesture, music, and space are the main
elements.

Many newspapers and some other mass-media news outlets are multimodal because
they now have web pages. A web pages is a document connected to the World Wide Web
and viewable by anyone connected to the internet who has a web browser, A web browser, or
simply :browser,” is an application (such as Microsoft Internet Explorer, Google Chrome,
Mozilla Firefox, and Apple Safari) used to access and view website (The Tech Terms
Computer Dictionary)

In the Philippines, some newspapers with web pages are Philippine Daily Inquirer
(Inquirer.net), Philippine Star (PhilSTAR.com), Manila Standard Today (MST.ph), ABS-CBN
News (news.abs-cbn.com), GMA Network (www.gmanetwork.com), and Philippine News
Agency (www.pna.gov.ph).

Online newspapers are very different from printed newspapers.

1. First, the Internet allows for hypermedia, “the integration of different channels of
communication, such as written texts, still pictures, motion pictures and sound”
(Jucker, 2003)
2. Second, online newspapers are more personal because they target particular
audiences.
3. Third, interaction levels are increased since even the mere reading of material online
is a “form of interaction, as producers can track exactly what is getting read, what is
being shared and so on” (Jucker, 2003).
4. Fourth, the “traditional life span of information: is changing; people expect up-to-the-
minute updates about news and events (Jucker, 2003)
5. Fifth, online newspapers are synchronous (the sent message is immediately
received), not asynchronous (there is at time lag between the sending of the message
and its receipt). Talking on the phone is synchronous while reading an email sent some
time ago is asynchronous.
6. Sixth, “their electronic publication format makes [online newspapers] susceptible to
immediate modifications and changes wherever they are received” (Jucker, 2003)

Twitter and Citizen Journalist

are ways of “doing” news (Mooney & Evans, 2015).Twitter is a “micro-blogging application,
allowing individuals to author and disseminate messages of 140 characters called ‘tweets’ “

https://www.techadvisor.co.uk/cmsdata/features/3534616/logo_thumb800.jpg

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(Moonrey & Evans,

2015). The twitter
interface allows
users to see what is
trending globally
and to follow a
subject regardless
of who is tweeting.
Though twitter,
anyone with a
smart-phone
access to the public
sphere can engage
in “citizen
journalism” (where
nonprofessional
journalists produce
new content) and
obtain live coverage of what is happening and what is important anywhere anytime by simply
newsgathering “user-generated content” online (Moonrey & Evans, 2015). Knowing what to
trust on twitter (what news is true and what is not) therefore is not always easy; it requires
some kind of literacy.

A. Look for any text (oral or written, print or broadcast) from any kind of medium (mass
media or media of interpersonal communication).
1. Analyze its structure, language, and presentation based on its text type,
audience, and purpose.
2. Prepare a written output of your analysis.

B. Look for examples of funny or vague signages, menus, instructions, and the like
caused by English mistranslations in the Philippines (or even stories about
misinterpretations of English as spoken by Filipinos). Take a picture or screenshot of
the funny signages and interpret why such signage/ is/are vague, and give your
corrective suggestion to improve the signage/s.

C. Surf the Web, and access web-based interactions (such as video-chats, blogs, vlogs,
podcasts, and YouTube multimodal texts). Read and analyze their structure, language,
and presentation to get a better understanding of what multimodal texts are.

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SELF- EVALUATION: To assess your leaning in this module, provide what is asked.

Make a concept map on the key features of evaluating messages/images

POST TEST: Answer the following questions briefly.

1. How text type, purpose, and audience affect the structure, language, and
presentation of the text?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How may mistranslations be avoided?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Why is difficult for us to know what news to trust on twitter?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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REFERENCES

1. Bernales, R. et al. (2018). Purposive Communication in Local and Global Contexts.

(pp.30-38)
2. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya
Publishing House, Inc., Manila, Philippines
3. Uychoco, MT, & Santos, ML (2018). Communication for Society: Purposive
Communication.1st Ed.

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Module 5

TOPIC: Module 5 – COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF

TECHNOLOGY

5.1 Creation of Multimodal Texts

5.2 Production of Multimodal Texts
5.3 The Art of Making PowerPoint Presentation

TIME FRAME: 7 hrs.

INTRODUCTION:

Whatever your field and whatever your job, making meaning and presenting them to the
right audience are things that you need to pull through to succeed as an individual, a student,
a professional, or an entrepreneur.

These presentations, whether spoken or written and formal or informal, have become so
common that they are performed at an astonishing number of “33 million times a day” (Adler,
Elmhorst, & Lucas, 2013). At present, creating and sharing them have even changed
dramatically because of the development of digital communication technologies. Simple and
easy-to –use media production tools and resources, along with the potential for immediate
and universal online publication, are now also readily accessible on the World Wide Web.

INTENDED LEARNING OUTCOMES: In this lesson, the students will lead to:

4. Express their own thoughts on the topics concerning Multimodal Text ;

5. Create own multimodal texts.

PRE – ASSESSMENT:

1. What is multimodal?

2. Do you think it is really much easier

for students to create and produce
texts nowadays?

3. What is the importance of

PowerPoint when you present
information?

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LEARNING ACTIVITIES

Let's Communicate

CREATION AND PRODUCTION OF MULTIMODAL TEXTS

Although multimodal texts are often associated with digital communication

technologies, multimodal texts are not synonymous with digital. Their creation can be of any
medium: paper – such as books, comics, posters: digital – from slide presentations, e-books,
blogs, e-posters, web pages, and social media, to animation film, and video games: live – like
a performance or an event; or transmedia – where the story is narrated using “multiple
delivery channels” by means of a combination of media platforms, for instance, books, comics,
magazine, film, web series, and video game mediums all working as part of the same story
(O’Brien, 2017).

Transmedia, a highly contested term, is “what the word parts suggest it might be: a
merging of media form, here the digital with the narrative, but with the multiple platforms a part
of the narrative” (Heick, 2018). To understand the term better, Henry Jenkins (2011) says that

Transmedia is more than just multiple media platforms. It is about the logical
relations between these media extensions, which seek to add something to the story as it
moves from one medium to another, not just adaptation or retelling. Transmedia enables the
further development of the story world through each new medium; for example offering a back
story, a prequel, additional ‘episodes’, or further insight into characters and plot elements. It
also can require a more complex production process.

Glee is an example of a transmedia narrative in which the audience follows the

characters and situations across media, but more often, its transmedia strategies focus on the
transmedia performance, with the songs moving though YouTube, iTunes, live performances,
and so on, which the audience reads ageist each other to make sense of the larger Glee
phenomenon.

As freshman college students, you are expected to develop the ability to produce and
submit all kinds of texts, including multimodal texts. With the current technological
developments, you can accomplish the task of creating whatever kind of multimodal text is
assigned to you that befits your chosen field without us much difficulty as it used to be.

The text you make is a literacy object because it displays your ability to express
meaning. In the past, literacy was understood to refer only to the ability to read and write texts;
at present, however, literacy includes making meaning by using varied texts are available
through the highly accessible information and multimedia technologies. You construct
meaning by creating your own expression of that meaning or idea. This kind of expression
empowers you because you are able not only to understand the idea but also to talk about it.

When doing the class activity of devising multimodal texts, it is normal for you (and the
members of your group) to use your own voices to create the soundtrack, to apply transitions
between images to bring about movement, and to employ appropriate music to liven up the
text. But this is not the only way to do this activity. Another technique is to collect material for
the voiceover, as well as the images you are going to use, from sites on the Internet, like
Facebook, Google, blogs and vlogs, Twitter, Spotify, iTunes, and YouTube. You can use
whatever free web stuff you find to mix image, sound, and text. Take the elements you
understand, elements that will become your language to construct your meaning – your
message, your text.

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This method of gathering materials is merely coping (or cutting) and pasting, but during
this process of collecting the materials you need to adapt and rearrange (or remix) the
materials to suit your own purpose of creating the multimodal text. What you do, therefore,
could not be just “copying/cutting and pasting” in its traditional sense, but what Ryberg (2007)
has identified as “Patchworking” in his dissertation (as cited in Godhe, 2014).

You do “Patchworking” when you exploit certain threads in the materials you have
gathered from various sources and stitch these together to create your own “patchwork” and
your own particular understanding of the materials. In other words, you re-contextualize (or
place in a different context) the materials you have collected from various sites to serve your
own purpose of presenting them in a multimodal text in a multimodal text in a classroom
setting, and there is nothing anomalous about this. If you use this Patchworking, however, be
sure to acknowledge all your sources or you will be guilty of plagiarism.

Plagiarism is the act of stealing and passing off as you own the ideas, words, or any
other intellectual property produced by another person. For example, if you use another
person’s words in a research paper without citing your source, you commit an act of plagiarism.

Production of Multimodal Texts

Preparing multimodal texts in a classroom provides for new practices of reading,

producing, and disseminating texts (Jewit, 2005). This means that you also apply in your
creation of your class-assigned multimodal texts whatever literacy practices that you do at
home or outside of the classroom environment (such as using computers and any other
technical devices—mobile phones and tables—to communicate and interact with others,
reading e-books, watching film clips on YouTube, listening and downloading music on Spotify,
and producing home-made short films/videos on the Internet).

To effectively design and communicate meaning though such rich and potentially
complex sources of materials, you have to extend your multimodal literacy knowledge and
skills. A quality multimodal composition requires new literacy design skills and knowledge that
will enable you to make informed choices within and across the available communication
modes and effectively construct meaning out of them.

To create a digital animation, for example, which is a complex-meaning design

process, you are required to do a critical arrangement of a combination of “modes” (such as
image, movement, sound, spatial design, gesture, and language). The process of constructing
such a text is a “cross-disciplinary literacy process” because it involves the use of both digital
information technologies and the arts (media, music, drama, visual, arts, and design) to bring
meaning to life (O’Brien, 2017).

A. Recall one instance when you were made to prepare and

submit a written text or to make and present an oral one.

A. What preparation did you make?

B. Did you need to collect materials for

the project?

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C. How did you put these materilas

together for a comprehensive whole?
What did you do before the
submission or presentation?

D. What difficulties did you encounter?

E. Did you properly acknowledge the

sources of your data?

The Art of Making PowerPoint Presentation

PowerPoint presentations
are so common that lecturers and
reporters use them all the time.

A presentation is like taking

your audience from one place to
another, so make the journey
lighter and more fun by never
overloading it with too much
content. How may you do this?
There are only three things that
you need to do before starting to
your Power Point presentation.

https://www.bing.com/images/search?view

1. Determine your goal.

This is about you and your goal, which should be an achievable
challenge. Ask yourself what opinion or feeling of the audience you want to
change. (For example, I want them to understand…, I want them to buy…,
and so on.)

2. Convert your goal into one “big idea.”

This is now about your audience and your planting an idea into their
heads. Make them embrace the idea so that they can act by moving toward
your desired goal. Make them understand how they can benefit from the idea,
and lead them to believe in what you say, not in what you want. It is all about
them, not you.

3. Consolidate your idea into just three concepts.

For the audience to reach the place where you want them to go – to
embrace your idea – go straight to the 1st point, 2nd point, 3rd point to
the point where you want them to go and embrace it.

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Afterward, as you go about creating your presentation, optimize your “PowerPoint

science” by bearing in mind five design principles that can help make the structure of your
slides clear (Philips, 2014).

1. Outline first to control the number of slides and to provide balance. Allot 2 to 3
minutes per slide (for example, a 30 minute talk may utilize 10-15 slides). Decide on
only one story to tell or one underlying issue to address, Divide it into logical,
hierarchical questions and sub-questions, and make your talk a series of answers to
these questions. Zoom-in your introduction; zoom-out your closure.

2. Have only one message per slide to allow the audience to understand it more. If
you have many sentences on the slide, and you persist on speaking at the same time,
the audience will not be able to remember anything at all, and your effort will be
useless. Enhance your presentation material by having just one short text and/or one
image on a slide.

3. Pay attention to size. The most important point of your PowerPoint should be the
biggest, so reduce the size of the title, and make the size of the content bigger since
the content is more important than the title.

4. Apply the principle of contrast. Contrast controls your focus, so use a built-in
functionality on the PowerPoint that dims or darkens the rest of the items and highlights
only the item on the list that is being discussed, once at a time. You can do this when
presenting a table; use contrast to focus on each item being discussed so that the
audience can direct their attention to that item alone and avoid having their eyes all
over the place not knowing what to focus on. Change the bright white background to a
dark one, too, so the focus is on the text alone.

5. Limit the number of objects/items per slide. The magical number is six. You can
have less than six but no more. This means having more slides. The number of slides
for one PowerPoint presentation is never the problem. There should not be any limit to
the number of slides. If the number of slides is limited, the result is counterproductive
– jamming too many objects/items per slide.

Now you are ready; you feel more confident to stand before the audience and make
your presentation. Do not make a mess of it by getting your audience bored and putting
them to sleep. PLEASE do the following (NanoNerds, 2012).

1. Come prepared.
2. Get the set-up right.
3. Know your audience and adjust the content accordingly.
4. Go easy on fonts.
5. Go easy on logos.
6. Go easy on colors.
7. Make eye contact.
8. Be kind to questioners.
9. Be kind to folks in the back.
10. Design slides for distance.
11. Cell phone off.
12. Do not go crazy with the laser pointer.
13. Do not cram too much on each slide.
14. Do not read from your notes or slides.
15. Do not spew jargon.
16. Do not demean audience members.

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17. Do not turn your back.

B. Pretend that you are promoting a product of a particular company. Prepare a

PowerPoint presentation of your promotion and print in a short bond paper.

Criteria:
Clarity of message – 30 pts.
Appropriateness of font style, colors, &design – 20 pts.
Total – 50 pts.

SELF- EVALUATION: Come-up a poster on how technology may give impact to

communication. Use short bond paper.

Criteria:
Clarity of message – 30 pts.
Appropriateness of colors, & design – 20 pts.
Total – 50 pts.

POST-TEST: Write on the blank before each number the letter of the item in Column B that
corresponds with the item in Column A.

___ 1. digital A. perking up texts

___ 2. patchworking B. using videos
___ 3. plagiarism C. video games
___ 4. soundtrack D. re-contextualizing
___ 5. vlog E. stealing ideas
___ 6. too much content F. problem
___ 7. important point G. immaterial
___ 8. use of contrast H. biggest
___ 9. number of items I. heavy presentation
___ 10. number of slides J. item highlighting

REFERENCES

5. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya

Publishing House, Inc., Manila, Philippines
6. Chase, R. & Shams, S. (2013). Elements of effective communication. 4th ed.

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7. Uychoco, M. & Santos, M. (2018). Communication for Society: Purposive

Communication.1st Ed.
8. https://www.healthknowledge.org.uk/public-health-textbook/organisation-
management/5a-understanding-itd/effective-communication

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Module 6

TOPIC: Module 6 – COMMUNICATION FOR VARIOUS PURPOSES

6.1 First Function: To Provide Information

6.2 Second Function: To Persuade
6.3 Third Function: To Entertain, Honor or Praise

TIME FRAME: 6 hrs.

INTRODUCTION:

Function refers to the particular purpose for which sometimes exists or becomes
useful, or how a person is fitted to meet his own or somebody else’s needs and desires.

Whenever we communicate, we always have a definite purpose, which is usually

intentional, perceptive or recognizable, and functional (or designed to achieve something
positive). In some instances, however, our good intention also creates an unintentional,
dysfunctional result. To avoid having this unintended negative effect, we need to use clear,
correct language and be sensitive to cultural differences.

Communication is designed to serve three basic functions: (a) to provide information,

(b) to persuade or argue, and (c) to entertain, honor, or praise, and so on.

INTENDED LEARNING OUTCOMES: In this lesson, students will lead to:

4. Enumerate, explain, and discuss various purposes of communication;

5. Draft any of the four types of speeches, and;
6. Deliver any of the fourth types of speeches through video-taped.

PRE – ASSESSMENT. Answer the following questions briefly.

4. What is the purpose of communicating to a live audience?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. What purpose of speech do you know and how it should be crafted?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. Why a speech to honor a person is necessary?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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LEARNING ACTIVITIES

Let's Communicate

FIRST FUNCTION: TO PROVIDE INFORMATION

That we live an information age is given, and that providing information, a task we perform
hundreds of times each day, is undeniably the most common and important form of
communication. A lot of talking goes on in the world, and a large part of it is done to give
instruction, provide facts, or clarify idea.

NATURE OF INFORMATIVE COMMUNICATION (LUCAS, 2012)

1. Objects – may include anything that is visible, tangible, and stable in form. They may
be nonliving or living, such a places, structures, animals, and even people.
Example:
Rodrigo R. Duterte as President
Electronic gadgets
Dinosaurs ruling the world
2. Processes- may comprise any systematic series of action that lead to specific
result products. Communication about process explains how something is made, how
something is done, or how something works.
Example:
How flashfloods develop
Writing an effective resume
Flow of communication in business
3. Events – can be anything that happens or is regarded is happening.
Example:
Fights against drugs
Sleep deprivation
Festival of the gun
4. Concepts- may consist of beliefs, theories, ideas, principles, and the like. They are
more abstract than objects, processes, or events.
Example:
Philosophy of Education
Confucianism
Terrorism

FORMAL SITUATION REQUIRING INFORMATIVE COMMUNICATION

1. The public lecture- as a result of a person’s special interest or expertise, he may be

invited to give a public lecture to a community group or club.
2. The status report- every business or social group must be kept up-to-date on its
various projects.

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3. The briefing- this is very common informative speech used to tell members of a
group about changes in policy or procedure.
4. The fireside chats- this usually features a group leader addressing the concerns,
worries, and issues at the moment.
5. The chalk talk- the speaker giving a chalk relies on a visual aid.

ORGANIZATION PATTERNS FOR INFORMATIVE SPEECHES (NELSON, 2012)

1. The Chronological Patterns- this pattern allow you to explain how someone or
something has developed over a period of time.
2. The Spatial Pattern- this pattern allows you to describe the physical or directional
relationship between objects or places.
3. The Topical Pattern- in the topical pattern, you divide your topic into subtopics that
address the component, element, or aspects, of the topics.
4. The Narratives Pattern- the narrative pattern is used to retell a story or a series of
short stories.

https://www.bing.com/images/search?view

GUIDELINES FOR INFORMATIVE SPEAKING (JAFFE, 2010)

1. Do an obstacle analysis of the audience – identify the parts of the message that the
audience might find hard to understand and work on specific ways to make section
clear.
2. Organize the material carefully- state your major points clearly, and build on sign
posts, such as “ next “ and “in addition” that can help them identify the flow of ideas.
3. Personalize your material to your audience- help the, listener see the connection
between your topic and their experience, goals, belief, and actions.
4. Compare the known to the unknown- start with what is familiar to your audience,
and build on this foundation, showing similarities and differences between your topic
and what your listener already know.
5. Choose your vocabulary carefully- avoid bewildering your listener with technical
information and incomprehensible jargon by defining your terms and explaining them
in everyday, concrete images.
6. Build on repetition and redundancy- repetition means that you say the same idea
several times.
7. Strive to be interesting- search for some ways to enliven your factual materials.

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SECOND FUNCTION: TO PURSUADE

Persuasion is the process of creating, reinforcing, or changing people’s belief or action. The
ability to speak and write persuasively will benefit you in every part of your life – from personal
relationship to community activities to career opportunities.

DIFFERENCIES BETWEEN INFORMATIVE AND PURSUASIVE SPEECHES

Informative speakers fulfill the role of an expert on a topic and seek to facilitate audience
understanding about it. In contrast, persuasive speakers take the role of promoter or
proponent, advocating a particular view on a topic they want the audience to adopt.

ELEMENT OF PERSUASIVE (LUCAS, 2012)

1. Ethos- this is the Greek word for “character”. Here, the speaker attempts to persuade
others by using authorities and trustworthy course or support of the message.
Example:
As a mother of five healthy eaters, I can assure you that introducing vegetables to babies as
early as possible avoids fussy feedings.
2. Pathos- this refers to the speaker’s appeal to emotion.
Example:
Imagine your children facing a future without you- then, take the opportunity today to give up
drugs and create a healthier you.
3. Logos- this involves using logic to support a speaker’s statement and thereby,
persuading his audience.
Example:
Drug addiction is a development disease. What do we mean by that? What we have learned
from many years of epidemiological studies is drug addiction develops during this period of
our lives, during adolescence and early adulthood.

TYPES OF PERSUASIVE SPEECHES (LUCAS, 2012)

1. Speeches on Question of fact- a question of fact asks whether something is true or

false. The speaker tries to persuade an audience that something did or did not occur,
or that event did, in fact, cause another.

For example, in a criminal case, the persecution to persuade the jury that the dependent did
engage in an illegal activity while the defense argues the defendant did not

2. Speeches on Question of value- a question of value asks for subjective evaluation

of something’s worth , significance, quality, or condition. Here, the speaker argues that
something is good or bad, right or wrong, beautiful or ugly, boring or engaging, funny
or serious- All qualitative judgment about something’s significance.

Question of value can address issues, such as the morality of war, or more
contemporary concerns, like the personal or ethical uses of social networking websites.

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3. Speeches of Question of Policy- while question of value makes judgments about

topic and promote speaker of the significance of something, a question of policy asks
what specific course of action should be taken or how a problem should be solved.
Question of policy may reflect current controversies, such as U.S migration
policies or less continues topics, like getting more exercise.
For example, a speaker might propose any of the following:
a. College students should circulate a petition to ban junk food on campus.
b. People should support the animal right movement.
c. Local residents should not approve of changes in the zoning law.
d. Everyone should exercise more.

ETHICAL PRINCIPLE FOR PERSUASIVE SPEAKING (PARSH, 2014)

1. BE CAREFUL ABOUT WHOM YOU TRUST- listener like you need to watch whom
you trust, and speakers need to provide credentials to show they are trustworthy. They
need to need to demonstrate their sound credibility.
2. ANALYZE AND EVALUATE MESSAGE FOR REASOSNABLE, TRUTH, AND
BENEFIT TO YOU AND THE COMMUNITY- as critical thinker you will want message
to meet standards of reasonableness.
3. YOU AND YOUR MESSAGE ARE PERSUASIVE IF YOU HAVE A LONG POSITIVE
HISTORY- try to establish credibility anytime you deal and speak to people. This will
always be a part of your life.
4. ALWAYS BE RESPECTFUL OF YOUR AUDINCE- following the “Golden Rule” will
help you avoid ethical problems.
5. AVOID FALLACIES- if you always strive to use sound reasoning tempered by critical
thinking, you can skillfully avoid short circuits to reasonable thought that are known to
be fallacies.

https://www.bing.com/images/search?view

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THIRD FUNCTION: TO ENTERTAIN, HONOR, PR PRAISE, AND SO ON

This function refers to some other purposes of communication, specifically those that mark
the day-to-day life- high points that stand out above the ordinary routine. Christening, wedding,
funerals, graduation, award ceremonies, inaugurals, and retirement dinners-all these are
occasions and they are very special to the people who take part on them.
1. Purpose- the primary of informative speech is to teach while that of a persuasive
speech is to change behavior of belief.
2. Style- while informative and persuasive speeches use stylistic devices, like narrative,
metaphor, similes, or analogies, special-occasion speeches use highly stylistic or
ornamental language.
3. Organization- though special-occasion presentation, like any other speeches, have
introduction, body, and conclusion they have less-obvious transactions between the
main points. Instead, their ornament styling may suggest more subtle and creative
ways, and they are relatively short.
4. Formality- they are a bit more formal, but formality refers more to the degree of
professional used by the speaker to share his ideas with his listener.

GENERAL TYPES OF SPECIAL-OCCASION SPEECHES

COURTESY SPEECHES
1. Speech of Introduction- this speech is design to tell us about the person being
introduced and to help establish his ethos- in this case ethos might include credential
and/or goodwill.
a. Introduction-use an anecdote or some story to establish the speaker being
introduced.
b. Body-discuss his biography and qualification. Focus on qualification most relevant to
the occasion and on some other interesting facts about him.
c. Conclusion-summarize his qualifications and use that summary to explain why he
was asked to speak. End by welcoming the speaker and inviting the audience to join
the welcoming by applauding.

Speech of Presentation- this speech is used when a person is publicly presented with a gift
or an award. It is usually brief, and length depends on the formality of the occasion.
1. State the person’s name early in the presentation.
2. Explain the award’s significance as a symbol of the group esteem.
3. Explain how the person is selected for the awards.

Speech of acceptance-this speech is delivered by individuals who have been recognized,

honored, or awarded. These people know that they will be publicly recognized, so they will
have enough time to prepare their speech.
1. To be thankful and humble-first, he must thank the people who helped him succeed.
He must minimize personal accomplishment, demonstrating, a sense of perspective,
even humility.
2. To be succinct-brevity is the soul of wit, so he must keep his remarks brief.
3. To contextualize the award-he may provide a context for the award by describing
what he did that led to the award, or tell a story related to the occasion.

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CEREMONIAL SPEECHES
Addresses known as ceremonial speeches are usually part of formal activity.
1. Commencement Address-a commencement address is also known as graduation
speech.

COMMEMORATIVE SPEECH This is a speech of praise or celebration. Examples are tribute,

dedication, and eulogies. The speech aims to pay tribute to a person, a group of people, an
institution or an idea.
Tributes- are commemorative speeches that highlight and reinforce cultural belief, values,
and behavior.
Eulogies-a eulogy is generally thought of a speech given to praise or honor someone who
has died.

CONTEST SPEECH-event fall into categories of public speaking and interpretation. Popular
events include original oratory, extemporaneous speech and dramatic and humorous
interpretation.
Ordinary Oratory- in this speech contest, the speaker is allowed to choose his topic and write
his own speech about it. This speech, need careful and complete preparation, is memorized
and limited to a ten minutes delivery.
Extemporaneous Speech- in extemporaneous-speaking competition, participants is required
to choose one topic from several given topics and prepared a five to seven minutes speech
on the topics.
Dramatic and Humorous Interpretation- it is competitive interpretation event where
participant are permitted to choose the materials they want to perform.

https://www.bing.com/images/search?view

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TYPE OF SPEECH BASED ON DELIVERY

Impromptu Speech- for instance, while attending your best friend’s 18th birthday the guest
begin chanting your name followed by the word ”speech, speech, speech”.
1. Anticipate that you may be called upon to speak-always do a little preparation
before attending any events by thinking of at least two or three ideas about a topic or
the event.
2. Stay updated on the development in your field-read regularly both popular and
professional publication in your field.
3. Be prepared with a few stories and remarks-it is handy to be ready with the variety
of jokes, strange statistics, and several experiences.

EXTEMPORANEOUS SPEECH-it is the presentation of carefully planned and rehearsed

speech, spoken in a conversational manner using brief notes.
These are possible occasions for the delivery of an extemporaneous speech:
1. Campaign
2. Fund-raising activities
3. Seminar lecture
4. Reports to government agencies
5. Talks about trip, study or event
6. SONA
You can boost your self-confidence and successfully go through the delivery of your
extemporaneous speech by observing these tips (Lull & Coopman, 2012)
1. Starting your speech
a. Move to the front of the room or stage and face the audience.
b. Assume a relaxed but upright position.
c. Plant your feet apart, a bit less than your shoulder width, and allow your arms to
hang loosely by your side.
d. Arrange your notes before you start to speak.
e. Look at your audience and smile.
2. Gesture
a. Feel free to use your hands to gesture, but do not plan all your gesture ahead of
time.
b. Do your best to avoid nervous mannerism such as twisting your hair, wringing your
hands, shifting your weight from one foot to the other, or tapping your finger on the
lecture.
3. Eye contact
a. Look at the left, right, and center part of the room.
b. Eye contact with the audience does not mean to speak excessively to one or two
sympathetic individuals.
4. Voice
a. Try to use your voice as expressively as you would in normal conversation.
b. Make a concentrate on projecting your voice to the back of the room and fight
against racing through your speech.

MANUSCRIPT (OR READ) SPEECH

This written out speech is read in it’s entirely when delivered. The following situations call for
this kind of speech.

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1. Ceremonial speeches, such as eulogies, tributes, and award.

2. Political speeches
3. Radio and TV speeches
4. Presentation of policy

MEMORIZED SPEECH
It is a speech that you as speaker need to deliver by rote. Memorization can be useful when
the message has to be exact to avoid any misunderstanding, and when the speaker does not
to be confined by notes.
This type of speech is utilized in situation like the following.
1. Oratorical competition
2. Presentation of high-level awards
3. Welcoming very important dignitaries
4. Political speeches
5. Banquet speech

A. Enumerate, and discuss the various types of communication through a graphic

organizer, you may choose your own style of graphic organizer provided that it is
substantially and creatively done. Put your graphic organizer in short bond paper.

Criteria:
Clarity of content – 30 pts.
Appropriateness of font style, colors, &design – 20 pts.
Total – 50 pts.

B. Draft a speech, (choose any forms of speeches). Encode your speech in a short
bond paper.

Criteria:
Content – 15 pts.
Mechanics – 15 pts.
Total - 30 pts.

C. Deliver, then video-taped the speech you have crafted in ‘Let’s do It B’. Incorporate
the pointers you have learned in this chapter. Upload your video in the Google
Classroom. Time limit is 2-minute to make sure it will be uploaded.

Criteria:
Content – 15 pts.
Mechanics – 15 pts.
Total - 30 pts.

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SELF- EVALUATION: Supply the statements below;

When providing information, the speaker should …..

Persuading audience is one way of…

Entertaining audience will make them …

POST-TEST: Answer the following questions briefly.

4. If you were to deliver an informative speech, what topic would you want to talk
about? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Name an issue that call for persuasive speech. Elaborate why you have chosen such
issue.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. How may you lessen your nervousness when delivering a speech?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFERENCES

6. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya

Publishing House, Inc., Manila, Philippines
7. http://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html
8. https://www.ted.com/talks/sherry_turkle_alone_together
9. https://www.ted.com/talks/clay_shirky_how_cellphone_twitter_facebook_can_make_
history
10. https://www.ted.com/talks/gordon_brown

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Module 7

TOPIC: Module 7 – COMMUNICATION FOR WORK PURPOSES

7.1 Basics of Writing

7.2 Memorandum
7.3 Types of Short Reports

TIME FRAME: 6 hrs.

INTRODUCTION:

Having graduated from senior high school, some of you might be doing some part-time
jobs while enrolled as college freshmen. Even if you are full-time students, the topics in this
module will still be helpful since you will be working in no time at all.

The materials are business and technical documents, such as minutes,

memorandums, and request, as well as shorts reports, like progress, incident, and project
proposal. These materials are used in all fields – healthcare, education, business and trade,
law, media, and science and technology.

INTENDED LEARNING OUTCOMES: In this lesson, the students will lead to:

4. Create clear, coherent, and effective communication material for the workplace;
5. Distinguish the types of reports or letters;
6. Produce documents with formats required in various workplaces.

PRE – ASSESSMENT: Answer the questions below or supply the statement in your own
words.

How important are writing skills to an What is the main use or purpose of a
employee? memo?

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LEARNING ACTIVITIES

Let’s CommuniCate

BASICS OF WRITING

Writing is an essential skill. All job call for writing, from application letters to memos, emails,
tweets, text, blogs, websites, proposals, and reports among or between employees,
managers, stakeholders, clients, and agencies. Writing keeps business moving (Searles,
2014; Kolin, 2015).
1. Purpose. On-the-job writings are usually done for at least one of the three reasons:
(a) to create/build a record,
(b) to request or provide information, and
(c) to persuade.
2. Reader/Audience. Ask yourself these questions:
a. Who am I writing? An individual or a group of Person?
b. What do they know about this topic?
c. What are their job titles and areas of interest?

Flow of Communication

Upward Communication

The written materials are

sent by subordinates to their
superiors. Upward
communication can convey
varied types of messages:

a. What subordinates
are doing: "We will
have that job done by https://www.bing.com/images/search?view
closing time."
b. b. Unsolved work
problem: "We are still figuring out how the old furniture will fit in our new office.”
c. Suggestions for improvement: "I think we should ask opinion of an interior designer.”
d. How subordinates feel about each other and the job: “I think Eve, our new secretary, is
having problems with her responsibilities."
e. Reply to an inquiry from a supervisor.

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Lateral (Horizontal) Communication

The materials are sent to people who are of equal level or status; that between members of
the same division or department of an organization. This communication serves the following
purposes:
a. Task coordination: “Let’s get together to define the responsibility of each of us and
set our work schedule."
b. Problem-solving: "Traffic woes are here to stay, and they affected our attendance and
punctuality. Let us see how we can solve this problem."
c. Sharing information: "The inquirer Academy is offering its 2018 first workshop. Those
who are interested may email Inquirer Academy @inquireracademy.com."
d. Building rapport: "Thank you for going out of your way and helping us finish the project
on time. For this let's have lunch together."

Downward Communication.
This is the kind of communication sent by superiors to their subordinates. Downward
communication is very important because giving instructions is inevitable. Examples are:
a. Job instructions: "Submit all receipts for items above P100.00 you paid in cash."
b. b. Job rational: "We are very particular not only about attendance but also about
punctuality. “
c. Feedback: "Your suggestion regarding stocking up on supplies before payday saved
us from making short orders for sold-out items.”

Outward Communication.
This is intended for workers outside the workplace. An example is a letter to the comptroller
of a company regarding financial matters. 3. Tone. Tone express your attitude toward a
person or thing (whether you agree or disagree, like or dislike, bias or accept.)

Focusing on the reader ("Reader-oriented" or "You-Attitude").

You the writer, should think of the reader-his needs, his wants, his expectations. You have to
make them feel that you are writing to them as individuals.
a. Poor: "We now have a Walk-up Window, open to serve you from 9am to 4pm
every Wednesday.”
b. Better (Focus on "you"): "You can now take care of your banking needs at our new
walk-up Window, open to serve you from 9 am to 4 pm every Wednesday.”

Choosing Positive and Pleasant Ideas

a. Negative: "She is a fault finder." Positive: "She is concerned with details."
b. Negative: "The glass is half-empty." Positive: "The glass is half-full."

Focusing on What to Be done to solve the Problem, Not to Be Done

a. Negative: “It is impossible to open an account for you today. "
b. Positive: "As soon as your signature card reaches us today, we can gladly open
an account for you."

Using the Passive Form of the Verb to Soften the Impact of Unpleasant, Negative, or
Controversial News
a. Poor: "Today, the union leader declared a general strikes."

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b. Better: "A general strikes was declared today."

MINUTES OF THE MEETING

Minutes are a summary of what happened at a meeting. Which are considered official,
permanent records, are regarded as legal documents (Kolin, 2015; Dagdag, Ranin, Roxas,
Perez, & Bularan, 2011). Minutes may be formal or informal depending on the type of
meeting.
1. Day, time, and place of the meeting 2. Name of the group holding the meeting
3. Name of presiding officer or chair
4. Names of present and absent members
5. Approval or amendment of minutes of the previous meeting
6. For each major point, what was done is indicated.
a. What was discussed, suggested, or proposed
b. What was decided and the votes, including abstentions
c. What was continued or tabled for further study or for another meeting
d. What time the meeting was officially closed
7. Secretary's signature

GUIDELINES IN PREPARING THE MINUTES

As official company document and evidence in court litigations, minutes of meetings shoukd
be prepared with care.
1. All motions and resolutions are recorded, and proponents are identified by name.
2. Seconded motions are also noted and recorded although the ones who seconded them
need not be identified.
3. Results of seconded motions must be recorded and, whether approved or rejected, should
be indicated in the minutes.
4. Headings are used to mark report sections. Titles should be all capital letters.
5. Minutes of the previous meeting should also be taken
6. Do not report /write verbatim (word for word) what are said. Summarize Readers are more
interested in results.
7. Lengthy discussions, debates, and reports given should be summarized.
8. The past tense is used.

MEMORANDUM (MEMO)
Memo, short for memorandum, is of Latin origin,
which means "something to be remembered." It is usually
short, direct to the point, clearly stating what must be
done. They provide data for various functions, such as
the following (Kolin, 2015)
1. Making announcement;
2. Giving instructions;
3. Clarifying a policy, procedure, or issue;
4. Changing a policy or procedure;
5. Alerting staff to a problem;
6. Sending recommendations;
7. Providing legal records;
8. Calling a meeting; and

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9. Reminding employees of corporate history, policy,

and procedure

MEMO PROTOCOL
Just like any other business correspondence, the memo carries the company name and
image. It should, therefore, follow the company’s accepted ways in which in-house
communication is formatted, organized, written, and routed. Be guided by these four
guidelines (Wikipedia A Memorandum, 2018):
1. Be timely. Do not wait for the day of the event before your announcement.
2. Be professional. Although a memo is an in-house correspondence, it should still be well
crafted, factually accurate, and free grammar lapses and faulty writing machines.
3. Be tactful. Politeness and diplomacy are important qualities of any business
correspondence.
4. Send memo to the right person. In business, a memo is typically for internal communication;
hence, it could also be considered as an upward communication through which any
complaints, issues, opinions, views and suggestion are sent.

MEMO FORMAT AND PARTS

Memos vary in format and the way they are sent. Whatever the format, they should have the
standard parts. The memo has basically two parts: HEADER or Identifying information and
the MESSAGE, aside from the word MEMO or MEMORANDUM on top of the paper (Searles,
2014; Kolin, 2015).

1. Header, which includes four parts, as shown in the box:

(If a memo is sent in the body of the email, you do not need to include the header parts; they
are automatically included in the email’s heading.)

2. Message, which follows the Orientation-Information- Action format.

a. Orientation (Opening paragraph): What is your purpose or reason for writing?
b. Information: What do you want to tell or convey to the reader?
c. Action: What step or course of action do you intend to take?

LETTER OF REQUEST

Business letters are typically used for external communication-message from one
company to another, from a company to a client or to a suppler. Although email is now often
used, countless letters are still written for various reasons. One of them is the letter of request.

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When you ask for clarification or for favors (Kolin, 2015). Kolin gives you the following guideline
in writing a request letter.

1. Direct address your letter to the right person.

2. State who you are and your work title and why you are writing.
(Example: an employee who needs information for a report, an article, a
speech, or who asks for donations)
“I am Julian J. Montesano assistant researcher of the Marketing Department of
SGG University of San Pablo City. I am writing a report on “E-commerce Strategies for Laguna
de Bay. My colleagues have talked highly of your firm. Creative Marketing Associates.”

3. Indicate your reason for requesting the information (in this case, requesting their help). If
applicable, you may cite the one who suggested that you write and ask for help.
“With your vast experience in developing websites and apps to promote regional business and
tourism, I would be much indebted if you answer these three questions that are vital to my
research.”

4. State your questions briefly and clearly. You may list and number them. Make your
request questions clear and easy to answer, so no further exchange of questions and
answers is necessary.
a. What have been the most effective e-commerce strategies you have used for regional
marketplace?
b. How can Chamber of Commerce and various local government units help generate
Web traffic to a regional marketplace website for the Laguna de Bay area?
c. Which other regional areas do you consider having similar marketing goals and
challenges as Laguna de Bay?

5. Indicate exactly when you need information, but allow sufficient time.
“My report is due in May 2018. May I request that your answers be sent next
month, so I can include them? You may send your responses, or any questions you may have,
to my email address listed above.”

6. Officer forwards a copy of your report, article, or paper in gratitude for the anticipated help.
“Your answers to these questions would make my report authoritative and useful. I
would feel honored to cite you and Creative Marketing Associates in my work. I will be glad to
send you a copy of my finished report.”

7. Thank the reader for helping

“Many thanks for any help you may extend to me.”

SHORT REPORT
A short report, which may be either oral or written in the report form of a memo or a
letter attached to an email or simply sent in the body of an email, consists of significant
information of a particular topic that is meant to inform a reader. (Kolin, 2015, p. 554)

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TYPES OF SHORT REPORT

Short reports abound, but this chapter will just dwell on progress report, incident report,
and project proposal.

PROGRESS REPORT

A progress report, whose purpose is to ensure the successful completion of the task
or project within the specified time, informs the reader (who is usually in the management
sector of the organization) about the status of an on-going project or task—how much had
been done, is being done, and will be done by a particular date. (Kolin, 2015; Smith-
Worthington Jefferson, 2011).

The report generally includes these components (Searles, 2014; Kolin, 2016)

1. Introduction: This is the background of the project where the project is identified, its
objectives are reviewed, and reader is informed about any development since the
previous progress report.
2. Work completed: It is the summary of accomplishment to date, which is organized
chronologically if the report covers one major task, or by classification of task if it deals
with more than one related project.
3. Work remaining: It gives a summary of all uncompleted tasks, emphasizing what is
expected to be accomplished first.
4. Problems: This part, which identifies any delays, cost overruns, or any other
unanticipated difficulties, may be omitted if all is well or no problem causes any harmful
effect.
5. Conclusions: This part summarizes the status of the project and provides
recommendations to solve major problems.

INCIDENT REPORT

An incident report, which deals with the

unexpected that, brings harm to people and
property, like fire, vehicular accidents, physical
injury, law-enforcement offense, environmental
danger, machine breakdown, is written either by
the person involved in the incident or by a person
in charge of the area where it took place to explain
the circumstances behind the troublesome
occurrence.

In writing this report, be sure to include the following information (Searle, 2014)
1. Names and job titles of all the persons involved, including onlookers;
2. Type of incident and step-by-step narrative description of incident;
3. Exact location and cause of the incident;

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4. Date and exact time of each major development;

5. Clear identification of any equipment or machinery involved;
6. Detailed description of any medical intervention required, including names of
ambulance services and personnel, nurses, physicians, hospital or clinics;
7. Reliable statements ( quotations or paraphrases) from persons involved; and
8. Outcome of the incident.

To avoid liabilities, it is important to use qualifiers, such as “maybe, perhaps, it seems that,
it appears that, possibly, “and some others that insinuate only probabilities but not actualities.
Guard yourself against doing following (Searle, 2014):
1. Do not report comments and observations of witnesses because these are not verified
facts and usually very exaggerated;
2. Do not report exact words uttered by people who are very angry, distraught, or not
bewildered;
3. Do not comment on issues not related to the incident; and
4. In your recommendations, avoid blaming or focusing on incompetence; instead,
encourage the adoption of measures to avoid a repeat of the incident.

PROJECT PROPOSAL

A proposal, a document designed to convince or persuade someone follow or accept

a specific course of action, is written to propose: (a) change of process or policy, (b) solution
to a problem, (c) purchase of a product or service, (d) pursuit of an activity, or (e) research
(Sims,2003; Murcherson,2013)

Responding to an RFP (request for a proposal) of a solicited proposal is easier than

writing an unsolicited once because in the solicited, the problem has already been identified;
hence; there is no need to convince anyone of its existence (Kolin, 2015).

GUIDELINES IN WRITING A PROPOSAL

1. Summarize the situation or problem that the proposal is addressing. If unsolicited, the
proposal must convince the reader that there really is an important unmet need.

2. Provide a detailed explanation of how the proposal will correct the problem. (This is the
“project description.”)

3. Confirm the feasibility of the proposal and the expected benefits of completing it, along
with the possible negative consequences of not doing it.

4. Convincingly refute any probable objection

5. Establish the writer’s credentials and qualifications for the project

6. Identify any necessary resources, equipment, or support.

7. Provide a reliable timetable for completion of the project.

8. Provide an honest, itemized estimate of the costs. Deliberately understanding the timeline
or the budget is not only unethical but also deceitful, which can gain legal liability.

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9. Close with a strong conclusion that will motivate the reader to accept proposal. A convincing
cost-benefit analysis is helpful.

SOLICITED INTERNALPROPOSAL

The primary purpose of an internal proposal is to offer

realistic, constructive plans to help the management run the
business efficiently and effective.

A. Revise the following messages by focusing on the reader. Write the revised sentence
on the underline provided.

Emphasize the “you-attitude” or “reader-oriented” perspective.

• I am delighted to announce that we are extending our store hours to make your
shopping more convenient.
________________________________________________________________

• We now have a Walk-up Window, open from 9 am to 4 pm to take care of your

banking needs. (Focus on the benefit the customer will get.)
________________________________________________________________

Emphasize the positive fact.

• Only members are eligible for the discount. (Focus on WHAT the customer
should do to be entitled to the discount.)
________________________________________________________________

• We cannot process your claim because the necessary forms have not been
submitted. (Focus on WHAT should be done now, not on what was not done.)

_______________________________________________________________

Use the passive voice of the verb to lessen the negative effect.

• Dr. Juancho Santos, the Health Secretary, rescinded the new drug – testing
policy.
________________________________________________________________

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• The payroll clerk failed to include my June contribution in the computation, (Focus
on the MISTAKE; forget the one who erred.)
________________________________________________________________

B. You are a secretary in an office. The normal working hours are AM – 8:00 to 12:00,
PM- 2:00 – 5:00. But during summer, the working hours become AM – 7:30 10 11:00:
PM – 1:00 – 3:00. Since summer starts next week, write a memo to all employees
announcing this summer work schedule. To be correctly written, your memo
should contain the required parts and information.

Write the memo in a short bond paper.

Criteria:
Clarity of content – 15 pts.
Mechanics – 15 pts.
30 pts.

C. Search in the net and print a sample of any Project Proposal related to education.
Make an analysis based on the following questions:
1. What motivated the writer to propose such a project?
2. What is/are the problem/s presented by the writer?
3. What evidence can you cite to prove the effectiveness of the proposal?

Write your analysis in a short bond paper and attach the printed sample proposal
taken in the internet.

Criteria:
Clarity of content – 15 pts.
Mechanics – 15 pts.
30 pts.

SELF- EVALUATION: To assess your leaning in this module, supply the statements below,

What motivated a writer to propose a What data should be contained in an

project? incident report?

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POST TEST: Match Column A and B, write on the blank before each number the letter of
the corresponding idea in Column B.

A B
__ 1. meeting A. people of same level
__ 2. letter B. subordinate to superior
__ 3. short report C. internal communication
__ 4. lateral communication D. request
__ 5. memorandum E. superior to subordinate
__ 6. upward communication F. progress
__ 7. downward communication G. external communication
__ 8. solicited H. minutes
__ 9. business communication I. FFP
__ 10. incident report J. explain troublesome occurrence

REFERENCES

4. Bernales, R. et al. (2018). Purposive Communication in Local and Global Contexts.

(pp.30-38)
5. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya
Publishing House, Inc., Manila, Philippines
6. Uychoco, MT, & Santos, ML (2018). Communication for Society: Purposive
Communication.1st Ed.

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Module 8

TOPIC: Module 8 – COMMUNICATION FOR ACADEMIC PURPOSES

8.1 Understanding the meaning of Academic Writing

8.2 The Structure of Academic Texts
8.3 Key Features of Academic Texts

TIME FRAME: 6 hrs.

INTRODUCTION:

“Academic writing is any writing done to fulfil a requirement of a college university,

which also used for publications that are read by teacher and researchers or presented at
conferences,” such as essays, book reports, abstracts, translations, research and term
papers, academic journals, theses, and dissertations. (“Writing for Education,” 2018)

Academic writing is any formal written work produced in an academic setting by students,
professors, and research in every discipline to convey ideas, make arguments, and engage in
scholarly conversation; it’s most common forms of academic writing are literary analyses,
research paper, and theses, and dissertations. (Valdes, 2018)

The type of writing you are expected to work on differs from that of a student in another degree
program because academic writing varies from discipline to discipline.

INTENDED LEARNING OUTCOMES: In this lesson, the students will lead to:

4. Understand how communicating in Academic Purposes works;

5. Analyze academic papers using the guide questions;
6. Write an Academic Essay.

PRE – ASSESSMENT: Provide what is being asked.

Get 5 1/8 sheets of paper and on each one, list down words that, for you, best
describe “Academic Writing”. This activity may validate your thoughts or debunk your
prejudgments about this much eluded topic in English. After this chapter, read back your
answers and tear the ones that do not fit as descriptors of “Academic Writing”.

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LEARNING ACTIVITIES

Let’s CommuniCate

Knowing How Academic Writing is Done

Guidelines need to considered

1. Choose a topic- look for any topic that interests you. Topic should be appropriate to the
kind of text assigned and to the specific, required tie of completion.

2. Consider the rhetorical elements- purpose for

writing, expected audience, stance- whether serious,
objective, critical, opinionated, curious, passionate, or
indifferent-and tone- whether funny, ironic, reasonable,
thoughtful, angry, or gentle, genre, that calls for either
formal or informal language- such as memo, letter, report,
abstract, research, personal essay, narrative, review, and
proposal, medium- print, spoken, or electronic, and
design– format, typefaces, illustrations, and audio-visual
materials.

3. Generate ideas and text- find the best information from

credible source. Self-publishing media, such as website,
should be evaluated- if managed by an expert or a group
of experts, or by laypersons and amateurs.

4. Organize your ideas- the organization needed defense on rhetorical elements, like
purpose, audience, stance and tone, genre and medium.

5. Write out a draft- consider your genre, medium, and design when deciding on register and
style of writing.

6. Revise, edit, and proofread- pay special attention to correctness of language grammar,
mechanic, and style.

7. Evaluate your work. Answer the following questions.

A. How well did you convey the information? Is it complete enough for your audience’s
needs?

B. What strategies did you relay on, and how did they help you achieve your purpose?

C. How well did you organize your ideas?

D. Are the data properly documented? Are the sources of information credible?

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E. Did you use any tables, graphs, diagrams, photographs, illustrations, or some other
graphic effectively?

F. What did you do especially well?

G. What could still be improved?

The Structure of Academic

Texts

You can easily recognize

academic texts because they are
organize in specific way; they have
a clear structure that helps you as
writer to organize your ideas easily
and to allow your reader to
understand your writing better.

https://www.bing.com/images/search?q=image+of+academic+texts

Most texts use the IMRD structure- for introduction, methods and materials, results,
and discussions. The aim and research questions, which are usually found after introduction,
together with a conclusion and reference, complement the structure.

1. Aim- this is the general purpose of the text, and it appears after the introduction.

2. Research questions. The questions, which are place after the aim, limit of specify
the aim.

3. Introduction- this comes before the aim and the research questions. Explain the
importance of the aim, mention that there is something that is not yet known, specify
the benefits that can be gained from the knowledge to be discovered.

4. Methods and materials. Mention what procedure you followed to achieve your aim
and answer your research questions. First, your reader should understand you got the
results, and second, after reading this section, they should be able to duplicate your
research.

5. Results. Present the results objectively without interpreting them because the
interpretation will appear in the discussion section. For text coherence, sequence the
results by following the particular order of the research questions as they were given.

6. Discussion. Where you interpret your results. Most difficult part because you need
to analyze the results and interpret them at the same time.

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A. First Paragraph: Repeat the aim and give the importance of the study to the field. Then you
briefly account for the most important parts of your results, perhaps linking them to your
hypothesis if you have one.

B. the rest of the discussion analyzes and interprets the results.

What do your results mean?

How do they relate to previous research? what are the reasons for potential differences
between your study and previous research?

How may your method have affected your results?

What are the strengths and weakness of the study? How do they effect your results?

How are your results important to future development? What are the clinical implications?

What kind of research is needed in the field in the future, and why?

7. Conclusion. Make a general statement about your aim and your results; focus on
the implications of your results and mention the need for further research.

8. References. Indicate all cited sources of data, and use the American Psychological
Association (APA) style of documentation. (See the attached Full Academic Text for
examples)

Formats of Research or Scholarly and Professional Reports

Research/Scholarly Report (Treadwell, 2017)

Title Page

Abstract

Introduction

• Goals and Significance of Research

• Literature Review

• Aim and Research Questions and/or Hypothesis

Method and Materials

• Participants or Sampling

• Procedure Used

• Measures Used (if quantitative study)

Results

Discussion

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• Analysis and Interpretation of Results

• Conclusions

• Recommendations for Future Research

References

Appendices

Research/Scholarly Report (Treadwell, 2017)

Title Page

Abstract

Introduction

• Goals and Significance of Research

• Literature Review

• Aim and Research Questions and/or Hypothesis

Method and Materials

• Participants or Sampling

• Procedure Used

• Measures Used (if quantitative study)

Results

Discussion

• Analysis and Interpretation of Results

• Conclusions

• Recommendations for Future Research

References

Appendices

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Key Features of Academic Texts

1. Literacy Narrative (well-told story, vivid detail, clear significance.)

2. Article/Book Review (a summary of text, attention of context, a clear interpretation, support

for your conclusions)

3. Research Report (a tightly focused topic, well-researched information, various writing

strategies, clear definitions, appropriate design)

4. Position Paper (a clear and arguable position, background information, good reasons,
convincing evidence, appeals to readers, a trustworthy tone, consideration of any other
positions)

5. Abstract, such as informative, descriptive, critical abstracts (a summary of basic

information, objective description, brevity)

6. Evaluation (a concise description of the subject, clearly defined criteria, an knowledgeable

discussion, a balance and fair assessment, well-supported reasons)

7. Laboratory Report (an explicit title, abstract, purpose, methods, results and discussion,
references, appendices, appropriate format)

8. Literary Analysis (an arguable thesis, careful attention to the language of the text, attention
to patterns of themes, a clear interpretation)

9. Proposal (a well-defined problem, a recommended solution, a convincing argument for

your solution, possible questions, a call for action, an appropriate tone)

A. The following texts are short and do not follow the usual formats expected of
the nine texts listed above whose key features are specified in parenthesis.
Despite this “irregularity” read each text, focus on its content, and determine its
key features using the list above as guide.

1. Read each academic text.

2. Determine its key features based on the context.

A-Text 1: Should You Be Taking Aspirin Every day? (2014) Read!

Not only is aspirin a standard remedy for pain and fever, but it’s also used to prevent serious
illness. Millions of heart attack and stroke survivors pop a low-dose tablet every day to stop
them having another event and, increasingly, healthy people are taking it daily to safeguard
their cardiovascular health, too.

We’ve known for a long time that aspirin is very effective in preventing heart attack and
stroke in people with a cardiovascular problem. The drug works by thinning the blood to
help prevent small blood clot. More recently, there’s been evidence that low-doses of daily

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aspirin can prevent gastro-intestinal cancers, as well as breast and prostate cancer, and
can also slow mental decline.

But, because aspirin thins the blood, people taking it regularly may actually be at higher risk
of a stroke because their brains bleed more. Its long-term use has also been linked to
macular degeneration and increased risk of internal bleeding.

Key features:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____

A-Text 2: Say Goodbye To Spam Email(2014)

Spam, or junk mail is a fact of internet life. Some of it carries malware as an attachment, but
the main problem with spam is that it is annoying because it swamps your email inbox with
pointless messages.

Most email programs have built-in filters that will recognize unwanted messages and divert
them into the junk folder. You can configure the filter “to learn” what you consider to be
spam, or to block certain senders.

Avoid publishing your email address on website-spammers “trawl” the internet for email
addresses. Be careful who you give your email address to, and if you need to send a multiple
copies of an email, use blind copy (BCC) instead to mask the other recipients’ addresses.

Delete spam messages without opening them. Sign of possible spam are bad spelling in
email headers, suspicious sender addresses, or emails sent at odd hours. If you do open a
spam mail, never reply to it or click any adverts, pictures or links it may contain-it will only
confirm that yours is a live email address.

If you receive an unexpected email purporting to come from your bank, credit card company,
or other supplier, be wary. If the email ask you to respond by clicking on a link, don’t do it!
Instead, contact the organization yourself by calling their authenticated telephone number,
or by navigating independently to their official website. Consider setting up a second email
address and keep one address for your personal correspondence and another for your
online transaction.

Key features:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____

A-Text 3: A Safe Net for the Drought-Stricken (2015)

In the foggy hillside outside Lima, Peru, water for drinking and irrigation is a luxury. The
areas 6.5 mm of annual rainfall barely helps and buying water isn’t an option of this poverty-
stricken region.

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Surprisingly, a piece of mesh hung vertically between two poles is an idea that holds water,
literally. Invented by the Meteorological Service of Canada, the “fog fences” capture water
droplets in fog, which trickle into a collection trough and drain into tanks.

During the foggiest months of the year, the community of Bellavista can harvest 280L of
water every night using five fogs fences. “These fog nets have improved our quality of life,
“says resident Noe Neira Tocto”. “We can grow vegetables for our families.”

Fog fences are also helping irrigate arid regions in other parts of South America and in
Africa. Recently, researchers from the Netherlands and China developed an absorbent
fabric that may help fog fences collect even more water.

Key features:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____

B. Look for any journal or magazine article on social, cultural, political, health,
economic, and environmental issues, and do the following:

1. Write a comprehensive analysis, taking into consideration the items you have
analyzed. Be guided by the process of academic writing. Guide questions for Analyzing
the Selected Text.

a. Purpose/Content. What, specifically, is the topic?

b. Author. Who is the author? What point of view is used?

c. Audience. Where does the text appear?

d. Topic and Position. Is the author’s opinion clear or is the information presented
‘objective’?

e. Proof/Evidence. What type of proof, if any, is used to defend conclusion or main

ideas in the text?

C. Write an Academic Text composed of an introduction, body (at least 3 paragraphs),

conclusion, and references. Give a clear discussion on the current state of our country amid
the Covid-19 pandemic. Back up your claims with reliable sources and build a strong
standpoint by reading and searching more articles and news in the internet. Write your article
in a short bond paper, not less than 400 words. Be mindful of your own work. Plagiarism is
strictly discouraged.

Criteria:
Content (cited facts, organization of ideas, clarity) – 30 pts
Mechanics (grammar, style, tone) – 20 pts
50 pts

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SELF- EVALUATION: To assess your leaning in this module, provide what is asked.

Make graphic organizer on the importance of communication for academic purposes. Be

creative.

POST TEST: Answer the following questions briefly.

4. What should be your basic considerations in selecting your topic?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. How does “aim” differ from “research questions”?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. What is the meaning of “find the best information from credible sources”?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFERENCES

4. Bernales, R. et al. (2018). Purposive Communication in Local and Global Contexts.

(pp.30-38)
5. Padilla, M. et.al (2018). Communicate & Connect! Purposive Communication. Mutya
Publishing House, Inc., Manila, Philippines

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

6. Uychoco, MT, & Santos, ML (2018). Communication for Society: Purposive

Communication.1st Edition

GE – Purposive Communication Page 70