Module in Purposive Communication 1 First Year College

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Module-in-Purposive-Communication-1 first year college.
BS Management Accounting (Sultan Kudarat State University)
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c h a p T e r
1
LANGUAGE and COMMUNICATION
OVERVIEW
Everyday, we engage in the communication process using language as the
main instrument. We express ideas, thoughts, commentaries, feelings, and the like
using the dynamic language.
Given this reality at hand, this chapter explores language and its nature. It
also provides a space for a discussion of various processes relative to language
such as language acquisition, language learning, language contact, and language
change.
OBJECTIVES:
At the end of the chapter, the students can:
demonstrate an understanding of language and its nature;
identify the types of communication in relation to communication mode, context, and purpose and style;
discuss the advantages and disadvantages of the different
communication types in various communication settings; and
demonstrate in an essay an understanding of the role of language in the communication process.

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LESSON 1
Language and its Nature
WHAT TO EXPECT?
Explain linguists’ views on language and its nature.

Identify and differentiate essential constructs in relation to language.
Fill out a biodata form and create their language biography.
PRE-DISCUSSION
Study the following words. Which spelling is correct? Which Spelling is
incorrect? Tick the appropriate box. Justify your answer.
Correct Incorrect Justifications

1. Aeroplane
2. Airplane
3. Colonise
4. Colonize
5. Defence
6. Defense
7. Enrolment
8. Enrollment
9. Honour
10. Honor
LESSON OUTLINE
Whatever people do when they come together, they talk. As human beings, we
have the agency towards the language that is comprehensible to us. When we play,
we talk. When we meet our friends, we talk, and the list goes on. By talking, we use

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language. We understand our co-communicators and they understand us because

we share the same system of grammar and of sounds, and even vocabulary.
Linguists agree that a language can only be called a language if it has a system
of rules (grammar), a sound system (phonology), and a vocabulary (lexicon). It is
also the method of human communication, either spoken or written, consisting of
the use of words in a structured and conventional way. Animals may be able to
communicate with one another, but it is only human beings who are capable of
using a system sounds, rules, and vocabulary.
People belonging to the same speech community understand each other due
to the same set of rules present in their language system. They acquire the
languages used in the community through the process of language acquisition.
The languages acquired by people while growing up are known as mother tongues
(first languages). Other languages which are of equal importance for communicating
are called second languages which can be learned formally or informally through
the process of language learning.
Through language contact, people also learn other languages and get
meanings across. For instance, an OFW who speaks mother tongue and English
and his/her employer who speaks Mandarin and English still manage to understand
each other as they learn each other’s languages. This results into language
change. In other words, a new form of language emerges.
By this at hand, it is argued that language is always dynamic. It always changes as
people exercise their agency towards it. What you did in the pre-discussion part of
this chapter is one example where language varies across cultures.
SUMMARY
Language is a human capacity that consists of (a) a system of rules (also

known as grammar), (b) a sound system (phonology), and (c) a vocabulary
(lexicon). While growing up in a community, people acquire the languages used by
those in the community. This is the process of language acquisition.
The languages acquired while growing up are known as mother tongues,

which may also be referred to as first languages. Other than first languages, there
are other languages that are needed for various reasons. These other languages
are

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referred to as second languages. People learn their second languages in school or

on their own. This is the process of language learning.
In our interaction with other people, our languages come into contact with
their languages, resulting in language change. Language change is a natural
behavior of all languages.
ASSESSMENT/ENRICHMENT
Check your understanding of the input by answering the following questions:
1. What is the difference between language acquisition and language

learning?
2. What is the difference between first language and second language?
3. What happens after a language comes into contact with another?
CONCRETIZING
1. Create your language biography by filling in the Language Biodata Form below.
Language Biodata Form

How many languages do you speak?
Identify these languages.
What is/are your first language/s or
mother tongue/s?
How did you acquire your fist
language/s or mother tongue/s?
What skills can you perform using
your first language/s?
What is/are your second language/s?
How did you learn your second
language/s?
What skills can you perform using
your second language/s?
What are your language strengths?
What are your language
weaknesses?
Which language is your favorite and
why?

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2. After filling the table above, write a paragraph that tells your story of your
languages.
My Language Biography

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INTROSPECTING
In this lesson, I learned that as a human being, I should understand that language is
REFERENCES
Fromkin, V., Rodman, R., and Hyams, N. (2010). Introduction to linguistics. Cengage
Learning Asia Pte Ltd. Singapore.
Madrunio, M. and Martin, I. (2018). Purposive communication: Using English in

multilingual contexts. C & E Publishing. Philippines. Pp.1-29

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LESSON 2
Communication and its Types

WHAT TO EXPECT?
Define communication.
Identify types of communication according to mode, context, and purpose and style.
PRE-DISCUSSION
In a paragraph, describe the relationship between language and communication.
LESSON OUTLINE
Communication was derived from the Latin word “communis” which means
“to share and inform” ideas, feelings, etc.” It has been defined by various scholars
differently according to contexts. Keyton (2011), for instance, defined
communication as the process of transmitting information and common
understanding from one person to another. Similarly, Johnston (2008) emphasized
that communication takes place when one individual, a sender, displays, transmits
or otherwise directs a set of

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symbols to another individual, a receiver, with the aim of changing something, either
something the receiver is doing (or not doing) or changing his or her world view.
Abulencia (2001) shares a similar point by describing communication as a dynamic
process which includes the sending and receiving of messages at a conscious or
unconscious level.
Madrunio and Martin (2018) argue that communication takes on different
contexts resulting in people having different views on communication types. Since
communication is generally defined as the exchange of thoughts, ideas, concepts,
and views between or among two or more people, various contexts come into play.
Context is the circumstance or environment in which communication takes
place. Such circumstance may include the physical or actual setting, the value
positions of a speaker/listener, and the relevance or appropriateness of a message
conveyed. If focuses on certain communication processes and even groupings of
people that constitute a communication situation.
Different contexts can impact one’s communication. Each communication
type is governed by a circumstance. Therefore, it is important to focus our attention
on the interplay of factors surrounding the context of communication which may be
physical, cultural, social, and physiological in nature. Communication may then be
classified according to: 1) communication mode, 2) context, and 3) purpose and
style.
Types of Communication According to Mode

1. Verbal-Non-Verbal Communication
Effective communication calls for the blending of these two. One
cannot be separated from the other. Gestures and facial expressions are
important components of effective communication.
For example, when meeting people for the first time, the initial meeting
when you speak during the first few minutes is significant as it leaves a
lasting impression on your listeners. You show interest in meeting these
people by acknowledging their presence through an amiable, congenial,
disposition, and a smiling face. Rather than just speaking, it is to use the
non-verbal code through a handshake, an approving facial expression, and a
kind disposition or character.

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2. Visual
Visual communication is the type of communication that uses visuals

to convey information and/or messages. Signs, symbols, imagery, maps,
graphs, charts, diagrams, pictograms, photos, drawings or illustrations, and
even various forms of electronic communication are examples of visuals.
Some examples of electronic communication symbols are emojis, emoticons,
and animations to convey the writer’s emotions or clarify the intent of the
message sender.
Visual communication now occupies an important place in any work
environment. For instance, during presentations, people like visuals for them
to easily digest information. Visuals also catch audience’s attention during
the presentation making them easily recall important information. However,
caution must be observed when using visuals because they may also cause
misinformation or communication breakdown. The appropriateness of images
to the topic, their sizes, positioning, color, shape and the like must be
carefully planned and considered. Audience must also be considered when
designing a presentation or other forms of visuals.
Types of Communication According to Context

1. Intrapersonal Communication
The Latin prefix intra- means within or inside. Intrapersonal

communication means talking to oneself, self or inner talk, inner monologue,
inner dialogue, self-verbalization or self-statement. A person may talk to
oneself because s/he thinks that there is a need to: boost confidence when
nervous to speak in front of an audience, apprise oneself that s/he performed
a good job, or console oneself that s/he did a task poorly. Moreover,
engaging in inner speech such as fantasizing is not bad if one is able to
distinguish it from reality.
2. Interpersonal Communication
The Latin prefix inter – means between, among, and together. An
interactive exchange takes place as interpersonal communication takes
place. However, as it occurs, a transaction does not necessarily take place

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since it can only be a simple interaction such as greetings, getting to know

the person,

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or ordinary conversations that happen between or among the interactants.

This may occur in dyads or small groups, also known as group
communication. A communication situation is interpersonal if it is meant to
establish or deepen one’s relationship with others. However, if the objective
is to achieve somethings at the end of the conversation, it becomes
transactional. While the former is characterized by less seriousness and
formality, the latter is more formal and profound. Whereas interpersonal talks
are meant for maintaining social relationships, transactional talks aim to
accomplish or resolve
something at the end of the conversation.
3. Extended Communication
Extended communication involves the use of electronic media. This

includes not just television and radio, but also tele, audio, or phone
conferencing; video conferencing; Skype calls, and other technological
means. Since extended communication is public in nature, speakers are
expected to be prepared when they speak, making their language more
formal. With the use of electronic media, messages are transmitted quickly.
For instance, with the use of the Internet, recorded videos may be
transmitted in seconds/minutes and may be viewed by a greater number of
people. With extended communication, your own thinking, behavior, and
attitude may be influenced by other people and you may be persuaded to
take the views you hear. It is important then that you weigh what you hear
and assess them against those beliefs that you hold onto, so you do not get
easily swayed by
other people’s convictions.
4. Organizational Communication
With this type, the focus is on the role that communication plays in an
organizational context. Organizations comprise individuals who work for the
company. Graduates, for example, become professionals either working for a
company or putting up their own. Whichever, a graduate should know that each

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organization has expectations that a communication professional should meet or

the owner may establish.

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For an organization to be successful, a system of communication should

be put in place. A set of rules or standards for communication protocol should be
made clear so that interaction patterns are established. On the part of the
individual, one should be equipped with the needed oral and written
communication skills that the organization expects to possess.
Types of Organizational Structure

a. Formal
It allows communication to take place via designated channels
of message flow between positions in the organization. This may
make use of four approaches:
1. Downward communication
- It is the type that flows from upper to lower
positions (i.e president to a manager or
supervisor; a manager to an ordinary staff).
- The flow of communication is top-down or from a
superior to a subordinate, usually asking certain
individuals to perform a certain task.
2. Upward communication
- Message transmission in upward communication
is bottom-up in which subordinates send
communication to their superiors/bosses bearing
their views/feedback or organizational policies,
issues related to their jobs, and the like.
3. Horizontal communication
- Horizontal communication is lateral in approach
as it takes place among people belonging to the
same level but coming from different departments
or units to facilitate performance of tasks through
proper coordination.
4. Crosswise communication
- It is diagonal in nature as employees from
different units or departments working at various
levels communicate with each other.

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b. Informal
It comes from unofficial channels of message flow. It is also
known as ‘grapevine’, messages coming from the different levels of
the organization are transmitted. This occurs due to the
dissatisfaction of some employees accompanied by uncertainty,
such as superiors playing favorites and favorable or unacceptable
company rules and regulations. Some employees even resort to
baseless gossips and rumors which they spread like wildfire.
Tracing the origin of a rumor is almost next to impossible. In fact,
when some people are confronted, they impute the blame to others
so they can get out of the mess quickly.
Each organization has its own culture (also known as organizational culture).
Based on its history and development, an organization develops its own core
values, vision and mission statements, goals, and objectives. Organizational culture
is of utmost significance since it will dictate the kind of behavior that employees
should possess as well as the extent of commitment expected from them by the
organization. They all share the values, practices, vision, and mission of the
organization. Peter Drucker’s famous quote, “Company culture are like country
cultures. Never try to change one. Try instead, to work, with what you’ve got,”
underscores the view that indeed, culture is within the control of the entrepreneur or
company owner. If at the outset, you think you cannot adapt to the organization’s
culture, better look for another job or workplace where you will be happy and in
harmony with your superiors and colleagues.
5. Intercultural Communication
As the term implies, it is communication between or among people having

different linguistic, religious, ethnic, social, and professional backgrounds. Even
gender difference affects communication. Individual having different orientations
communicate and interpret messages differently. This particularly happens with non-
verbal communication. For instance, Australians consider eye contact as important
in assessing the sincerity of a person while for Indians, talking straight into the eyes
of a person while talking is inappropriate. This does not, however, mean that they

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are dishonest or insincere. Moreover, Indians interpret waving of hands from side to
side

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as no or go away while it means hello among Westerners. For Filipinos, twitching of

lips means to refer to something or someone. When someone asks: “Where is my
book?” instead of responding: “There it is,” the response may be twitching or
puckering lips. When seen by people from other cultures, such facial expression
may be taken to mean as “seduction”. It is important then not to be judgmental or to
rush into interpretations as cultures sometimes vary enormously.
Similarly, linguistic differences are of the essence. With the advent of World
Englishes, different cultures develop different lexicon peculiar only to the speech
community. In the Philippines, a local variety of English called Philippine English has
been developed which has introduced lexical innovation, not found or used in other
varieties, such as thrice, batchmates, CR (comfort room), solons, barangay captain,
and high blood. Even in terms of pronunciation, words are pronounced differently by
Filipinos, which to some, are considered erroneous. For instance, these supposedly
pronounced with a hard /th/ is pronounced instead with a /d/ by the average Filipino
since hard /th/ is not part of Filipino phonology.
Types of Communication According to Purpose and Style

Rather than focusing on the transmission of message and message flow, the
focus here is on the communication setting and the mode of delivery.
Formal Communication
It employs formal language delivered orally or in written from. Lectures,
public talks/speeches, research and project proposal, reports, and business letters,
among others are all considered formal situations and writings. Note that while
lectures and speeches are delivered orally, the texts have been thought out
carefully and written well before they are delivered. To inform, to entertain, and to
persuade are the main objectives of this type of communication.
Informal Communication
It certainly does not employ formal language. It involves personal and
ordinary conversations with friends, family members, acquaintances about anything
under the sun. The mode may be oral as in face-to-face, ordinary or everyday talks
and phone calls, or written as in the case of e-mail messages, personal notes,

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letters, or text messages. The purpose is simply to socialize and enhance

relationships.

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SUMMARY
There are various types of communication. These types can be divided
according to mode, context, and purpose and style. In terms of communication
mode, the types of communication are verbal, non-verbal, and visual. In terms of
context, the communication types are intrapersonal, interpersonal, extended,
organizational, and intercultural. In terms of purpose and style, the types of
communication are formal and informal.
Verbal and non-verbal codes should complement each other. With visual
communication, interpretation of signs and symbols is crucial since people have
different ways of interpreting them. It is important to always contextualize the
symbols/signs received to arrive at the correct interpretation.
In any organization, a system of communication should be put in place.
Transmission of message and message flow also play an important role in effective
organizational communication.
People have different linguistic, religious, ethnic, social, and professional
backgrounds. It is then necessary to pay attention to intercultural communication to
avoid miscommunication and/or communication breakdown.
Formal communication and informal communication have different uses
depending on the situation. Both types may be in oral or written mode.
ASSESSMENT / ENRICHMENT
To check your understanding of the lesson, answer the following questions:

1. How do you differentiate the types of communication in relation to
communication mode?
2. How can visual communication enhance the message conveyed by a
speaker? Cite a situation when it is best to employ visual communication.
3. What are the types of communication in relation to context? How do they
differ from one another?
4. How can you listen to speaker’s opinions through electronic media
without easily swayed into accepting their opinions?

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5. Of the four approaches employed in formal organization structure, which

do you think is the best? Cite situations which will call for the use of each
approach. Give one advantage of each.
6. Would you know any strategy or method by which you can reduce the
complexity of understanding another culture? Do you think it will work with
your current set of foreign friends?
7. How do you differentiate formal communication from informal
communication in relation to purpose and style? Provide situations to
illustrate the differences.
CONCRETIZING
1. Using the alternatives available to you, look for the mission-vision statements
and the core values that characterize a company or an institution. Take the
SKSU Vision and Mission statements as your focus of this activity. Evaluate
them using the table below.
VISION
A trailblazer in arts, science and technology in the region.
MISSION
The University shall primarily provide advanced instruction and professional

training in science and technology, agriculture, fisheries, education, and other
relevant fields of study. It shall also undertake research and extension
services and provide progressive leadership in its areas of specialization.
CORE VALUES
FATES
Fairness
Accountability
Transparency
Excellence

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Service to God and People
Mission Statement
Indicators Strongly Somewhat Disagree Comments
agree agree
1. The mission statement

focuses on the
present.

is concise and direct.

states what the
organization does.

states how the
organization operates.

states for whom the
organization does
things.

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Vision Statement
agree agree
1. The vision statement
focuses on the future.
2. The vision statement
shows an aspiration.
3. The vision statement is
clear and concise.
Core Values
agree agree
1. The core values can be
easily remembered.
2. The core values are not
too many.
3. The core values can be
translated into action.
4. The core values are
unique to the
organization.
5. The core values are
connected to the
organization’s mission-
vision statements.
2. Do you think cultures can be created? Modified? Changed ?

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REFERENCES
Madrunio, M. and Martin, I. (2018). Purposive Communication: Using English in

multilingual contexts. C & E Publishing. Philippines. Pp.1-29
Tampus, D. and Carnazo, MJ. (2016). Oral Communication in Context. Kampana

Publishing House. Philippines
Philstar (2020, August 28). Buwan ng Wika: Filipino scholar analyzes SB19 Ken
Suson, P-Pop as multilingual
genre.https://www.philstar.com/entertainment/korean-
wave/2020/08/28/2038458/buwan-ng-wika-filipino-scholar-analyzes-sb19-
ken-suson-p-pop-multilingual- genre?
utm_medium=Social&utm_source=Facebook

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c h a p T e r
2
UNDERSTANDING 21ST CENTURY
COMMUNICATION
OVERVIEW
Communication is critical to student success. 21 st century educators used a

variety of technology tools to expand their ability to give students fast and effective
feedback, saving classroom time, developing students’ skills, and accelerating their
achievements.
Thus, this Chapter consists of five lessons focusing on understanding the
21st Century Communication. It details communication processes, principles, and
ethics; communication and globalization; local and global communication in
multicultural settings; varieties and registers of spoken and written language; and
evaluating messages and/or images of different types of texts reflecting different
cultures.
ES:
d of the chapter, the students can:
ate mastery in elucidating the nature, elements, and functions of verbal and non-verbal communication in various and multi
expertise in explicating how cultural and global
r communication.
hrough written or global communication to the challenges of diverse and multicultural communication.

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LESSON 1
Communication Process, Principles and Ethics
WHAT TO EXPECT?
Explain the Principles and process and process of communication and the ethical considerations in communication.
Elucidate how communication skills help resolve problems, better understand new concepts and aid in your professio
Create a slogan about how the knowledge of the communication process aids people in communicating effectively.
PRE-DISCUSSION
1. Why do people communicate?
2. What might happen to the world if communication does not exist?
3. Why do miscommunication and misunderstanding happen?
LESSON OUTLINE
Communications is inevitable. Our need for self-expression leads us to
communicate not only our thoughts but also our feelings. Communication may be
done verbally or nonverbally. A simple yawn from a member of the audience in a
public speaking engagement is a non-verbal message sent to the speaker. On the
other hand, a phone call inquiring about a certain product is an example of a verbal
message.
Communication is understood as the process of meaning-making through a
channel or a medium. It comes from the Latin term communicares, meaning to
share or to make ideas common. The connection that encompasses interaction
among partakers is at the center of your learning of communication.

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The Components of the Communication Process

Understanding the communication process may help you become a better
communicator.
1. Source. The sender carefully crafts the message. The sender maybe anyone:
an author of a book, public speaker in special occasion or even a traffic
enforcer.
2. Message. The message is the reason behind any interaction. It is the meaning
shared between the sender and the receiver.
3. Encoding. The process of transferring the message.
4. Channel. The channel is the means by which the message is conveyed. When
we answer a phone call, the phone is the channel. On the other hand, when
your parents receive a notification of your absences from school, the channel
is the letter. It is the responsibility of both the sender and the receiver to
choose the best channel for the interaction.
5. Decoding. The process of interpreting the encoded message.
6. Receiver. The receiver is the person who receives the transmitted message.
The receiver may be a part of the audience in a public speaking event, a
reader of the letter o a driver who reads the road signs. The receiver is
expected to listen or read carefully, to be aware of different kinds of sender to
joy down information when needed, to provide response and to ask question
for clarification.
7. Feedback. In any communication scenario, a feedback is essential to confirm
recipient understanding. Feedbacks, like messages, are expressed in varied
forms. A simple nod for a question of verification is considered a feedback.
Thus, feedbacks may be written, spoken or acted out.
8. Environment. The place, the feeling, the mood, the mindset and the condition
of both sender and receiver are called the environment. The environment may
involve the physical set-up of a location where communication takes place, the
space occupied by both the sender and the receiver, including the objects
surrounding the sender and receiver.
9. Context. This involves the expectations of the sender and the receiver and the
common or shared understanding through the environmental signals.
10. Interference. This is also known as a barrier or block, prevents effective
communication to take place.

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Kinds of Interference
a. Psychological barriers are thoughts that hamper the message to be
interpreted correctly by the receiver. This may include past experiences.
b. Physical barriers include competing stimulus, weather and climate, health
and ignorance of the medium.
c. Linguistic and cultural barriers pertain to the language and its cultural
environment. Words may mean another in different cultures.
d. Mechanical barriers are those raised by the channels employed for
interpersonal, group or mass communication. These include cell phones,
laptops and other gadgets used in communication.
The Nine Principles of Effective Communication

Michael Osborn (2009) claims that communication must meet certain
standards for effective communication to takes place.
1. Clarity. This makes speeches understandable. Fuzzy language is
absolutely forbidden, as are jargons, cliché expression, euphemism and
doublespeak language.
2. Concreteness. This reduces misunderstandings. Message must be
supported by facts such as research data, statistic or figures. To achieve
concreteness, abstract words must be avoided.
3. Courtesy. This builds goodwill. It involves being polite in terms of
approach and manner of addressing an individual.
4. Correctness. Glaring mistakes in grammar obscure the meaning of a
sentence. Also, the misuse of language can damage your credibility.
5. Consideration. Message must be geared towards the audience. The
sender of a message must consider the recipient’s profession, level of
education, race, ethnicity, hobbies, interest, passion, advocacies, and age
when drafting or delivering a message.
6. Creativity. This means having the ability to craft interesting message in
terms of sentence structure and word choice.
7. Conciseness. Simplicity and directness help you to concise. Avoid using
lengthy expressions and words that may confuse the recipient.

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8. Cultural Sensitivity. Today, with the increasing emphasis on empowering

diverse, cultures, lifestyle and races and pursuit for gender equality,
cultural sensitivity becomes an important standard for effective
communication.
9. Captivating. You must strive to make messages interesting to command
more attention and better responses.
Ethical Consideration in Communication

Ethics is a branch of philosophy that focuses on issues of right and wrong in
human affairs. Effective and ethical communicators (a) respect audience; (b)
consider the result of communication; (c) value truth; (d) use information correctly;
and, (e) do not falsify information especially in a multicultural situation.
Below are some of the ethical considerations identified by Barrot and Sipacio
(2018).
1. Uphold integrity. Be truthful with your opinion and be accurate with your
judgement.
2. Respect diversity of perspective and privacy. Show compassion and
consideration with beliefs, status, affiliations, and privacy of others.
3. Observe freedom of expression effectively. Be careful of what and how you
say your words depending on the type of people you are communicating with.
4. Promote access to communication. Give others an opportunity to express
what they feel and think about the message being communicated.
5. Be open-minded. Accept that others have different views or opinions, which may
conflict with yours. So, listen and process the views of other people, and learn
how to reconcile their opinions with your own.
6. Develop your sense of accountability. Acknowledge responsibility for all your
actions, good or bad.
SUMMARY
Communication is defined as the process of transmitting information and

common understanding from one person to another. Communication follows a
process. There are 8 elements of communication: (a) Source; (b) Message; (c)
Channel; (d) Receiver; (e) Feedback; (f) Environment; (g) Context; (h) Interference.

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Principles are consideration in the communication process. These principles will

ensure effectiveness along the communication process.

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Ethics is defined as a set of rules or guidelines; these are theories as to

which is right or wrong. In communication, ethics is of considerable importance
because it would likely guide everyone to effective communication process.
Communication ethics emphasizes that morals influence the behavior of an
individual, group, or organization, thereby affecting their communication.
ASSESSMENT/ENRICHMENT
1. Identify possible communication blocks in the following situations:
a. a written letter of complaint
b. interaction between a nurse and a patient
c. songs with figurative language
CONCRETIZING
1. List various channels through which personnel of your university connect with
you. Which channel(s) do you find most effective? Why?
INTROSPECTING
In this lesson, I learned that to be an effective and ethical communicator,

I

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REFERENCES
Barrot, J. and Sipacio, JP. (2018) Purposive communication in the 21st century. C &
E Publishing. Philippines.
Johannesen, R., Valde, K, &Whedbee, K. (2008).Ethics in human

communication(6th ed.). Waveland Press, Inc: Longgrove, IL.
Krizan, A. ,Arancillo, S., Bautista, J. (2014). Business communication theories and

best practices. Cenage Learning Asia Pte Ltd.
Wakat, G., Caroy, A., Dela Cruz, A., Dizaon, E.G., Jose, M., Ordonio, M.R.,
Palangyos, A., Sao-an, M., & Paulino F. (2018). Purposive
communication. Lorimar Publishing Inc. Philippines.

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LESSON 2
Communication and Globalization

WHAT TO EXPECT?
Analyze communication challenges in a global atmosphere and methods for effective and ethical global communicatio
Integrate the concepts learned about communication and globalization in a two minute video communication.
PRE-DISCUSSION
https://natcapsolutions.org/the-challenge-of-globalization/
1. What is the saying about the world today?

2. What do you think has contributed to the easy access and exchange of
information these days? Why?
3. In transacting or communicating in a global setting, what vital preparations must
be done? Why?
LESSON OUTLINE
Globalization is the communication and assimilation among individuals,
ethnicities, races, institution, governments of various nations supported by
technology and compelled by international trade. Due to globalization, the more you
become exposed to diversity—the valuing of the uniqueness or differences in
gender preference, color age, religious, affiliation, ethnicity, education, social and
economic

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status and political beliefs. Globalization is not a new process or concept. Years
before the advent of technology, people had been purchasing and selling each other
properties, goods and other objects of certain value.
Communication has since been increasingly global, blurring national
boundaries. The ability to communicate effectively in a global setting can be
challenge. Hence, to effectively communicate in global context, a general
understanding of the differences in conducting communication from one country to
another helps avoid miscommunication.
People’s background and experiences influence their view of the world and
the values, beliefs and behavior patterns assumed to be good. The following are
possible cultural barriers to effective communication in a global environment:
1. Cultural relativism
2. Lack of knowledge of others’ culture
3. Discrimination and harassment
4. Language differences
To get the desired outcome or response, the above barriers must be properly
addressed. It is the responsibility of the parties involved in the communication
process to eliminate the possible hindrances in their exchange. The goal of effective
global communication is to achieve communication that gets the desired response
leading to harmonious connection.
Krizan (2014) suggests these strategies to become an effective global
communicator:
1. Review communication principles.
2. Analyze the message receive.
3. Be open to an accepting of other cultures.
4. Learned about culture and apply what is learned.
5. Consider language needs.
SUMMARY
Globalization is the process of interaction and integration among people,
companies and governments worldwide. Global village refers to the world
emphasize that all the different parts of the world form one community linked
together by electronic communications, especially the internet.

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There are cultural barriers when people of different cultures are unable to
understand each other’s ‘customs, resulting in inconveniences and difficulties.
Activity 1
1. What global issues have emerged because of miscommunication?

2. How can effective communication and language use contribute to the
creation of a truly global society?
Activity 2
1. Formulate a possible strategy for you to be an effective global communicator.

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REFERENCES
Krizan, A. et al. (2014). Business communication theories and best

practices.Cenage Learning Asia Pte Ltd
TED Global. (2009, July 22). Gordon Brown: Wiring a web for global good.
https://www.youtube.com/watch?v=y7rrJAC84FA
Ederio, N. etal. (2019). Purposive communication: Integrated

learning resource material.

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LESSON3
Local and Global Communication

in Multicultural Settings
WHAT TO EXPECT?
Discuss the ways in improving intercultural communication competence.
Cite examples on how to enhance one’s ability to communicate with
people from diverse cultures.
Create a three-to four-minute presentation about various cultural modes of communication of a certain country.
PRE-DISCUSSION
How do you get to communicate effectively across cultures? Indicate whether
you agree or disagree with each of the following statements:
1. I am interested in interacting with people who are both like me and
different from me.
2. I am sensitive to the concerns of all minority and majority groups in
our multicultural country.
3. I can sense when persons from other cultures seem not to
understand me or get confused by my actions.
4. I have no fear communicating with persons from both minor and
major cultural groups.
5. People from other cultures may get angry with my cultural affiliates.
6. I deal with conflicts with people from other cultures depending on the
situation and their cultural background.
7. My culture is inferior to other cultures.
8. I can manage my behavior when dealing with people of different
cultures.
9. I show respect to the diverse communication practices of other
people.

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Note: The more number of agreements you have indicates the more
prepared you are in expanding your communication arena by welcoming people
from different cultures.
LESSON OUTLINE
Living in a globalized world, you encounter people with diverse cultural
backgrounds. Such interactions occur in social, educational, political and
commercial settings. Hence, in today’s era of increased global communication, it is
imperative to understand intercultural communication for us to enhance our
intercultural awareness and competence. Intercultural competence is essential for
us to live harmoniously despite our differences in culture.
Intercultural communication refers to interaction with people from diverse

cultures. The forms of intercultural communication according to Jandt (2017) are the
following:
1. Interracial communication – communicating with people from different
races
2. Interethnic communication – interacting with people of different ethnic
origins
3. International communication – communicating between representatives
from different nations
4. Intercultural communication – interacting with members of the same
racial or ethnic group or co-culture
According to Gamble and Gamble (2006), communication style among

cultures differs; it may be high-context or low-context communication.High-context
communication is a tradition-linked communication system which adheres strongly
to being indirect. Low-context communication is a system that works on
straightforward communication.
Improving Intercultural Communication Competence

The following guidelines may help you enhance your ability to communicate
effectively across cultures (Gamble & Gamble, 2008).

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1. Recognize the validity and differences of communication styles among

people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.
SUMMARY
Global communication becomes more complicated when there are multiple
recipients from different cultures with different languages all receiving the same
message, as well as when there are more layers added to the channel.
Local and global communication in multicultural settings will help you realize
that miscommunication is essential to enhance our ability to communicate and
effectively accept and embrace across country cultures.
Answer the following questions:
1. “Human beings draw close to one another by their common nature, but habits
and customs keep them apart.” (Confucius)Do you agree or disagree? Give
concrete situations to support your stand. Based on the concept learned in this
lesson.
2. Identify a country where graduates of your program or field of specialization are
in demand. Research on the various cultural modes of communication that a
newly hired employee in that country should remember. Based on your
research, prepare a three-to four-minute presentation.
INTROSPECTING
This lesson on local and global communication in multicultural settings helped me realize
that

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REFERENCES
Gamble, T.K. & Gamble, M. (2006). Communication works. McGraw Hill.

https://books.google.com.ph/books?id=d44rAQAAMAAJ&q=Gamble+%26+
Gamble+(2008)
Jandt, F. E. (2017). An introduction to intercultural communication: Identities in a

global community. Sage Publications.
https://books.google.com.ph/books/about/Intercultural_Communication.html
?
Ederio, N. et al. (2019). Purposive communication: Integrated


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LESSON 4
Varieties and Register of Spoken

and Written Language
WHAT TO EXPECT?
Explain the varieties and registers of spoken and written language in the proper context.
PRE – DISCUSSION
The students will be tasked to present orally or in a written form the following
questions.
- How do you greet your best friend? Your mother? Your teacher? Your
school dean?
- Do your ways of greeting these people vary?
LESSON OUTLINE
For us, speech is well-worth careful study because we depend on it so
heavily for our communications with others. The development of human civilization
owes it to a great extent to man’s ability to share experiences, to exchange ideas,
and to transmit knowledge from one generation to another.
The spoken mode is often associated with everyday registers while the
written mode is strongly associated with academic registers. However, this is not
always true. For instance, in everyday communication, face-to-face conversations
are usually supplemented by text messaging.
In academic contexts, significant forms of oral communication are used along
with written communication. Significantly, both every day and academic
communications are characterized by multi-modality or the use of multiple modes of
communication, including spoken, written modes and images, music, videos,
gestures, etc.

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Varieties of Spoken and Written Language

Lin (2016) presents the following nature of language variation as prescribed
by most linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local)
and outside (global) our community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses.
Mahboob and Dutcher(2014) identified eight different domains in which

language varies depending on the combinations of different values on the three
dimensions (field, tenor and mode) of the context of communication.
The first four domains include language variations that reflect local usage
done in one local language or multiple local languages depending on the context.
They vary in the following ways:
1. Local everyday written. This may include instances of local usage found in
the neighborhood posters (e.g. a poster looking for transients/bed
spacers).
2. Local everyday oral. This may occur in local communication among
neighbors in everyday, informal and local varieties of languages.
3. Local specialized written. An example of local specialized written usage
can be found in the publications and web sites of local societies such as
the Baguio Midland Courier.
4. Local specialized oral. It involves specialized discourses. For example, in
a computer shop in the neighborhood, specialized local usage can be
found (e.g. specialized computer game-related vocabulary is used).
On the other hand, the other four domains involve global usage. These four
domains of language usage differ from the first four domains since they refer to
contexts of language usage where participants need to communicate with people
not sharing their local ways of using language.
They are as follows:

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1. Global everyday written avoids local colloquialisms to make the text

accessible to wider communities of readers. This can be found in
international editions of newspapers and magazines.

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2. Global everyday oral may occur in interactions between people

coming from different parts of the world when they talk about everyday
casual topics.
3. Global specialized written expands to as many readers internationally,
hence the non-usage of local colloquial expressions (e.g. international
research journal articles).
4. Global specialized oral occurs when people from different parts of the
world discuss specialized topics in spoken form (e.g. paper
presentation sessions in an international academic conference).
SUMMARY
The kind of register to be used affects the way one speaks and writes.
Language has formal and informal registers. These registers have form which
defines the social situation.
Activity 1. Answer the following questions:
1. In what situations are the local and global varieties of spoken language used?
2. What registers are appropriate to such situations?
Activity 2
Journal Writing: Why is it important to use appropriate varieties and
registers of language in certain communication contexts?

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REFERENCES
Ederio, N. et al. (2019). Purposive communication: Integrated
Mahboob, A., & Dutcher, L. (2014). Dynamic approach to language proficiency—A

model. In Englishes in multilingual contexts (pp. 117-136). Springer,
Dordrecht.
https://www.academia.edu/download/34693779/Dynamic_Approach_to_Lan
guage_Proficiency_-_A_Model.pdf

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LESSON 5
Evaluating Messages and/or Images of Different

Types of Texts Reflecting Different Cultures
WHAT TO EXPECT?
Analyze media messages and/or images using Key Concepts of Media Literacy framework.
Create a multimodal advertisement of a cause-oriented event.
PRE - DISCUSSION
1. Analyze any advertisement from TV, radio or any reading materials.
2. Generate questions and ideas about the message conveyed by the

advertisement.
LESSON OUTLINE
The Key Concepts of Media Literacy framework serves as a basis for
developing a critical understanding of the content of mass media, the techniques
used and the impact of these techniques. Also, the Key Concepts of Media Literacy
can be very helpful in the construction of media texts for different purpose.

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The term “text” includes any form of written, spoken or media work conveying
meaning to an audience. Text may use words, graphics, sounds and images in
presenting information. It may also be in oral, print, visual or electronic forms.
Key Concepts of Media Literacy (Center for Media Literacy, 2005)
Key Concepts Guide Questions in Media Text Analysis
1. All media messages are  What is the message of the text?

“constructed”.  How effectively does it represent reality?
 How is the message constructed?
2. Media have embedded values  What lifestyles, values and points of view
and points of view.  are represented in the text?
 Who or what is missing?

3. Each person interprets  What message do you perceive from the text?
messages differently.  How might others understand it differently?
 Why?
4. Media have commercial,  What is the purpose of the text?

ideological or political  Who is the target audience of the text?
interests.  Who might be disadvantaged?

 Who created the text and why?
5. Media messages are  What techniques are used and why?

constructed using a creative  How effective are the techniques in supporting
language having its own the messages or themes of the text?

 What are other ways of presenting the
rules.
message?
SUMMARY
Media literacy is the ability to access, analyze, evaluate, create, and act
using all forms of communication. In its simplest terms, media literacy builds upon
the foundation of traditional literacy and offers new forms of reading and writing.
Media literacy empowers people to be critical thinkers and makers, effective
communicators and active citizens.

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Activity 1. Answer this question:
1. Make personal, world and text connections to an advertisement you chose.
2. What are your observations or generalizations on how texts and/or images are
presented?
3. In what ways should media present texts/images about various cultures?
REFERENCES

Center for Media Literacy. (2005). Five key questions of media literacy.
http://www.medialit.org/sites/default/files/14B_CCKQPoster+5essays.p
df
communication. Lorimar Publishing Inc.

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c h a p T e r
3
Communication for Various Purposes
OVERVIEW
Talking is something most people do every day at home, in school, in the

streets, in parties, in church, at table while eating. Practically everywhere many of
our pleasant hours are spent in friendly conversations with our fellowmen.
For all we don’t know, conversation is an art, and like all other arts, it must be
practiced intelligently to be mastered. It is not just words. It is a complex interplay
between people, an informal spoken exchange of thoughts and feelings involving
many signals, seen and implied.
Therefore, Chapter III centers on communication skills needed in giving
information, persuasion, and argumentation. It also dwells on public speaking and
making inquiries.
OBJECTIVES:
demonstrate mastery in obtaining, providing and disseminating information; and,
present ideas persuasively using appropriate verbal and non-
verbal cues.
LESSON
1 Informative, Persuasive and

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Argumentative Communication
types of communication.
e announcement regarding environmental disaster preparedness employing the concepts of informative, persuasive and arg
PRE – DISCUSSION
“The improvement of understanding is for two ends: first our own increase of
knowledge; secondly, to enable us to deliver that knowledge to others.”
1. What do you think does John Locke mean?
2. In which aspect of your field do you find Locke’s idea most relevant?
Explain.
LESSON OUTLINE
Communication is made for numerous purposes. The way messages are
crafted depends highly on the intention of the sender.
In a supermarket, a sales agent makes sure that the way a product is
promoted gets consumers buying. A news anchor delivers information in such a
way that all the facts are clearly stated doing away with words that may cause
confusion. On the other hand, a criminal lawyer must design his arguments
supported by facts to convince the judge and the jury.
Informative Communication involves giving than asking. As an informative

communicator, you want your receivers to pay attention and understand, but not to
change their behavior. By sharing information, ignorance is reduced, or better yet,
eliminates the informative value of a message is measured by how novel and
relevant the information is or the kind of understanding it provides the receivers.

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Osborn, Osborn and Osborn (2014) purports that informative communication

arises out of three deep impulses: (a) we seek to expand our awareness of the
world around us; (b) we seek to become more competent; and, (c) we have an
abiding curiosity about how things work and how they are made.
When preparing for an informative exchange, ask yourself the following

questions: (a) Is my topic noteworthy to be considered informative?; (b) What do my
recipients already know about my topic?; (c) What more do they have to know?;
and,
(d) Am I knowledgeable enough of my topic to help my receivers understand it?
Persuasive Communication is an art of gaining fair and favorable

considerations for our point of view.
a. Provides a choice among options and advocates something through a

speaker.
b. Uses supporting material to justify advice and turns the audience into
agents of change.
c. Asks for strong audience commitment and gives importance to the

speaker's credibility.
d. Appeals to feelings and has higher ethical obligation.
Argumentative Communication relies heavily on sound proof and

reasoning. The nature of proof has been studied since the Golden Age of Greece
and has been improved through time. According to Aristotle, logos, ethos and
pathos are the three primary forms of proof.
In our time, whoever, many scholars have confirmed the presence of a fourth
dimension of proof, mythos, which suggests that we respond to appeals to the
traditions and values of our culture and to the legends and folktales that embody
them. Lucas (in Wakat et al, 2018) claims that to avoid defective argumentation, the
following must be avoided:
1. Defective evidence (Misuse of facts, Statistical fallacies, Defective

Testimony, Inappropriate evidence)
2. Defective Patterns of reasoning (Evidential fallacies such as slippery

slope, confusing facts with opinion, red herring, myth of the mean [flawed
proofs and defective arguments])

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SUMMARY
An informative speech aims to inform the audience about a specific topic.A

persuasive speech aims to persuade the audience to perform a certain action or
convince the audience to adopt the belief or opinion of the speaker.
Hence, an argumentative communication is the art of persuading based on

reason, on facts and not emotions. Many speeches will combine features of
informative and persuasive speeches. Know the audience: the types of knowledge
they possess, the core beliefs they hold, and what motivates them to undertake
actions. Considering the purpose of the speech will help determine if the speech
should use more of the features of informative or persuasive speeches.
1. What is the difference between an informative communication and a persuasive
communication? Which do you think is more challenging in terms of preparation
and delivery?
2. List essential preparations when communicating to inform, to persuade, and to
argue.
To inform To persuade To argue
3. What ethical considerations must one bear in mind when informing, persuading
or arguing?
CONCRETIZING
1.Examine a magazine advertisement or a newspaper article to find "infomercials".
What alerts you to the persuasive intent? In what respects does such
communication possess the characteristics of persuasion and
information.

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REFERENCES:
Osborn, M., Osborn, S., & Osborn, R. (2014). Public speaking: Finding your voice.
Pearson Higher Ed.
LESSON 2 Public Speaking
WHAT TO EXPECT?
Compare the different modes of delivering a speech.

Deliver effectively a message to an audience.
PRE-DISCUSSION
Do these statements apply to you? Answer Yes or No only.

1. I am excited at the thought of speaking in public.
2. I see myself speaking in public often in the future.
3. I think I can be a very good speaker.
4. The thought of public speaking terrifies me.
5. I would avoid speaking in public as much as I can.
6. No amount of practice can make me a better speaker.
Items 1, 2 and 4, 5 determine your public speaking anxiety. If you answered

items 1 and 2 with a yes, you probably have a low anxiety. If you answered items 4
and 5 with a yes, you most probably have a high public speaking anxiety. Items 3
and 6 determine your attitude toward public speaking. If you answered item 3 with a
yes, you have a growth mindset. If you answered item 6 with a yes, you have a
closed mindset.
Do you agree or disagree?
1. “Your ability to communicate with others will account for fully 85% of your
success in your business and in your life.” – Brian Tracy
2. “Ninety percent of how well the talk will go is determined before the speaker
steps on the platform.” – Somers White

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3. “Only the prepared speaker deserves to be confident.” – Dale Carnegie

4. “Courage is resistance to fear, mastery of fear – not absence of fear.” –
Mark Twain
(Re-evaluate your answer after reading engagement)

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You have probably delivered a speech before an audience once, twice, or

thrice in high school in the forms of reporting, research presentations, or creative
presentations or you might have read Biblical passages in church. How did the
experience make you feel? If the experience made you wish to speak more in public
or made you confident of yourself, then you belong to the few who do not fear public
speaking or who have overcome it. If the experience made you feel the opposite,
you are not alone. Jerry Seinfeld was quoted saying:
"According to most studies, people's number one fear is public speaking.

Number two is death. Death is number two. Does that sound right? This means to
the average person, if you go to a funeral, you're better off in the casket than
delivering the eulogy." Fear of public speaking is, therefore, common to most
people, but despite this fact, many have turned public speaking into their ticket to
success. Brian Tracy phrased this idea in his statement: "Your ability to
communicate with others will account for fully 85% of your success in your business
and in your life."
What apparently matters is your reaction to fear of public speaking. How

should you handle fear? Mark Twain suggests: "Courage is resistance to fear,
mastery of fear - not absence of fear". Your awareness of your fear of public
speaking is a good starting point. With your awareness, you acknowledge that you
need to take actions to overcome that fear.
You might also need a strong reason to overcome that fear. While it is true
that not all professions require public speaking skills, you must consider the fact that
public speaking is an essential skill in your academic life. Also, in many professions
such as those in business, education, mass media etc., public speaking skills are a
requirement.
In some other professions, public speaking skills are an advantage. Most

importantly, public speaking has long been the tool for activism that paved way for
social and political changes. By this time, you must have decided that public
speaking is highly relevant to your academic, professional and personal life.

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LESSON OUTLINE
Public speaking is a process of speaking in a structured, deliberate manner

to inform, influence or entertain an audience. Speech is the term used to refer to the
body spoken expressions of information and ideas. A speech may be delivered in
any of the following modes: read from a manuscript, memorized and delivered
extemporaneous or impromptu. The choice of mode of speech delivery is
determined by factors such as length of preparation, complexity of message
purpose, and occasion.
Reading from a Manuscript is appropriate when the speech is long and

when details are complicated and essential such as that they need to be given
completely. Reading is also appropriate when one is asked to deliver a prepared
speech on behalf of another speaker. Reading may pose the least challenge in
public speaking but the speaker may be tricked into thinking that no preparation is
needed. When a message is delivered through reading, the force, naturalness, and
eye contact may be diminished because the eyes have to travel from page to the
audience and vice versa.
Memorized speech requires a speaker to commit everything to memory.

This method is excellent for short messages although it is also used for long pieces
in oratorical, declamation and other literary contests. Just like a read speech, a
memorized speech also poses challenge in naturalness. The worst experience one
could have in delivering a memorized speech is to forget the lines and fail to shift
smoothly to another mode of delivery
Extemporaneous speaking may have a short or a long preparation. The

speaker may use an outline to guide him through his speech to achieve
better organization and to avoid leaving out details. But unlike reading,
extemporaneous speaking necessitates the speaker to formulate his sentences
while he is speaking. Extemporaneous is a method that most lecturers and teachers
use. A good extemporaneous speaker must be spontaneous.
Impromptu means speaking at the spur of the moment. Since there is very
minimal or no time for preparation given for impromptu, the content and
organization may suffer. Impromptu may not deliver the best thought in the best way
but it brings out the most natural thing to say at the moment.

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SUMMARY
There are four main kinds of speech delivery: impromptu, extemporaneous,
manuscript, and memorized. Impromptu speaking involves delivering a message on
the spur of the moment, as when someone is asked to “say a few words.”
Extemporaneous speaking consists of delivering a speech in a conversational
fashion using notes. This is the style most speeches call for.
Additionally, manuscript speaking consists of reading a fully scripted
speech. It is useful when a message needs to be delivered in precise words.
Memorized speaking consists of reciting a scripted speech from memory.
Memorization allows the speaker to be free of notes.
I. A. Using the table below, compare and contrast extemporaneous speaking to/from
impromptu speaking by writing their differences in their respective their similarities in
the middle column.
Impromptu similarities Extemporaneous
Do the same for read and memorized Speech.
Read similarities extemporaneous
B. Which mode of speech delivery has the least application? Why do you say
so?
C. Which mode of speech delivery has the most application? Why do you say
so?

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II.A. Reading an article

Rubric for a Read Speech.
Criteria 8-10 5-7 4-3 1 -2
Eye contact Maintained Maintained Inconsistent Avoided eye

connection eye contact eye contact eye contact; contact with
with the most of the somewhat the audience,
audience time, engaged disengaged
throughout the engaged audience audience.
speech, audience
engaged most of the
audience time
throughout the
speech
content Fully Developed Some Vague sense

developed topic idea understanding of the topic or
topic idea with with unified of the topic with idea
unified supporting few supporting
substantial details. details
supporting
details
Language Excellent Good Understandable Inaccurate

use command of command of Language yet words and
language, the language lacks accuracy marked with
uses varied somewhat and with some grammar
and accurate accurate and grammar errors errors that
words to with few affect the
express ideas, grammar message
and uses errors
grammatically
correct
responding
Vocal clarity Very clear and Clear and Somewhat Monotonous

and dynamics appropriately varied voice clear and and lacks
varied voice varied voice vocal clarity
III. On your own

1. Prepare topic outline of a highly relevant topic.
2. Deliver your extemporaneous speech.
Rubric for Extemporaneous Speech

Criteria 8-10 5-7 4-3 1 -2

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Content Fully Developed Some Vague sense

developed idea with understanding of the topic or
idea with unified of the topic with idea
unified supporting few supporting
substantial details details
supporting
details
Language Excellent Good Understandable Inaccurate

use command of command of language yet words and
the language the language lacks accuracy marked with
use varied and somewhat and with some grammar
accurate accurate and grammar errors error that
words to with few affect the
express ideas, grammar message
grammatically errors
correct
expressions
Spontaneity Very natural Natural and Somewhat Marked with

and and spontaneous natural with long awkward
naturalness spontaneous with some some awkward pauses
with awkward pauses
appropriate pauses
pauses
Vocal clarity Very clear and Clear and Somewhat Monotonous

and dynamics appropriately varied voice clear and and lacks
varied voice varied voice vocal clarity
Eye contact/ Maintained Maintained Inconsistent Avoided eye

connection eye contact eye contact eye contact; contact with
with the most of the somewhat the audience,
audience time, engaged engaged disengaged
throughout the audience audience audience.
speech, most of the
engaged time
audience
throughout the
speech
Relevance of Very relevant Relevant to Somewhat Of little

the chosen and useful to the majority of relevant to the relevance to
topic the majority of the audience majority of the the audience
the audience audience

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IV.A.On the Spot
Pick from the teacher’s box a quote or a question. From either a quotation or
question, develop a minute of impromptu speech. You may explain, argue, support
and/or illustrate the quote you picked.
Answer the following questions:
1. What is the most difficult part of being a teenager or a college student

today?
2. How has the social media affected you?
3. What is the kindest gesture you have experienced from a stranger?
4. Are there times when you feel people misjudge you? Cite an example.
5. Was there an instance when you misjudge someone? Give details of

that instance.
Follow Up!
1. Has your attitude toward public speaking become more positive?
2. In a scale of 1-10 with 10 being the highest, what rating do you give yourself?
Why?
3. In what area of public speaking do you feel you need the most improvement?
REFERENCES

Four methods of delivery. (n.d.).

https://2012books.lardbucket.org/books/public-speaking-practice-and-
ethics/s17-01-four-methods-of-delivery.html
LESSON 3
Making Inquiries

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WHAT TO EXPECT?
Write effective letters of inquiry.

Create incident report template.
Provide information accurately.
PRE-DISCUSSION
Do these statements apply to you?
1. I have effective techniques in seeking for information online.
2. I can easily ask for information from anyone.
3. I can easily start a conversation with other people.
4. I feel that people easily comprehend what I say.
5. I am confident I can write a formal inquiry letter.
6. I avoid writing letters as much as I can.
7. I would rather call people than write them.
Do you agree or disagree?

1. You need not observe the writing conventions in writing e-mails.
2. English is the best language for interviews.
3. Emails are informal.
4. Abbreviations are encouraged in emails.
You probably texted or called people to obtain information you needed

several times already. Did you get the information you needed? Did you use the
same language and tone in all your queries through phone calls and text
messages?
You might have also received queries via text messages, conversations, and
phone calls. Were there times when you felt the language or the tone of the caller or
message sender was inappropriate? Were you able to provide the information
sought satisfactorily?

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Both obtaining and giving information are a part of our daily activities.
Information provide individuals basis for actions, plans, and decisions. An
individual’s skill in finding information helps him save time and make well-informed
decisions, and actions. Likewise, giving information effectively is of great help to
others. Find someone in class who can provide or who can help you find information
about the following:
1. the most popular brand of cellular phone in class.
2. the most visited site in the city.
3. the number of children born last year.
4. the number of visitors of Baguio City or your city last year.
5. the place that recorded the coldest temperature in the Philippines.
6. the most in demand work abroad.
7. the most expensive course in the university.
8. the ten highest paying jobs in the world.
9. the most popular cuisine in the world.
10. five jobs that you can apply for after finishing your course.
Verify your answers by finding reliable internet sources or individuals.
LESSON OUTLINE
An inquiry letter is written when a person needs more information about

products, services, internships, scholarships, or job vacancies offered by
companies, association or individuals. Often, inquiry letters are sent when a person
has specific questions that are not addressed by the general information available
provided by brochures, websites Advertisements, classified ads, etc.
An inquiry may also be in the form of telephone or personal interview.
Depending on the immediacy and specificity of the need, one of these modes may
prove more responsive to your need.
Both interview and letter require correct and appropriate language use. Both
require correctness, conciseness, clarity of language, and courtesy. While letters
correctness of spelling, punctuations, capitalizations, indentions, margins, etc.,
interviews require clarity of words, correct pronunciation, intonation and pauses,
spontaneity, pleasing personality, and confidence.

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Content and Organization of Letter of Inquiry

Just like any business letter, letter of inquiry has the following basic parts:
A. Heading or Letterhead
B. Inside address
C. Salutation
D. Body of the letter
First Paragraph: It provides a background of your inquiry such as how, where

and when you first learned of the information. State your purpose in one or two
sentences.
Middle Paragraph: This section should specify the information you are
seeking.
Final Paragraph: Express your expectation from your addressee and thank
him/her in advance for his favorable action.
E. Complimentary close
F. Signature
Format
The format of an inquiry letter follows any of the following most commonly
used formats: pure block, semi-block or modified block. The format below illustrates
the basic business letter content using the pure block format.

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Emails
More frequently used now in inquiry are emails. Emails gained popularity
because of speed and convenience.
Generally, email messages are less formal than letters, although there are
still expectations for appropriate and effective email communication. The formality is
need by the sender's familiarity and relationship to the receiver, the classification
determined by the sender's familiarity and relation and objective of the message to
be sent and other factors that shape the context of communication.
In academic emails, for example it is more appropriate to sound formal and

professional. The use of ‘wanna, gonna', and abbreviations such as “tnx” and gbu,
are unprofessional. The use of 'wanna, gonna', and emoticons is inappropriate. In
other informal contexts. However, abbreviations and emoticons may be effective. In
academic and other more formal emails, correctness and other qualities that apply
to business letters should be observed.
For more effective email communications (and also letters), remember the
following:
1. Be courteous. Courtesy does not only mean greeting, thanking, or using

polite expressions. It also means considering the feelings of the
receiver, thus, the writer needs to use the appropriate or positive tone.
2. Keep messages as concise and clear as possible.
3. Proofread and spell check before sending.
4. Provide a short but descriptive subject line. The subject line will help the
receiver readily identify the content type and the urgency of the
message.

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5. Although some parts of the email are optional, it is enabling to know all
the other parts.
Below is the list of all the parts of an email. The style may vary depending on
the system you use.
From: Jaylou J. Jose
Sent: 26 May, 9:10AM
To: Aaron C. Jacinto
CC: Maggy J. Jaime
Bcc: Luz D. Cruz
Subject: Scholarship availability inquiry
Attachment: Form 137
Salutation: Dear Mr. Jose Body of the letter Closing: Sincerely

yours,
Name (email signature)
The parts of the emails are explained below:
- From: Name of person sending the email
- Sent. Date and time
- To: Name of person receiving the email
- CC: Other person receiving the message
- Bcc: Another person receiving the email without the other recipient
knowing Subject: Content (title) of the email
Attachment: Document sent separately, not included in the email (but

attached) Salutation: Greeting or opening
Body of the email: message
Closing: ending Name/signature of the sender: name and title
(Below the name of the sender, the following information may be included:
company and address, telephone number, URL or website address and social
media link)

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Interview is a special type of purposive conversation. Interviews are

classified into different types according to purpose, but basic to all types of interview
is to obtain desired information. Interview requires real time for both the interviewee
and interviewer. Whatever your specific purpose is, it is always advantageous to
consider the following tips in conducting an interview.
Before the interview
1. Remember that if you are seeking for information from people (e.g.
interview for research), you are asking them a favor; thus make
appointments with your interviewee at their most convenient time.
2. Prepare the list of questions.
During the interview
An interviewee must have to be punctual, wear appropriate attire. , observe

good manners, speak clearly and be attentive. Then, if you have follow-up
questions, ask politely. Ask the interviewee to validate your notes. Allow the
interviewee sufficient time to answer, rephrase questions to clarify vague points, ,
acknowledge answers of the interviewee to assure him of your attention and
graciously thank the interviewer for his time.
Parts of the Interview
The opening includes the initial contact of the interviewer and the
interviewee. Rapport should be established by creating positive impression.
Although introduction might have been done during the appointment, introduce
yourself briefly.
The body includes several questions to achieve your specific objectives.
The conclusion includes expressing gratitude and hope of meeting the

interviewee again in the future.
SUMMARY
Inquiry is an approach to learning that involves a process of exploring the
natural or material world, and that leads to asking questions, making discoveries,
and testing those discoveries in the search for new understanding.

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A.
1. When is writing a letter of inquiry more advantageous than conducting an
interview?
2. What can't a letter of inquiry achieve that the interview can?
3. What determines the appropriateness of attire in interviews?
4. What are the factors that determine the formality level of tone in emails, letters,
and interview?
5. Do the principles of seeking information apply to giving information? Why?
6. When an interviewer shifts his tone from very formal to informal, or from
English to Filipino, should the interviewee shift also?
7. Regardless of formality level and medium, how should one communicate

messages to the target individuals?
8. Illustrate the modified block and semi-block format of letters.
9. What are the optional parts of business letters? What is the content of each?
B.
A. Achieve the appropriate tone by revising the message below.
1. Boss, I missed work yesterday and I am worried about what I have to do
when I get back. I was too sick to report for work. Email me the soft copy
of the transactions yesterday so I could prepare a report of it. Let me
know if there are other things I have missed due to my absence.
2. Hi Ma'am,
How are you doing? Here is my assignment for yesterday's class. I am

sending it via email because I am not certain if I can attend our class. I'm
terribly coughing. If you don't see me tomorrow, I am certainly very sick.

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REFERENCES
WikiHow Staff. (2020, September 15). How to write a formal email.

https://www.wikihow.com/Write-a-Formal-Email
DocFormats. (2020). Inquiry letter: Tips and sample letters.

https://www.docformats.com/inquiry-letter/
Exploratorium. (2020). What is inquiry?.

https://www.exploratorium.edu/education/ifi/inquiry

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c h a p T e r
4
Communication for Work
Purposes
OVERVIEW
Communication in the workplace is very important for companies to work

effectively and be productive. Employees can experience increased morale,
productivity and commitment if they can communicate up and down a company’s
communication drain.
Employers who spend time and energy to create open communication lines
will quickly create trust among employees, resulting in productivity, performance
and overall morale. At the same time, employees who communicate effectively with
their colleagues, managers and costumers continue to be valuable assets to a
company. Chapter IV highlights communication in the different work areas,
specifically Teaching and Business Trade. It also details correspondence for
employment and
communication within a company.
OBJECTIVES:
communicate ideas effectively using the different forms
of communication in the work field.
demonstrate mastery of the key concepts to effectively and ethically communicate in the chosen field.

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LESSON 4
Communication for Business and Trade
WHAT TO EXPECT?
Identify strengths and needed skills for improvement.

Construct personal and business SWOT analyses.
PRE-DISCUSSION
What images can you see from the two photos? What do the photos tell you
about your future major responsibilities?
https://videohive.net/item/business-meeting-presentation/11313604
https://homebusinessmag.com/wpcontent/uploads/2016/04/31047541_m.jpg

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LESSON OUTLINE
What images can you see from the two photos? What do the photos tell you
about your future major responsibilities?
https://www.vectorstock.com/royalty-free-vector/business-meeting-flat-people-on-presentation- vector-
23665617
In order to prepare you in the global workforce. You must prepare yourselves
to the demands of the industry, and one way of achieving this is through enhancing
your English communication skills. As university students, you need to develop your
expertise on how to sell an idea in a product presentation, project proposal, and
other opportunities of making networks and connections in business. Enhancing
your craft in oral presentations will make you succeed in your future internships and
future career.
A. Definition and Relevance

A SWOT analysis or a SWOT matrix is a diagram that shows an
organization's or person's key strengths, weaknesses, opportunities, and threats.
Doing this type of analysis, any organization, corporation, or company can innovate
or adapt new ways or strategies to put itself better in the corporate world.
B. Internal factors VS External factors

1. Internal factors. Internal factors are things that we can control. An example
is when workers in a company spend time and effort on fixing computer
crashes. As a solution to this problem, the employees could be trained or
better software could be purchased.

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2. External factors. External factors are things we cannot control.For example,

the inflation rate of goods due to government regulations.
C. Benefits of SWOT analysis

1. SWOT analyses identify any company or organization's capabilities and
resources. Moreover, they also provide a look on the organization's
competitive environment.
2. Based on the result of SWOT analysis, the company can create a better
marketing strategy.
3. ASWOT analysis can create a new venture or new opportunities for the
company especially the ones that are not yet explored.
4. This can be an aid for the managers and directors reduce threats by
understanding their company's current weaknesses.
5. This can be used by the people in a company as a planning technique.
6. Individuals who like to develop their careers can do SWOT analysis for it
identifies their skills, opportunities, and abilities.
D. How to make SWOT analysis

1. Make sure that the analysis heads to the right path or direction by
defining your objective. If your study focuses on what matters, this
will eventually provide you a right strategy,
2. Focus on the internal and external factors.
Strengths. Identify the things that do better in your
competition. Are the people familiar with your products or brand? What is
your competitive advantage? Which one from your in doing best or the
one that excels in all aspects of intellectual property or human
resources?
Weaknesses. In what areas are your competitors outclassing your
company? What holds your business back? Are there any things you can
avoid? Does your business lack something? Or weakness? For example,
it may not have enough suitably-skilled workers. This is an area that you
can control.
Opportunities. Opportunities can help your company grow. Can
you turn any changes in technology, laws, or society, for example, into an

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Opportunity? Consumers today are more aware of and interested in the

quality of life.
Threats. Are there obstacles stopping your company from
growing? What are these rules, regulations, or technology that impedes
your business? Some aspects of society may also represent obstacles.
Is inflation rate a threat to the business?
E. Matrix
SWOT Analysis of a Coffee Shop
Strengths Weakness
Close to universities and public No experience in operating a

transport business
Cheaper products offered other Lack of funds for the start-up of the
than popular brands. business
Ambiance is good for study and Less popularity compared to well-

leisure known brands
Growing demand by different Staffs to be trained for operations

markets for coffee shops.
Opportunities Threats
New products and services are There are lots of popular coffee
offered for expansion of the shops.
market
Brand franchising is also an There are also competition with
opportunity to expand business. other coffee shops also starting-up
Co-branding or strategic alliance Market tastes are changing.

with other firms
Diverse target market Price for coffee beans and other

supplies may increase

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SUMMARY
The kind of communication that happens in business is known as business

communication, and it involves that flow of information back and forth between the
higher-ups and the lower-downs, as well as side to side. What that means,
basically, is that information will flow down ranks within a company as well as
across them.
Managers need to communicate with supervisors who need to communicate
with their teams. Colleagues need to communicate with each other. All of this needs
to happen seamlessly or else havoc and chaos will reign in the business.
1. Create a personal SWOT analysis.
Given the situation, plot the applicant's SWOT in a matrix. You can make any
organizer showing the relationship of the four elements.
Situation: Imagine someone called Tony wan status. Based on the
information given. Construct a SWOT analysis by providing information for each
characteristic
 Strength: Tony attended post graduate.
 Weakness: He has no work experience.
 Opportunity: He can be relocated to other places.
 Threat: In his city, there are less job opportunities related to his
field.
2.Create your Personal SWOT Analysis

Directions: Imagine you are going to apply as a marketing director, accountant
general manager, financial analyst, or any position you wish in a corporate world
a. Assess yourself first by listing your potentials, capabilities, talents, skills
or skills to improve in a draft.
b. Edit and proofread your work. You may write the items in phrases.
Observe parallelism in writing the items.
c. Use the matrix below to plot your own SWOT.

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d. Present this orally in the class. Each of you is given two minutes to
deliver.

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(Oral presentation is graded)
SWOT Analysis
3. Business Plan Presentation Directions:

A. In a group of five, create a type of business you wish to have in the
future. Name your business and identify the nature of it (Product
oriented or service oriented) or how it is operated.

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LESSON 5
Writing Business and Technical Report
WHAT TO EXPECT?
Explain the classifications, parts, and types of reports.

Write a sample report applying the principles of report writing style.
PRE-DISCUSSION
1. List the types of reports you usually do in school. How do you frame such
reports?
2. Bring old reports from the student council, government offices, companies,
schools, hospitals, and other organizations.
3. Draw a Venn diagram to show the similarities and differences of school
reports and the report that you brought.

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LESSON OUTLINE
A Report is a comprehensive document that covers all aspects of the subject

matter of study. It presents results of an experiment, investigation, research, or an
inquiry to a specific audience.
Business and Technical Reports
Classification Types Parts
Progress reports • Cover Page
Formal Sales Reports • Title Page
Informal Personnel Evaluation • Table of Contents
Feasibility Reports • List of Illustrations
Literature Review Credit • Executive Summary
Reports
• Main Body/Findings/
Informational Reports
Discussions
Analytical Reports
Recommendation • Conclusions
Reports • Recommendations
Research reports • References/Sources
Case Study Analyses • Appendices
Characteristics of a Report
 It presents information not an argument.
 It is meant to be scanned quickly by the reader.
 It uses numbered headings and subheadings.
 It is composed of short and concise paragraphs.
 It uses graphic illustrations such as tables, graphs, pie charts, etc.
 It may have an abstract or an executive summary.
 It may or may not have references or bibliography.
 It often contains recommendations and/or appendices.
Report Categories
I. The Informal Report
 It functions to inform, analyze, and recommend.

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 It may be in the form of a memo, financial report, monthly

activities report, development report, research, etc.
 It is written according to an institution's style and rules.
Introductory and prefatory parts are not required.
 It is used for conveying routine messages.
Types of Informal Report

A. Progress report - written to provide information about the way project is
developing
B. Sales activity report - helps a firm to understand about the progres the sales
people and also identify the shortcomings
C. Personnel evaluation - used by an organization to assess an employee's
performance
D. Financial report - a presents formal record of the financial activities of a
business, person, or other entries
E. Feasibility report - assesses the viability of a new project; details whether or
not a project should be undertaken and the reasons for that decision;
persuades or helps the decision makers to choose between available
options
F. Literature review - conveys to the readers the work already done and the
knowledge and ideas that have been already established on a particular
topic of research
G. Credit report - details report of an individual's credit history prepared by a
credit bureau (Credit bureaus collect information and create credit reports
based on that information, and lenders use the reports along with other
details to determine loan applicants' credit worthiness.)
II. The Formal Report.

 It is an official report that contains a collection of detailed
information, research, and data necessary to make decisions.
 It is formal, complex and used at an official level. .
 It is often a written account of a major project.

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 It may be in the form of launching a new technology or new project

results of a study or an experiment, a review of developments in
the etc.
TYPES OF FORMAL REPORTS
Type Characteristics Examples
Provides data, facts, feedback, and Results of a research on or

other. Types of information without rise of HIV patients
Informational report analysis or recommendations.
Presents an update of an operation,
an information or status of a current
research so readers can understand
a particular problem or situation.
It goes beyond just presenting Explanation of what causes

results a phenomenon.
Analytical reports present results, Presentation of the results
analyze those results, and draw conclusions based on those
conclusions based on those results. results. of a traffic study
It attempts describe why or how showing It attempts to
something happened and explains describe why or how
Analytical Reports what it means. accidents at an intersection -
- the report explains what it
means.
Explanation of the potential
results of a particular course
of action.
Suggestion which option,
action, or procedure is best.
Report writing on monthly
budgets, staff absentees and
so on.
This type advocates a particular Using treatment X is more

course of action. This usually efficient than treatments Y
presents the results and conclusions and Z. However, that does
Recommendation that support the recommendations not mean that you will use
What should one do about a treatment X as cost and
problem? other considerations might
Can a team do something? recommend treatment Y.
Should one change techniques,
methods, technology, or do
something else?

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Writing a report on some

Most widely used report usually in product development.
Research Reports university levels
Report writing for your
competitor's activities.
Case study analysis Widely used in university

reports Includes real life examples level competitions.
PARTS OF A REPORT
Parts of Brief Contents Language

the Report Description Characteristics
Name of the report in all caps
(e.g. final report)
Receiver’s name, title and

organization
Team name and team

Title page Name of the members Factual
report
Date submitted
(month/date/year)
The authors and their

association/organization.
No page number on title page

(page 1 is executive summary)
Table of What you Show the beginning page Factual

contents find in the number where each report
report heading appears in the report
(do not put page number
range, just the first page
number)
Connect headings to page

number with dots.
Heading should be
grammatically parallel include
major section headings and
sub-headings
No page number on TOC

page.

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Executive A summary Should be no longer than one Factual, use of third

summary of report page person, use of passive
verbs
It provides the key
recommendations and
conclusions, rather than a
summary of the document.
Briefly describes the context
Identify the general subject

matter
Describe the issue or problem Factual use of third

Background, to be reported on. person use of passive
Introduction problem, verbs
approach, State the specific questions
definition of the report answers
special
words used Outline the scope of the report
(extent of investigation)
Preview the report structure
Comment on the limitations of

the report and any
assumptions made.
Methods Methods or For all types of research provide: Factual use of

procedures procedures third person
which led to use of passive
the findings Goal for each piece of research which verbs
(what is your question/hypothesis?) the
findings
Data source
For surveys give the number of surveys

distributed, how was it distributed, how
the population was chosen.
For observations give how when and

where the observations occurred.
The goal is to supply proofs for

conclusions.
Discuss, analyze and interpret (don’t just

give results, also say what they mean- Factual use of
Results particularly with benchmarking). third person,
Findings investigation, use of passive
research and Remember to report on all your verbs.
calculation research, including interviews with
clients and personal observations
(discuss in methodology too.)

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Support your findings with new

evidence.
Provide summary paragraph of key

findings and their significance at end of
section.
Explain all graphs in writing.
Arrange the findings in logical segments

that follows your outline.
Findings should be presented in the

same order as discussed in
methodology.
Use clear descriptive headings.
Present “just the facts” no opinions, and

no feelings.
Interpret and summarize the findings
Say what they mean.
Relate the conclusions to the report

issue/problem Transition
Conclusions Conclusion signals such
drawn from Limit the conclusions to the data as it seems
the findings presented; do not introduce new that the,
material. results
indicate that it
Number the conclusions and present is probable
them in parallel form. that etc.
Be objective: avoid exaggerating or

manipulating the data.
SUMMARY
Formal reports are meticulously structured. They focus on objectivity and

organization, contain deeper detail, and the writer must write them in a style that
eliminates factors like personal pronouns.
Informal reports are usually short messages with free-flowing, casual use of
language. We generally describe the internal report/memorandum as an informal
report. For example, a report among your peers, or a report for your small group or
team, etc.
A formal or long report has major three (3) parts:

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BS Management Accounting (Sultan Kudarat State University)

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Language and its Nature

Explain linguists’ views on language and its nature.

Correct Incorrect Justifications

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language. We understand our co-communicators and they understand us because

Language is a human capacity that consists of (a) a system of rules (also

The languages acquired while growing up are known as mother tongues,

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referred to as second languages. People learn their second languages in school or

1. What is the difference between language acquisition and language

Language Biodata Form

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Madrunio, M. and Martin, I. (2018). Purposive communication: Using English in

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Communication and its Types

In a paragraph, describe the relationship between language and communication.

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Types of Communication According to Mode

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Visual communication is the type of communication that uses visuals

Types of Communication According to Context

The Latin prefix intra- means within or inside. Intrapersonal

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since it can only be a simple interaction such as greetings, getting to know

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or ordinary conversations that happen between or among the interactants.

Extended communication involves the use of electronic media. This

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organization has expectations that a communication professional should meet or

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For an organization to be successful, a system of communication should

Types of Organizational Structure

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As the term implies, it is communication between or among people having

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as no or go away while it means hello among Westerners. For Filipinos, twitching of

Types of Communication According to Purpose and Style

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letters, or text messages. The purpose is simply to socialize and enhance

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To check your understanding of the lesson, answer the following questions:

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5. Of the four approaches employed in formal organization structure, which

A trailblazer in arts, science and technology in the region.

The University shall primarily provide advanced instruction and professional

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Service to God and People

1. The mission statement

2. The mission statement

3. The mission statement

4. The mission statement

5. The mission statement

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2. Do you think cultures can be created? Modified? Changed ?

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Madrunio, M. and Martin, I. (2018). Purposive Communication: Using English in