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Ge 2 Module Draft Culajara Lumakang

This document outlines the course details, policies, and procedures for GE 2 - Purposive Communication. The key points are: 1. The course is a 6-unit blended learning course with 108 contact hours delivered by Jivina Lumakang and Khareen Culajara. 2. Students must attend at least 95% of virtual or face-to-face sessions and submit assessments on time in order to receive credit. 3. Assessments include 7 minor exams, 1 final exam, and class participation, and are subject to policies on late submission, academic honesty, and appeals. 4. Students should communicate with the course coordinators via their UMindanao email and

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0% found this document useful (0 votes)

233 views176 pages

Ge 2 Module Draft Culajara Lumakang

Uploaded by

Rosemarie Bugto Tangaan

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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Course Outline: GE 2- Purposive Communication w/

Course Coordinator: Interactive Learning

JIVINA V. LUMAKANG

Course Facilitator: Khareen B. Culajara & Jivina Lumakang

Email: khareen_culajara@umindanao.edu.ph
jivina_lumakang@umindanao.edu.ph
Mobile: 09503401070 (Smart) 09366696093 (TM)
Phone: (082)- 227- 4659 (Landline)
Effectivity Date: August 2020
Mode of Delivery: Blended Leaning and Distance Learning
Time Frame: 108 hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 6
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face session.

Course Outline Policy

Areas of Concern Details
Contact and Non-contact This 6-unit course self-instructional manual is
Hours designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be 108
including the faceto face or virtual sessions. The face
to face sessions shall include the summative
assessment tasks (exams) since this course is part of
the general education curriculum.
Assessment Task Submission of assessment tasks will be announced
Submission by your instructor more than a week ahead. The
assessment paper shall be attached with a cover
page indicating the title of the assessment task (if the
task is performance), the name of the course
coordinator, date of submission and name of the
student. The document should be emailed to the
course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task. If the
assessment task is done in real time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of
time
by the course coordinator.
Turnitin Submission To ensure honesty and authenticity, all assessment

GE 2 – PURPOSIVE COMMUNICATION 1
(if necessary) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or
explain in writing addressed to the course coordinator
the reasons for the similarity. In addition, if the paper
has reached more than 30% similarity index, the
student may be called for a disciplinary action in
accordance with the University’s OPM on Intellectual
and Academic
Honesty.

Please note that academic dishonesty such as

cheating and commissioning other students or people
to complete the task for you have severe
punishments (reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessment designated time on the due date, without an
approved extension of time, will be reduced by 5% of
the possible maximum score for that assessment
item for each day or part day that the assessment
item is late.

However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2)
Assignments/Assessments weeks after the submission. This will be returned by
email or via Blackboard portal.

For group assessment tasks, the course coordinator

will require some or few of the students for online or
virtual sessions to ask clarificatory questions to
validate the originality of the assessment task
submitted and to ensure that all the group members
are involved.
Assignment Resubmission You should request in writing addressed to the
course coordinator his/her intention to resubmit an
assessment task. The resubmission is premised on
the student’s failure to comply with the similarity
index and other reasonable grounds such as
academic literacy standards or other reasonable
circumstances e.g. illness, accidents, financial
constraints.
Re-marking of Assessment You should request in writing addressed to the
Papers and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task. The

GE 2 – PURPOSIVE COMMUNICATION 2
letter should explicitly explain the reasons/points to
contest the grade. The program coordinator shall
communicate with the students on the approval and
disapproval of the request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.
Grading System All culled from LMS sessions and traditional Contact

7 Minor Exams – 35%

1 Final / Major Exam – 25%
Class participation – 40%

Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,
use the general practice of the APA 6th Edition.
Student Communication You are required to create a umindanao email
account which is a requirement to access the LMS
portal. Then, the course coordinator shall enroll the
students to have access to the materials and
resources of the course. All communication formats:
chat, submission of assessment tasks, requests etc.
shall be through the portal and other university
recognized platforms.

You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.

For students who have not created their student

email, please contact the course coordinator or
program head.
Contact Details of the Dean Eduard L. Pulvera, MSIS
Contact Details of the Khareen B. Culajara, MA
Program Head khareen_culajara@umindanao.edu.ph
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the
program coordinator may provide alternative
assessment tasks or extension of the deadline of
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.

Course Information – see/download course syllabus in the Schoology LMS

GE 2 – PURPOSIVE COMMUNICATION 3
CC’s Voice:
Hello students! Welcome to this course GE 2 – Purposive
Communication. This is a course that will develop your overall
communicated competence regardless of field of study that you are
into.

CO Communicating effectively and appropriately to a multicultural

audience, whether in a local or global context, is very important skill of
the 21st century learner. This subject will enhance your cultural and
intercultural awareness through multimodal tasks that can provide you
opportunities to be creative and critical in the way you communicate.
The knowledge, skills, and insights that you can gain from this subject
can be used in your other academic endeavor, in your chosen
disciplines, and in your future careers.

Let us begin!

GE 2 – PURPOSIVE COMMUNICATION 4
Big Picture
Week 1-2. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a) Use targeted grammatical structures meaningfully and appropriately in different
communication settings.
b) Describe the nature, principles, and ethics of communication in multicultural contexts

Big Picture in Focus: ULOa.

Use targeted grammatical structures meaningfully and
appropriately in different communication settings

Metalanguage

In this section, you will review about the basic grammatical structures that are
necessary for your journey in purposive communication. You will encounter these grammar
rules, as these are important consideration when you are communicating, may it be oral, or
through writing. Please refer to these definitions in case you will encounter difficulty in the in
understanding educational concepts.

Key Terms:
• modifier. A word, phrase, or clause that limits or qualifies the sense of another word or phrase.
• clause. Typically contains at least a subject noun phrase and a finite verb. The two main
categories are independent and subordinate (or dependent).
• complement. A word, phrase, or clause that is necessary to complete the meaning of a given
expression.
• phrase. A group of words that cannot stand on its own because it does not have both a subject
and a verb.
• fragment. An incomplete sentence, lacking a subject or a predicate.
• subject. In a clause, the word or word group (usually a noun phrase) that represents a person,
place or thing. In active clauses with verbs denoting an action, the subject and the actor are
usually the same.
• predicate. The part of the sentence (or clause) that states something about the subject or the
object of the sentence.
• sentence fragment. An incomplete sentence; a phrase or clause that is punctuated and
capitalized as a sentence but does not constitute a complete grammatical sentence. It is usually
caused either by the failure to include a subject and a verb in a sentence or by beginning a
sentence with a subordinate conjunction or relative pronoun.
• simple predicate. The verb or verb phrase of a sentence.
• object. The noun or pronoun which is being acted upon, or at which the action is directed.
There are two types: direct and indirect.

GE 2 – PURPOSIVE COMMUNICATION 5
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) in the next two weeks
of the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to exclusively refer
to the these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

Review of English Grammar and Mechanics

English features four core sentence elements (subjects, predicates, objects, and modifiers)
that make up phrases and clauses, which in turn make up sentences.

In order to successfully craft sentences, one must first understand the core elements of
complete English sentences: subjects, objects, predicates, and modifiers. The most
important of these are subjects and predicates: in order for a sentence to be "complete," it
must contain an action and someone (or something) doing it. The action is the predicate,
and the person (or thing) doing it is the subject.

Core Sentence Elements

Subject. The subject of a sentence is a noun or pronoun (and its article, if it has one). In
active-voice sentences, it is the noun or pronoun performing the action in the sentence. See
the italicized subjects in the examples below:

1. The girl is eating her lunch.

2. She decides to quit.
3. John is a good person.

In example 1, the subject, "the girl," is both a noun and its article. It is also a simple subject.
In example 2, the subject is a pronoun, and is a simple subject. In example 3, the subject is
a noun (no article) and is a simple subject.

An example of a sentence with a compound subject (consisting of two or more simple

subjects joined together by a conjunction) is shown below.

1. Lois and Clark are dating inside the café.

Predicate. The predicate explains the action of the sentence. The simple predicate refers to
just the verb or verb phrase, linked to the subject, which tells what action is being performed
by that subject. In the examples below, "is," "sets," and "died" are all simple predicates.

Sample Sentences:
1. She is pretty.
2. The sun sets.
3. My battery died.

GE 2 – PURPOSIVE COMMUNICATION 6
There are more complex definitions of "predicate." Sometimes "predicate" can simply mean
"everything except the subject." But just remember: the simple predicate is the action (verb
or verb phrase) of a sentence.

In the examples below, the predicates are underlined. These predicates are simple
predicates.

1. I lost my book.
2. She ate her lunch.
3. The salesman called me yesterday.

In the examples below, the predicates are underlined. These predicates are compound
predicates.

1. Lalaine washed the dishes and cleaned the house.

Activity 1A. Identify the subject and the predicate in the following sentences below.
The first one is done for you.

Sentence Subject Predicate

1. The building collapsed in the building collapsed
cloud of dust.
2. The captain is peering through
the periscope.
3. The cat stared at the mouse.
4. I lost my green notebook.
5. She is lovely in her new dress.
6. They conducted enrichment
programs for senior citizens.
7. The topic is focused and
relevant to the course.
8. Multiple errors in information
are evident.
9. Visual aid is very detailed.
10. She will focus on writing the
outline of her speech.

Activity 1B. Draw a vertical line between the complete subject and the complete
predicate. The first one is done for you.

1. The robin |hopped across the yard.

2. The University of Mindanao heeds the call as it innovates its delivery of quality
education beyond the four corners of a classroom.
3. The university is utilizing online technology to the current COVID19 situation.
4. UM students have two flexible learning options to choose from -the online mode
and distance mode.
5. Consuming alcoholic beverages the night before donating blood is prohibited.

GE 2 – PURPOSIVE COMMUNICATION 7
Object.Object. The object of a sentence is the noun or pronoun which is being acted upon,
or at which the action is directed. There are two types of objects: direct objects and indirect
objects.

1. Direct Object. The direct object is the object which is being acted upon in the
sentence. See the underlined direct objects in the examples below:
a. She passed the exam.
b. Jenny loves her gift.
c. I owe you an apology.

2. Indirect Object. The indirect object answers the questions “to whom/what?”or “for
whom/what?” in a sentence. It is not acted upon. See the underlined indirect objects
in the examples below:
a. The student brought her teacher a glass of water.
b. My boss offered me a great new job.
c. I owe you an apology.

3. No object. Some sentences do not need an object and consist of only a subject and
a verb predicate. For example:
a. She lied.
b. The cockroach died.

This can happen because some verbs (like the ones above) don't require an object. When a
verb doesn't need an object, it is called an intransitive verb.

Activity 2A. Identify the verb and the direct object in the following sentences below:

Sentence Verb Direct Object

1. Always write the body of your write the body
speech first.
2. Jerson remembers the formula
for speech writing.
3. Colene avoided distractions
during her speech
presentation.
4. Tara explained the sentence
to her classmate.
5. Jared asked Adina and
Winston to come home.
6. Fine arts represent an
exploration of human
condition.
7. After the meeting, Jona
cleaned the garage.
8. Angelo closed the door behind
her.
9. Malcolm adjusted the lens of

GE 2 – PURPOSIVE COMMUNICATION 8
the microscope.
10. Jerry paints the apples and
oranges on the table.

Activity 2B. Identify the direct object and the indirect object in the following
sentences below. The first one is done for you.

Sentence Direct Object Indirect Object

1. He brought me roses on our roses me
first date.
2. The secret agent gave the
police and the general the
government files.
3. Jem lent me her pen.
4. My older brother built me a
kite.
5. You should throw her the ball!
6. Kristan guarantees us
excellent results.
7. Erin promised Raylene a copy
of the video.
8. Flora will paint Jena a portrait
of herself.
9. Finn wrote her boyfriend a
long letter.
10. They give us the keys to an
abandoned house.

Modifier. A modifier is a phrase in a sentence that provides additional information about an

element within that sentence. There are three basic kinds of modifying constructions:

1. Single-word modifiers (adjectives and adverbs): It was an enjoyable movie.

2. Modifying phrases (e.g., prepositional, participial, infinitive, and appositive phrases):
Sheena, the psychometrician, received an award as best employee. (appositive
phrase)
3. Modifying clauses (a clause is any group of words with its own subject and
predicate):
The only student who did not submit her requirements for this course is Karina.
(adjective clause)

Compound Elements

In a given sentence, there may be more than one of any of the five core sentence elements.
Compound elements can include:

Compound subject: Janet and Joyattended the meeting.

Compound predicate: They went to the school and filed an official leave.

GE 2 – PURPOSIVE COMMUNICATION 9
Compound modifier: She bought a new red car.

Phrases

A phrase is a collection of words that may have nouns or verbals, but it does not have a
subject doing a verb. The following are examples of phrases:

capturing an odd number of subjects

a popular geometric design
from the late 10th century
best demonstrated by illuminated manuscripts
leaving the nest

In these examples, you will find nouns (number, subjects, design, century, manuscripts).
You also have some verbals (capturing, leaving), but in no case is the noun functioning as a
subject doing a predicate verb. They are all phrases.

Clauses

A clause is a collection of words that has a subject that is actively doing a verb. The
following are examples of clauses:

since the plane landed

when the dog bark at them
because she ate the food
for it was meant to be

Note that in the examples above, we find either a noun or a pronoun that is a subject
(italicized) attached to a verb phrase (also italicized).

PARTS OF SPEECH

Noun
A noun is a word that names a person, place, thing, or idea.

1. A noun can be singular, plural, possessive, concrete or abstract.

A singular noun names one person, place, thing, or idea, and a plural noun names
more than one.

Ex. Quipper is the official LMS of the university.

The possessive form of a noun shows possession, ownership, or the relationship

between two nouns.

Ex. UM’s official LMS is Quipper.

GE 2 – PURPOSIVE COMMUNICATION 10
A concrete noun names an object that occupies space or can be recognized by any
of the senses. An abstract noun names an idea, a quality, or a characteristic.

Ex. The university student handbook can be claimed at the Office of the
Student Affairs.

One of the core values of UM is excellence.

2. A noun can be proper, common, collective.

A proper noun names a specific person, place or thing. Capitalize proper nouns. A
common noun refers to people, places or things in general.

Ex. UM Digos College is a private higher institution is located in Roxas

Extension St., Digos City.

A collective noun names a group. A collective noun is singular when it refers to the
group as a whole. A collective noun is plural when it refers to the individual members
of a group.

Ex. The committee will decide on this matter.

Activity 3A. Identify the nouns in the following sentences. The first one is done for
you.

Sentence Nouns
1. She received three scholarships scholarships, audition
after her audition.
2. Did your kitten run under the
principal’s table?
3. The decision of the committee to
suspend the rules gave Annie more
freedom to present her proposal.
4. Many people in the current society
have forgotten the beautiful art of
sewing.
5. Art serves its economic purpose, as
there are creations of art that are
useful in the society.
6. An artwork is a direct source of
sensual pleasure and it elicits
perhaps an intrinsically aesthetic
response.
7. People in the prehistoric period
relied on works of art to worship
their gods, as evidenced by statues
of gods, and deities.

GE 2 – PURPOSIVE COMMUNICATION 11
8. The man can take the beauty of
nature through a piece of paper so
that other people may take time
appreciating the captured image.
9. The term technique is the manner in
which the artist controls the medium
to achieve the desired effects.
10. Stained glass is a common art in
Gothic Cathedrals and churches.

Pronoun

A pronoun takes the place of a noun, a group of words acting as a noun, or another
pronoun. We call the word or group of words that a pronoun refers to its antecedent.

1. A pronoun can be personal, possessive, reflexive, or intensive.

A personal pronoun refers to a specific person or thing by indicating the person

speaking (the first person), the person being addressed (the second person), or any
other person or thing being discussed (the third person).

Ex. We always think outside the box to provide the best solutions for our
customers.

A possessive pronoun shows possession or control. It takes the place of a

possessive noun.

Ex. We always think outside the box to provide the best solutions for our
customers.

A reflexive pronoun refers to a noun or another pronoun and indicates that the
same person or thing is involved.

Ex. She told herself it was nothing.

An intensive pronoun adds emphasis to a noun or another pronoun. Reflexive and

intensive pronouns look alike. Their usage reveals the difference.

Ex. Did you yourself saw your classmates at the mall today?

2. A pronoun can be demonstrative, interrogative, relative, or definite.

Use an interrogative pronoun to form questions. Interrogative pronouns are who,

whom, whose, what, and which. The intensive forms of the interrogative pronouns
are whoever, whomever, whatever, and whichever.

GE 2 – PURPOSIVE COMMUNICATION 12
Ex. Which of the UM’s core values refers to the commitment of working
hard toward continual improvement in everything we do?

Use a relative pronoun to begin a special subject-verb word group called a

subordinate clause.

Ex. The student who stood up earlier knew about the answer.

A demonstrative pronoun points out specific persons, places, things, or ideas.

Ex. A huge opportunity like this should not be taken lightly.

An indefinite pronoun refers to persons, places, or things in a more general way

than does a personal pronoun.

Ex. Everybody is required to familiarize the university core values.

Activity 4A. Identify the pronouns and their classification in the following sentences.
The first one is done for you.

1. If we take an initial look at Plato’s and Aristotle’s suggestions on how man can
live an ethical existence, their positions are teleological.
Answer: we = personal pronoun; their = possessive pronoun
2. Socrates stressed the need for a person to make an effort to understand how he
thinks of the world.
Answer: ________________________________________________________
3. This is the meaning of his statement: Virtue is Knowledge.
Answer: ________________________________________________________
4. In the Allegory of the Cave, Plato narrates this story of individuals who have been
living inside the cave all of their lives.
Answer: ________________________________________________________
5. Their hands and legs have been chained in such a way that their movements are
constrained and highly limited.
Answer: ________________________________________________________
6. How can a philosopher-king provide an advice for his community if he himself is
detached from their experiences?
Answer: ________________________________________________________
7. When one is rash, this person is quick to decide on things even for reasons that
not understood.
Answer: ________________________________________________________
8. When one has temperance, he has a moderate disposition towards pleasure and
pain/discomfort.
Answer: ________________________________________________________
9. When one engages in flattery, the person intentionally exaggerates an attribute.
Answer: ________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 13
10. This just shows that before one can speculate and think of abstract thoughts, one
has to be keen on how the world operates and functions.
Answer: ________________________________________________________

Verbs

A verb expresses action or a state of being and is necessary to make a statement. An action
verb tells what someone or something does. Action verbs can express either physical or
mental action.

1. A verb can be a transitive verb or an intransitive verb.

A transitive verb is an action verb that is followed by a word or words that answer
the question what? or whom?

Ex. The university provides a dynamic and supportive academic

environment.

An intransitive verb is an action verb that is not followed by a word that answers the
question what? or whom?

Ex. The teacher arrived early this morning.

2. A linking verb links, or joins, the subject of a sentence with a word or expression
that identifies or describes the subject. The most common linking verbs are the forms
of be.

Ex. Every employee is integral to the success of the institution.

3. The verb in a sentence may consist of more than one word. We call the words that
accompany the main verb auxiliary, or helping, verbs. A verb phrase consists of a
main verb and all its auxiliary verbs.

Ex. I do not know the answer.

Activity 5A. Encircle each action verb in the following sentences. Write TRANS in the
blank if the verb is transitive, INT if it is intransitive, LINK if it is a linking verb. The
first one is done for you.

TRANS 1. St. Augustine shares many similarities with Plato’s philosophy.

2. Plato’s philosophy provided him the foundation for his intellectual
conversion.
3. Dewey’s concepts on social philosophy disappeared inside my head.
4. It rained while the teacher discussed concepts on philosophy.
5. Plato maintained this gap between the world of senses and the world
of ideas.
6. St. Augustine favors the values of God’s Kingdom from the illusions

GE 2 – PURPOSIVE COMMUNICATION 14
and temptations of the world.
7. Social philosophy is the study of questions about social behavior and
interpretations of society and social institutions in terms of ethical
values rather than empirical relations.
8. Kant wrote his social and political philosophy in order to champion
the Enlightenment in general and the idea of freedom in particular.
9. The philosopher laughed heartily.
10. Kant provides two distinct discussions of social contract.

Adjective

An adjective modifies a noun or a pronoun by limiting its meaning. Adjectives include the
articles a, an, and the. A and an are indefinite articles; the is a definite article. Because they
modify nouns, possessive nouns and pronouns are considered adjectives as well.

1. A proper adjective is formed from a proper noun and begins with a capital letter.
Properadjectives are often created by using the following suffixes: -an, -ian, -n, -ese,
and -ish.

Ex. We always think outside the box to provide the best solutions for our
customers.

2. Many adjectives have different forms to indicate their degree of comparison.

Ex. Eating healthy vegetables is a safe way to improve our diet.

Wearing medical grade mask is safer than dust mask.
Stay at home – it’s the safest place to be!

Activity 6A. Underline each adjective in the following sentences.

1. One day when Apollo, the god of light and truth, was a young man, he came
upon Cupid, the god of love, playing with one of his bows.
2. With that ominous threat, Cupid flew into the sky and landed on top of a high
mountain.
3. Cupid aimed his first arrow at Daphne, a beautiful nymph hunting deep in the
woods.
4. Cupid aimed his second arrow—the sharp, gold-tipped one—at Apollo, who was
wandering in the woods.
5. Just as the young god came upon Daphne, Cupid pulled back the tight string of
his bow and shot the golden arrow into Apollo’s heart.
6. Even though the huntress’s hair was wild and she wore only rough animal skins,
Apollo thought she was the most beautiful woman he’d ever seen.
7. Apollo ran after her, shouting, “Stay! Stay!” But Daphne fled as fast as the wind.
8. Daphne continued to run, her bare limbs lit by the sun and her soft hair wild in the
wind.
9. She had become a laurel tree; and nothing was left of her, but her exquisite
loveliness.

GE 2 – PURPOSIVE COMMUNICATION 15
10. “You’ll always be young and green—my first love, Daphne.”

Adverb

An adverb modifies a verb, an adjective, or another adverb by making its meaning more
specific. Adverbs answer the questions how? when? where? and to what degree? When
modifying a verb, an adverb may appear in various positions in a sentence. If modifying an
adjective or another adverb, an adverb appears directly before the modified word.

Ex. The university continuously demonstrates excellent performance in

the areas of instruction.

The negatives no and not and the contraction -n’t are adverbs. Other negative words, such
as nowhere, hardly, and never, can function as adverbs of time, place, and degree.

Ex. I hardly go out anymore because of this pandemic.

Activity 6A. Underline the adverbs in the following sentences.

1. Orpheus had a divinely gifted voice that could charm everyone who heard it.
2. Orpheus fell in love with Eurydice a woman of unique beauty; they got married
and lived happily for many years.
3. Orpheus, singer, musician and poet, carrying a lyre on his shoulder, had
recently married Eurydice, but on the day of their wedding, ‘in the very bloom of
her life’, she was bitten by a viper and died of its venom.
4. Orpheus sang his grief with his lyre and managed to move everything living or
not on the world; both humans and Gods were deeply touched by his sorrow
and grief.
5. Hades openly wept, Persephone's heart melted and even Cerberus, the gigantic
three-headed hound guarding the entry to the underworld, covered his many
ears with his paws and howled in despair.
6. The only caveat was that Orpheus must not glance back at Eurydice until she
was safely ensconced in the upper world.
7. He wanted to turn around and hug her immediately but managed to control his
feelings.
8. Many operas, songs and plays have been composed to honour these two great
lovers who tragically lost the chance to enjoy their love.
9. His misfortune tormented him, forcing him to abstain from contact with any other
woman and slowly but surely he found himself shunning their company
completely.
10. His soul descended down to Hades where he was finally reunited with his
beloved Eurydice.

Conjunction

A conjunction joins single words or groups of words.

GE 2 – PURPOSIVE COMMUNICATION 16
1. A coordinating conjunction joins words or groups of words that have equal
grammatical importance. Coordinating conjunctions include and, but, or, nor, for, and
yet.

Ex. Honesty and integrity goes together.

2. Correlative conjunctions work in pairs to join words and groups of words of equal
importance. Correlative conjunctions include both...and, just as...so, not only...but
also, either...or, neither...nor, and whether...or.

Ex. She is both charming and intelligent.

3. A subordinating conjunction joins a dependent idea or clause to a main clause.

Ex. Don't play the odds with coronavirus because the disease could
permanently damage your body.

Activity 6A. Underline the at least one (1) conjunction in the following sentences
below. Write COORD in the blank if the conjunction is coordinating, CORR if the
conjunction is correlative, or SUB if the conjunction is subordinating. The first one is
done for you.

COORD 1. Do you write letters to your friends or do you use only one phone?
2. In the ancient world, the establishment of large governments and the
development of trade necessitated formal message-carrying systems.
3. At first, governments reserved these systems for their own use,
commercial interests and the private sector were later included.
4. The Romans established a large system that remained very reliable
so long as the empire maintained its central world authority.
5. Based on the Persian model, Roman relay stations were both large
and numerous.
6. Roman government posts carried only official letters, whereas
commercial companies served businesses and private citizens.
7. After Rome’s authority weakened, reliable posts either disappeared
or became undependable.
8. The Renaissance in western Europe sparked a boom in official,
commercial, ecclesiastical, and private correspondence.
9. This increase made it necessary for regional monarchies not only to
rehabilitate the postal systems but also to extend them greatly.
10. France established a nationwide postal service in 1497 as England
had done earlier in 1481.

GE 2 – PURPOSIVE COMMUNICATION 17
Preposition

A preposition shows the relationship of a noun or a pronoun to some other word in the
sentence.

Ex. Jose Rizal wrote short verses on sheets of paper and on the pages of
textbooks.

A compound preposition is a preposition that is made up of more than one word.

Ex. Use something red in front of that black background.

Phrases that begin with a preposition usually end with a noun or pronoun called the object
of the preposition.

Ex. They relied on food donations. (In this example, the object of the
preposition is “food donations”, and the preposition is “on”)

Activity 7A. Draw one line under each prepositional phrase and circle its object. The
first one is done for you.

1. Early in the morning, Jose acts grumpy.

2. Without hesitation, Leonor Rivera ran towards Jose Rizal.
3. The Dominican professors left their horses in front of the municipal hall.
4. The boats were tied downstream below the dam.
5. Eluding the Spaniards, the Katipuneros made their escape by means of the truck.
6. According to Andres, there will be no meeting this afternoon in the Balintawak
cave.
7. All members of KKK have paid their dues except Edwin.
8. The dry weather ruined the crop despite their desperate irrigation attempts.
9. Aboard the train, Padre Damaso settled down for the long ride from the province
to the city.
10. We found the missing book underneath the bed.

Subject and Verb Agreement

A verb must agree with its subject in person and number. In the present tense, add -s or -es
to the base form for the third-person singular.

1. Intervening Prepositional Phrases. The verb must agree with the subject of the
sentence, not with the object of a preposition. Thus, the subject of a sentence is
never contained in a prepositional phrase.

Ex. The text messages from the teacher were helpful reminders.

GE 2 – PURPOSIVE COMMUNICATION 18
(Messages is the plural subject. The teacher is the object of the preposition
and is singular. The verb, were, is plural to agree with the subject
messages.)

2. Agreement with Linking Verbs. In sentences with linking verbs, the verb agrees
with the subject, not the predicate nominative.
Ex. Cookies were Jenny's favorite dessert.

(The plural verb, were, agrees with the plural subject, cookies. The verb is
not affected by the predicate nominative, dessert.)

3. Agreement with Inverted Sentences. In most sentences the subject comes before
the verb. However, some inverted sentences begin with a prepositional phrase
followed by the verb and then the subject. The verb in such sentences must always
agree with the subject, not with the object of the prepositional phrase.

Ex. Here are the books you lost.

(The plural verb are agrees with the plural subject books.)

4. Agreement with Special Subjects. A collective noun names a group. In a sentence,

a collective noun is singular when it names the group as a whole. It is plural when it
refers to individual members of a group.

Some nouns ending in -s, such as mumps, measles, and mathematics, take singular
verbs. Other nouns ending in -s, such as scissors, pants, binoculars, and
eyeglasses, take plural verbs. Many nouns that end in -ics are either singular or
plural, depending on the context.

Ex. Statistics is Jake’s favorite subject.

(Statistics is used as a singular subject with a singular verb is.)

A noun of amount can refer to a single unit, in which case it is singular.

It can also refer to several individual units, in which case it is plural.

Ex. The researcher’s statistics are the basis for his argument.
(Statistics is used as a plural subject with the plural verb are.)

5. Agreement with Compound Subjects. Some sentences have more than one
subject. A compound subject that is joined by and or both . . . and is usually plural.
However, some compound subjects have two parts that make up one unit. These
take a singular verb.

Ex. John and Ryan are going to school to school to enlist subjects for the
first semester.
(The plural subject John and Ryan agrees with plural verb are.)

GE 2 – PURPOSIVE COMMUNICATION 19
Compound subjects joined by or, nor, either . . . or, or neither . . . nor always have a
verb that agrees with the closer subject.

Ex. Neither snakes nor the rats are considered nice pets.
(Snakes and rats are plural and agree with the plural verb are.)
Ex. Neither these snakes nor a rat is considered nice pets.
(The singular subject rat is closest to the verb so the singular verb is
used.)

When a compound subject is preceded by many a, every, or each, the subject takes
a singular verb.

Ex. Every student and teacher has to wear a uniform. (The singular verb
has agrees with every, not student and teacher.)

6. Intervening Expressions. Certain expressions seem to create a compound subject,

but do not. Accompanied by, as well as, in addition to, plus, and together with are
expressions that introduce phrases that tell about the subject. However, the subject
remains singular and takes a singular verb.

Ex. The farmhouse, including the tractor and a pickup, was damaged by
the storm.

(A word or phrase coming between the subject and verb (“including

the tractor and a pickup) does not go against the subject-verb
agreement.

7. Indefinite Pronouns as Subjects. Many subjects are indefinite pronouns. A verb

must agree with an indefinite pronoun used as a subject.

Ex. Everyone is required to attend the student orientation.

(Everyone is always singular and agrees with the singular verb is.)

Some pronouns can be either singular or plural, depending on the nouns to which
they refer.

Ex. All of the food is bad.

(All of the food refers to a single unit so the singular verb is is used.)
Ex. All of the cars are damaged.
(All of the cars refers to numerous cars so the plural verb are is used.)

8. Agreement in Adjective Clauses. When the subject of an adjective clause is a

relative pronoun, the verb in the clause must agree with the antecedent of the
relative pronoun.

Ex. She is one of the students who speak Spanish.

GE 2 – PURPOSIVE COMMUNICATION 20
In the preceding example the antecedent of who is students, not one, because other
students besides “she” speak Spanish. Since students is plural, who is considered
plural, and the verb in the adjective clause, speak, must also be plural.

Ex. John is the only one of my brothers who has a scar.

In the preceding example the antecedent of who is one, not brothers, because only
one brother has a scar. Since one is singular, who is considered singular, and the
verb in the adjective clause, has, must also be singular.

Activity 8A. Underline the verb in the parenthesis that agrees with the subject.

1. Astrophysics (is, are) a branch of space science that applies the laws of physics
and chemistry to explain the birth, life, and death of stars, planets, galaxies,
nebulae, and other objects in the universe.
2. The nebula (is, are) a star-forming region that hosts dusky dust clouds
silhouetted against glowing gas.
3. Branches from pine trees (makes, make) a good shelter for a garden.
4. The bird’s bright wings (was, were) a beautiful sight.
5. Onto the floor (falls, fall) the spaghetti.
6. Across the floor, (rolls, roll) the meatball.
7. Twenty-two pesos (is, are) too much to pay for a cup of coffee.
8. Three-quarters of the cake (has, have) been eaten.
9. Every hill and mountain (is, are) covered with snow.
10. The brook, as well as the lake and the pond, (freeze, freezes) in winter.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

Let’s Check

Activity 1. Encircle the letter of the correct answer.

1. The goals of astrophysics (is, are) "to discover how the universe works,
explore how it began and evolved, and search for life on planets around
other stars."

GE 2 – PURPOSIVE COMMUNICATION 21
2. Another of these elements (is, are) carbon, which together with oxygen,
make up the bulk of the mass of all living things, including us.
3. Astronomers predicted the position of a new planet, which (was, were) then
observed and named Neptune.
4. That group of stars (is called, are called) the Big Dipper.
5. Many secrets of the universe (has, have) yet to be discovered.
6. Life forms beneath the sea (seems, seem) mysterious.
7. Sounds of distant music (floats, float) through the air.
8. Rising mists from the moor (casts, cast) an aura of mystery over the scene.
9. Both my uncles and my aunt (has, have) called.
10. Neither ice cream nor cookies (is, are) a low calorie snack.
11. The baby, besides her mom and dad, (looks, look) happy.
12. Milk, besides beans and meat, (is are) a source of protein.
13. Many of the ruins found (is, are) from the Stone Age.
14. One of the archaeologists (believes, believe) that this happened without
human intervention.

Activity 2. Write in the blank the form of the verb in the parenthesis that agrees
with the subject. The first one is done for you.

(to be) 1. Here ___is______ the story the old woman told me.
(to reveal) 2. Jose ___________ to his brother Paciano his decision to
study abroad.
(to be) 3. There ___________ several more can openers in this box.
(to require) 4. Gymnastics ___________ a lot of flexibility.
(to vote) 5. The labor union ___________ on a president next week.
(to build) 6. Vitamins and minerals ___________ strong bodies.
(to go) 7. Both Andre and John ___________ to day care.
(to be) 8. A headache, accompanied by sniffles and sneezing,
___________ a symptom of the flu.
(to weigh) 9. Gold, as well as iron and steel, ___________ a lot.
(to know) 10. Nobody ___________ how these huge toms were built.
11.

GE 2 – PURPOSIVE COMMUNICATION 22
Let’s Analyze

Activity 1. Writing link. Write sentences that contain the following intervening
prepositional phrases:

1. of these video games

___________________________________________________________________

2. with the tractor

___________________________________________________________________

3. under the computer set

___________________________________________________________________

4. at the ballet
___________________________________________________________________

___________________________________________________________________

5. of the correct answer

___________________________________________________________________

Activity 2. Writing link. Write sentences a paragraph about your favorite show.
Write at least four sentences that contain intervening expressions.

___________________________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 23
___________________________________________________________________________

___________________________________________________________________________

In a Nutshell
Our discussion to cover ULOa can be summarized by the following key points below:

Grammar is important because it is the language that makes it possible for us to talk
about language.
Grammar lays the successful groundwork for effective and purposive communication.
A strong foundation of grammatical knowledge will ensure clarity and confidence in
communication.
Improving your knowledge of and using English structures makes it easier for English
speakers to understand you.

Your turn. What did you learn about this review on grammatical structure?

GE 2 – PURPOSIVE COMMUNICATION 24
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Q & A List
This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from the
course here. This Q & A portion helps in the review of concepts and essential knowledge.

Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 25
Big Picture in Focus: ULOb.
Describe the nature, principles, and ethics of communication in
multicultural contexts

Metalanguage

In this section, you will learn about the overview on communication. You will
encounter discussion on the nature, principles, and ethics of communications as these are
important considerations for practicing purposive communication in multicultural contexts.
Please refer to these definitions in case you will encounter difficulty in the in understanding
educational concepts.

Please proceed immediately to the “Essential Knowledge” part since the first lesson
is also definition of essential terms.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) in the next two weeks
of the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to exclusively refer
to the these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

Communication Process

Fig. 1. Communication Process.1

1
https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/the-process-of-communication/

GE 2 – PURPOSIVE COMMUNICATION 26
• Sender. The communication process begins with the sender who is the source of
information.
• Receiver. The person to whom the message is sent.
• Message. The content or the information that the sender gives to the receiver.
• Channel. The means by or through which a message is transmitted. (not illustrated
above). An example is a text message.
• Noise. This is the interference; it gets in the way of the message being accurately
received, interpreted, or responded to.
• Feedback. The response of the receiver to the sender.
• Context. The setting and the situation in which communication takes place. (not
illustrated above). The context of any communication act is the environment
surrounding it. This includes, among other things, place, time, event, and attitudes of
sender and receiver.

Communication happens when a message is encoded by a sender, decoded by a receiver,

all while navigating noise and providing feedback. The communication process is dynamic,
continuous, irreversible, and contextual. It is not possible to participate in any element of the
process without acknowledging the existence and functioning of the other elements.

Communication Principles

Communication is a complex process. For the communication to be effective, the following

principles should be considered.

1. Know your audience.

2. Know your purpose.
3. Know your topic.
4. Anticipate objections from the audience.
5. Achieve credibility with your audience.
6. Follow through on what you say
7. Present information in various ways
8. Develop a practical, useful way to get feedback
9. Use multiple communication techniques

Duck and McMahan (2012) as cited by Dapat, et. al (2018)2 mentioned 7 key principles that
may help avoid communication breakdown among people.

1. Communication involves symbols.

2. Communication requires meaning.
3. Communication is culture-related.
4. Communication is relational.
5. Communication involves frames.
6. Communication is both presentational and representational.
7. Communication is a transaction.

2
Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the 21st Century. Mandaluyong: Books Atbp.

GE 2 – PURPOSIVE COMMUNICATION 27
Barriers to Effective Communication

There are many reasons why communication fails. Noise is anything that interrupts or
blocks the flow of information. Whenever the understanding of a message is affected, the
obstruction is considered a barrier to communication.

Physical Barriers Psychological Barriers Interpersonal Barriers

Noise
Lack of Attention
Gender Issues
Temperature

Medium Disturbance / Poor Retention

Technical Problem
Competition
Workplace Design
Lack of Trust
Information Overflow
Culture
Closed Minded / Filtering
Physical Disabilities

Fig. 2. Barriers to Effective Communication

Physical barriers are the environmental and natural conditions disrupt or interfere the
message in the communication process. Beeping cars, talking people, open spaces may
disrupt the quality of the message sent.

Psychological barriers refer to influences of our mental condition. Narrowmindedness,

prejudices, and mental fatigue may disrupt the quality of the message sent.

Interpersonal barriers refer to barriers to effective communication in relation to people.

Choice of language, cultural beliefs, etc may disrupt the quality of the message sent.

Different Communication Settings3

1. Intrapersonal. This means communicating within yourself.

2. Interpersonal. This form of communication refers to the interactions of two or more
people.
3. Small Group. This form of communication is characterized by leadership, a
somewhat equal sharing of ideas, peer pressure, roles and norms, and focus on a
common goal, usually in face-to-face interaction. The small group is one of the most
important communication settings
4. Public Communication. This occurs where one person talks to several others and
is the dominant focus of the communication in a public setting. It is characterized by
having a speaker and an audience. Here, the speaker is the primary sender of
messages, while others function primarily as receivers of those messages. The
number of the audience is not important here.
3
https://cape-commstudies.blogspot.com/2010/10/forms-of-communication.html

GE 2 – PURPOSIVE COMMUNICATION 28
5. Mass Communication. This occurs where a message needs help to get from point
A to point B – from its source/sender to its destination/receiver. Some form of
mechanism is needed to connect the sender to the receivers. These include print
(newspapers or magazines), electrical (radio, television or video), or electronic
(computer modems).
6. Organizational Communication. This is a very specialized area that focuses on
interpersonal, small-group, public and mass communication as they interact in a
complex, multi-group setting. It is especially important to business, government, and
educational institutions.
7. Intercultural Communication. Otherwise known as cross-cultural communication, it
describes what happens when the sender of a message is from a different cultural
background than the intended receiver.

Communication Ethics

Ethics is the study and practice of what is good, right, or virtuous. Ethical communication is
a type of communication that is predicated upon certain business values, such as being
truthful, concise, and responsible with one’s words and the resulting actions.

In relation to proper ethics regarding communication, everyone should be guided with the
following principles.

Jone Johnson Lewis (2015) shared his 10 Basics of Ethical Communication.4

1. Seek to “elicit the best” in communications and interactions with other group
members.
2. Listen when others speak.
3. Speak non-judgmentally.
4. Speak from your own experience and perspective, expressing your own thoughts,
needs, and feelings.
5. Seek to understand others (rather than to be “right” or “more ethical than thou”).
6. Avoid speaking for others, for example by characterizing what others have said
without checking your understanding, or by universalizing your opinions, beliefs,
values, and conclusions, assuming everyone shares them.
7. Manage your own personal boundaries: share only what you are comfortable
sharing.
8. Respect the personal boundaries of others.
9. Avoid interrupting and side conversations.
10. Make sure that everyone has time to speak, that all members have relatively equal
“air time” if they want it.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

4
https://www.rysec.org/10-basics-of-ethical-communication/

GE 2 – PURPOSIVE COMMUNICATION 29
1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in
multilingual contexts. Quezon: C & E
2. Aquino, A. et. al (2018). Purposive communication for the 21st century learners.
Malabon: Jo-Deh Publishing.
3. Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the
21st Century. Mandaluyong: Books Atbp.
4. Martinez, R. (2018). Purposive communication. Manila: Mindshapers.

Let’s Check

Activity 1. Choose the letter of the correct answer.

1. The CEO of a corporation gives a speech on first quarter profits to board members.
What is the speaker?
a. the CEO
b. the first quarter profits
c. the board members
d. the CEO’s words and movements

2. You deliver a speech about the importance of higher education to a group of high
school students. What is the message?
a. the speech and how you deliver it
b. higher education
c. the high school students
d. all of the answers

3. Susan names four ingredients for Amy to buy at the grocery store. What is the
channel in this example?
a. Susan’s voice and movements
b. the four ingredients
c. Amy
d. the grocery store

4. Which of the following is an example of an audience feedback?

a. laughter
b. tears
c. half-closed eyelids
d. all of the above

5. Which of the following is a good practice when giving a speech?

a. Dress in business professional attire: it's better to be overdressed than
underdressed.
b. Use natural gestures and make eye contact with audience members.
c. Avoid speaking in a monotone voice: play with the pitch and tone of your
speech.
d. all of the answers

GE 2 – PURPOSIVE COMMUNICATION 30
6. During a long sermon, a 10-year-old child annoys nearby adults by constantly
whining about being hungry and bored. What type(s) of noise are the adults and the
child experiencing?
a. The child is experiencing physiological noise and the adults are experiencing
physical noise.
b. The child and the adults are all experiencing attention-span noise.
c. The child is experiencing semantic noise and the adults are experiencing
physiological noise.
d. The child is experiencing receiver apprehension.

7. To combat external noise

a. speak louder or use amplification
b. take deep breaths before speaking
c. calm your anxieties by thinking positively
d. all of these answers

8. Ethical speakers typically practice which of the following behaviors when presenting
to audiences?
a. Ethical speakers give appropriate attribution or credit as necessary.
b. Ethical speakers pass off words and ideas from others as their own.
c. Ethical speakers speak about topics in which they may benefit from
financially.
d. Ethical speakers use their opinions as fact to prove an argument

9. Writers should consider which of the following factors when tailoring their speech
toward a specific audience?
a. Gender and age
b. Cultural background and/or ethnicity
c. Speaker gestures and mannerism
d. all of the answers

10. Communication involves verbal and nonverbal cues (such as language, picture, logo,
etc) which could represent various meanings. Which of the following principles does
this refer to?
a. Communication involves symbols.
b. Communication is culture-related.
c. Communication is relational.
d. Communication involves frames.

GE 2 – PURPOSIVE COMMUNICATION 31
Let’s Analyze
Activity 1. Getting acquainted with the nature, principles, and ethics of communication is
essential. Now, I will require you to answer the following questions below. You may refer to
a particular experience to justify your answer.

1. With what you know about communication barriers, how could you be more effective
in your personal communications? Is there a difference in communicating good news
versus bad news?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Give one situation in which your communication fails because of a barrier. Identify
the barrier as you narrate what happened in the situation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. The principles of communication indicated in this module are not the only “principles
to live by.” Write your own principle/s that are not included in this book. Justify your
answer/s.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 32
Activity 2. Understand the importance of communication principles on television. Watch a
talk show, commercial, and variety show on local television and accomplish the following
worksheet. (This worksheet is adapted from Dapat, R. et. al.5)
What is the importance of the following principles of communication to:
Comm. Talk Show Commercial Variety Show
Principle
1

5
Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the 21st Century. Mandaluyong: Books Atbp.

GE 2 – PURPOSIVE COMMUNICATION 33
In a Nutshell

Our discussion to cover ULOb can be summarized by the following key points below:

Communication has a symbolic nature and is an act of sharing one's ideas,

emotions, attitudes, or perceptions with another person or group of persons through
words (written or spoken), gestures, signals, signs, or other modes of transmitting
images.
Certain principles are inherent in the communication process; they constitute the
foundation of effective communication.
To communicate effectively, one should develop not only skills, but also a sense of
empathy with others

Your turn. What did you learn about the nature, principles, and ethics of communication?

GE 2 – PURPOSIVE COMMUNICATION 34
Q & A List
This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from the
course here. This Q & A portion helps in the review of concepts and essential knowledge.

Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 35
Big Picture
Week 3-4. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a) Discuss how the appropriate use of verbal and nonverbal modes leads to effective
communication.
b) Explain how cultural and global issues affect communication

Big Picture in Focus: ULOa.

Discuss how the appropriate use of verbal and nonverbal modes
leads to effective communication.

Metalanguage

In this section, you will learn about verbal and nonverbal communication, and how
they complement each other to effectively communicate. After learning about the nature
and elements of communication in the previous module, you will learn about how simple
gestures can reinforce what is spoken in a communicative scenario.
Important definitions are embedded within the discussions for you to understand
keywords well.

Verbal and Nonverbal Communication

Verbal Communication Elements

This form of communication is characterized by the use of oral and written language. In this
form of communication words are used to bring across a certain message. There are two
main ways in which human beings communicate verbally, that is, through speech and
writing. Reading, writing, speaking and listening are the four ways in which we use this
verbal communication. Each of these is a skill, and effective use of each is necessary for
communication to take place.

Your notes, for instance, are in a written format. However until it is read and interpreted by
an audience/ receiver (you, the student) no communication has taken place. In addition to
this, the entire process is incomplete unless some feedback, in the form of
presentations/periodic tests/assignments, is provided.

GE 2 – PURPOSIVE COMMUNICATION 36
For communication to take place, both writing and reading skills must be employed.
Similarly, speech communication does not end with speaking. For communication to
effectively take place, the receiver/audience must employ listening skills.

It is important, then, for us to be able to not only write and speak effectively, but also to read
and listen effectively.

These are the elements of verbal communication:

Voice Voice
Voice Tone
Speed Volume

Language Vocabulary Grammar

Nonverbal Communication Elements

This form of communication relies on elements other than speech and writing. Non-verbal
communication is equal in importance to verbal communication. According to Leathers
(1992), non-verbal communication is the use of interacting sets of visual, vocal, and invisible
communications systems to convey and interpret meaning.

Non-verbal actions often tell a different story from the one we are telling with words. For
example, if you are making an apology to someone for a wrong done with a smirk on your
face, the person may not believe that you are serious and genuinely apologetic. Some major
categories that fall under non-verbal communication are paralanguage/vocalic,
Space/proxemics, objects/artifacts, posture & movement, time and the senses. These basic
elements of non-verbal communication may be used to enhance communicative behaviours
and can have a significant impact on your total message.

These are the elements of nonverbal communication6:

Facial Body
Eye Contact Paralanguage
Expressions Movements

Physiological
Posture Proxemics
Changes

6
https://www.chauffeurdriven.com/news-features/in-this-issue/1264-7-aspects-of-nonverbal-communication.html

GE 2 – PURPOSIVE COMMUNICATION 37
Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

Let’s Check
Activity 1. Encircle the letter of the correct answer.

1. Facial expressions, vocal 4. A key difference between verbal

inflections, and hand gestures are and nonverbal communication is
examples of that
a. non-verbal communication a. verbal communication is
b. Individual communication nonlinear
c. oral communication b. nonverbal communication
d. upward communication is linear
c. verbal communication uses
2. During the first meeting, formalities words while nonverbal
and appropriate greetings are communication does not
usually expected, such as use words but gestures
a. handshake d. there are no specific
b. nothing differences between verbal
c. talking and nonverbal cues
d. greeting
5. Nonverbal cues:
3. When a college instructor pauses a. complement a verbal
during a lecture and looks at message
students who are talking in order to b. regulate verbal
communicate that they should be communication
quiet, what function is being c. both complement and
fulfilled by the nonverbal regulate
message? d. neither complement nor
a. accenting regulate
b. complementing
c. substituting
d. contradicting

GE 2 – PURPOSIVE COMMUNICATION 38
6. Which of these is a form of verbal
communication?
a. shaking hands
b. nodding the head
c. talking to a stranger
d. raising the eyebrow 9. To end an interaction, which of the
following SHOULD NOT be used?
7. When listening to someone, what a. give a closing statement
should you be doing? b. turn our body away
a. slouching c. looking at the person we
b. talking are talking to
c. playing d. all of the above
d. paying attention
10. Effective questioning can be used
8. Which of the following does NOT to
aid in the process of verbal a. evaluate the speaker
communication? b. put the speaker to shame
a. clarity of speech c. obtain information
b. eating d. show we are better than the
c. remaining calm speaker
d. being focused

Let’s Analyze
Activity 1. Answer the following questions below.

1. Coronavirus or COVID-19 is spread from person-to-person, mainly through germs

that are produced when an infected person speaks, coughs or sneezes and those
germs land on surfaces and hands – making it easily transferable to others.

This makes greeting other people using handshake very uncomfortable (because of
potential virus transmission).

It’s time to get creative with how to greet one another! Draw a scenario illustrating
how you’re going to greet someone with the current ongoing health crisis such as
COVID.

GE 2 – PURPOSIVE COMMUNICATION 39
Then, below your illustration, explain how your “handshake alternative” is effective in
the context of health standards, and whether such gesture can appropriately
complement effective communication.

2. One of the many communication activities you will need to perform when meeting
new people is to introduce yourself. Having said, create a 2-minute video of
introducing yourself in English.
You will be graded according to the following criteria:
• Content of speech – 5 points
• Voice projection – 5 points
• Use of language – 5 points
• Body language – 5 points
• Eye contact – 5 points

GE 2 – PURPOSIVE COMMUNICATION 40
3. Face reflects what is in the heart of the person and it is in the face that the audience
could read what emotion the speaker conveys. The face should correspond to the
message. Facial expression should reflect the speaker’s thinking and emotional
attitudes.

For this activity, take a picture of yourself and paste it above the following common
facial expressions. Make sure that your picture (your facial expression as captured)
corresponds to the required emotional attitude below)

HAPPY BOSSY

SHY ANGRY

GE 2 – PURPOSIVE COMMUNICATION 41
CONTENTED FRUSTRATED

SAD SURPRISED

SUSPICIOUS AFRAID

GE 2 – PURPOSIVE COMMUNICATION 42
In a Nutshell

Our discussion to cover ULOa can be summarized by the following key points below:

Effective verbal communication is dependent on a number of factors and cannot be

fully isolated from other important interpersonal skills such as non-verbal
communication, listening skills, and clarification.
Interpersonal communication is much more than explicit meaning of words, the
information or message transmitted. It also includes implicit messages, whether
intentional or not, which are expressed through non-verbal patterns.

Your turn. What did you learn about verbal and nonverbal modes of communication?

GE 2 – PURPOSIVE COMMUNICATION 43
Q & A List
This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from the
course here. This Q & A portion helps in the review of concepts and essential knowledge.

Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 44
Big Picture in Focus: ULOb.
Explain how cultural and global issues affect communication.

Metalanguage

In this section, you will learn about the dynamic roles of communication in culture
and society. You will encounter the appropriate use of verbal and nonverbal modes that
lead to effective communication. Additionally, you will also learn how cultural and global
issues affect communication. These are prerequisites for effective communication in
multicultural settings.
Please refer to these definitions in case you will encounter difficulty in the in
understanding educational concepts.

Key Terms:
• Multicultural. This term refers to a society that contains several cultural or ethnic groups.
• Cross-cultural deals with the comparison of two different cultures.
• Intercultural describes communities in which there is a deep understanding and respect for all
cultures.

Communication and Globalization

Defining Globalization

Read the text about globalization below:

_______________

Globalization
(from World Youth Report, 2005. Department of Economic and Social Affairs, United Nations. Link:
https://www.un.org/development/desa/youth/globalization-wpay.html.

1. Globalization, roughly defined as the global integration of economies and

societies,a affects many aspects of young peoples’ lives. Youth have an
ambiguous relationship with the globalizing world, both economically and

GE 2 – PURPOSIVE COMMUNICATION 45
culturally. On the one hand, they are most flexible and perhaps best able to
adapt to and make use of new opportunities offered. They are the best educated
generation on new information technologies; they benefit from economic growth;
many travel around the world for work, studies, exchange projects and vacation;
and telephone and the Internet enable them to stay in touch with friends and
relatives abroad. On the other hand, many youth, especially in developing
countries, have been left out of the digitalization and modernization process and
lack the economic power to benefit from the opportunities globalization offers.
Four effects of globalization on the lives of young people are discussed below in
more detail; the distribution of employment opportunities, migration, youth culture
and consumerism, and global citizenship and activism.

2. Globalization can be a powerful force for poverty reduction. Many countries

have seen improvements in their welfare and educational systems as a
consequence of globalization. Unfortunately, about 2 billion people live in
countries that do not benefit from globalization, mainly in parts of sub-Saharan
Africa, Western Asia and the former Soviet Union.b These countries have seen a
declining economic growth rate, loss of jobs, low incomes, and poor education
and health provision. The income gap is widening not only between, but also
within countries.

3. Globalization has substantially changed the job market, to which young

people, as newcomers, are “most vulnerable”. New technologies have replaced
manual labour, mainly affecting low skilled jobs in the service sector. Even in
China, which has seen remarkable economic growth, the rate of unemployment
is rising due to the ongoing transformation from agriculture to the less
employmentintensive manufacturing and service industries, the reform of state-
owned enterprises and the reorganization of the public sector. Trade
liberalization forces companies to become more flexible and competitive. Many
have become increasingly dependent on low-cost, flexible labour, often
employed on an irregular basis. The outsourcing of sophisticated programming
assignments and semi-skilled jobs in call centres to low-wage countries is
perhaps the best known example of the global shift of employment opportunities
for young people.

4. Migration, both within and between countries, is another aspect of

globalization. Young people have always been a significant group among
migrants. As foreign investment often creates job opportunities in the cities of
host countries, rural workers move to the cities. In 2003, 48 per cent of the
world’s population lived in urban areas, and it is projected that over 50 per cent
will do so by 2007.c In 2002, there were 175 million international migrants. On
the basis of available immigration data, it is estimated that some 15 per cent, or
26 million, are youth.d Every day thousands of young people illegally try to
pursue a life of fortune in a rich country, often motivated by unrealistic
information and high expectations. A parallel industry of illicit travel agents, job
brokers and middlemen has arisen, which directs the trafficking of these
migrants. The past two decades have seen a dramatic increase in the trafficking

GE 2 – PURPOSIVE COMMUNICATION 46
of girls and young women, who are often lured into prostitution. Young women
and girls who are impoverished, uneducated or from indigenous, ethnic minority,
rural or refugee groups are most vulnerable to being trafficked.

5. Globalization has numerous consequences for youth cultures. The increase in

media streams has resulted in global consumerism. Through television, music
videos and movies, American and European-produced content is increasingly
dominating entertainment around the world. Young people tend to adopt and
interpret global products in terms of their own local cultures and experiences,
thereby creating new hybrid cultural forms whose meanings vary with local and
national circumstances. Many youth in developing countries, as well as
marginalized youth in the industrialized world, are unable to fulfil their raised
expectations of material wellbeing. This may result in alienation and frustration
and, potentially, in crime and social strife.

6. Young people around the world show concern about the negative
consequences of globalization, such as unequal distribution of wealth and
environmental degradation. The anti-globalization movement has expanded all
over the world and comprises a heterogeneous group of non-governmental
organizations, student groups, political organizations and civil rights activists.
The movement fights for various issues such as global justice, fair trade, debt
relief, and sustainable development. Remarkable results have been achieved in
the last two decades, including in the recognition of basic universal rights and in
the prevention of global threats. Despite the presence of many active youth in
the international arena, it may be argued that the diverse landscape of issues,
opinions, interests and beliefs among young people hampers the emergence of
a strong unified voice of young people and of a global youth and student
movement.

7. In order to address some of the concerns related to migration of youth, young

people need to have viable alternatives to remain in their countries. This means
addressing root causes such as poverty, and by doing so, seeking to redress the
inequalities between rich and poor nations. It also requires that young people are
provided, through education and skills training, with the knowledge and
confidence to become successful participants in the labour markets of their own
countries.

8. Most migration data is not disaggregated by age. Data on the outflow and
inflow of young nationals would be a useful supplement to an analysis of the
global youth employment situation.

Footnotes:

a. See World Bank, Globalization, Growth and Poverty: Building an Inclusive World Economy
(Washington, D.C., and New York, World Bank and Oxford University Press, 2002).
b. Ibid.
c. See United Nations, World Urbanization Prospects: The 2003 Revision (United Nations
publication, Sales No. 04.XIII.6).

GE 2 – PURPOSIVE COMMUNICATION 47
d. See estimate based on the average age composition of the 10 largest immigration countries;
based on data provided by the United Nations Statistics Division.
_______________

Activity 1.Based from the text concerning globalization above, answer the questions briefly.

1. Based on World Youth Report, what is globalization?

2. Discuss at least three consequences of globalization to the youth.

Communication is the lifeblood of any organization and globalization poses new challenges
to communication in any organization. One immediate eﬀect is the increase in intercultural
communication. Communication in the21st century is increasingly transnational and
intercultural. Consequently, eﬀective global communication proves to be a challenge to
many people since cultural diversity increases the possibility of miscommunication.

Another important consequence of globalization is the rise of World Englishes where each
country boasts of its own variety of English. Experts claim that the Englishes are different in
relation to word use, pronunciation, accent, and grammar. As such, the challenges to
intercultural communication do not only include problems in slang or idiomatic expressions
which non-native speakers usually find problematic, but also grammatical and pronunciation
variations and other verbal as well as non-verbal facets of language.

GE 2 – PURPOSIVE COMMUNICATION 48
Communication, Culture and Society

Sociocultural Aspects of Communication

The following sociocultural aspects7 (Dapat, et.al, 2018) are considered to be essential
during communication process.

1. Cultural Identity.
2. Gender Role.
3. Age Identity.
4. Social Class
5. Religious Identity.

Cultural Factors in Multicultural Settings

Here are major cultural aspects8 espoused by Cotton (as cited by Dapat, et.al, 2018) which
may influence one’s communication in multicultural settings.

1. Mother tongue and secondary languages.

2. Race.
3. Ethnicity.
4. Gender.
5. Local Culture.
6. Religion.
7. Regional Attire.
8. Ancestry, parents, and families.
9. Teachers.
10. Friends.
11. Neighborhood.
12. Education.
13. Profession
14. Experience
15. Politics.
16. Physical Features.
17. Media.

Strategies in Communicating Across Cultures

Here are some suggestive ways9 (Dapat, et.al, 2018) to communicate in multicultural
settings.

1. People should be mindful of the other communicators who have different cultures.
2. People should mindfully choose the suitable words and actions that are culturally
acceptable to others.

7
Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the 21st Century. Mandaluyong: Books Atbp.
8
Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the 21st Century. Mandaluyong: Books Atbp.
9
Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the 21st Century. Mandaluyong: Books Atbp.

GE 2 – PURPOSIVE COMMUNICATION 49
3. People should be skillful and tactful in communicating in multicultural settings.
4. People should be observant among the connection among communication patterns
5. People should open their minds to dissimilar culture because it can give them fresh
options to try a new approach in life.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

Let’s Check
Activity 1. Encircle the letter of the correct answer.

1. Aside from virtual communication, 3. _______ may bring about

what has been introduced by exposure to different cultures.
globalization? a. techniques
a. technology b. styles
b. collaboration c. modeling
c. multimedia d. reading
d. exposure
4. Our exposure to different cultures
2. One major impact of globalization may teach us to understand
is acceptable
a. cultural awareness a. speaking distances
b. cultural identity b. conflict styles
c. cultural simplicity c. eye contact and posture
d. cultural visibility d. all of the above

5. Awareness of cultural differences

in body language can be just as
important as the nuances of
a. experience
b. speech
c. manner
d. identity

GE 2 – PURPOSIVE COMMUNICATION 50
Let’s Analyze
Activity 1. Answer the following questions below.

1. How does globalization improve the world communication?

2. How does globalization addressed the cultural barriers between and among
countries?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Is sharing information through social media beneficial? Explain your answer.

GE 2 – PURPOSIVE COMMUNICATION 51
In a Nutshell

Our discussion to cover ULOb can be summarized by the following key points below:

The influence of globalization and cross-cultural interaction in recent decades has

impacted the types of communication skills needed in various ways.
Today, we need to understand the dynamics of long-distance collaboration, the
impact of culture on manners of speaking and body language, and how we use
technology to communicate with people on the other side of the globe.

Your turn. What did you learn communication and globalization?

GE 2 – PURPOSIVE COMMUNICATION 52
Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 53
Big Picture
Week 5-6. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a) Determine culturally appropriate terms, expressions, and images.
b) Distinguish Philippine English, its features and varieties from World Englishes

Big Picture in Focus: ULOa.

Determine culturally appropriate terms, expressions, and images.

Metalanguage

In this section, you will learn about the different varieties and registers of spoken
and written language in multicultural settings. You are also expected to differentiate
between spoken and written language in different cultural contexts. Communication is not
just a process of sending and receiving messages – it is also important to get to know the
cultural factors as well as the context from which the communication occurs. Important
terms are already defined in the discussion below.

Varieties and Registers of Spoken and Written Language in Multicultural

Settings

Varieties of Spoken and Written Language

A variety refers to any variant of a language which can be sufficiently delimited from one
another.

Spoken Language - This is a variety of language described as spontaneous and

momentary; it is maintained mostly in the form of dialogue.

There are five language varieties for spoken language:

1. Pidgin. This refers to a new language which develops in situations where speakers of
different languages need to communicate but do not share a common language. Ex.
Nigerian pidgin and Bislama (spoken in Vanuatu).
2. Creole. When children start learning a pidgin as their first language and it becomes
the mother tongue of a community, then it is called a creole. Ex: Gullah, Patwa

GE 2 – PURPOSIVE COMMUNICATION 54
(Jamaican creole) etc. In the Philippines, Chavacano is considered to be a group of
Spanish-based creole language varieties.
3. Regional Dialect. A regional dialect is not a distinct dialect but a variety of a language
spoken in a particular area of a country. Davaoeño Bisaya (Davao Bisaya) is an
example of a regional dialect.
4. Minority Dialect. When members of a particular minority ethnic group have their own
variety which they use as a marker of identity, then it is referred to as a minority
dialect. Ex. African American Vernacular English in the USA, London Jamaican in
Britain, and Aboriginal English in Australia.
5. Indigenized Variety. These varieties are spoken mainly as second languages in ex-
colonies with multilingual populations. Ex. Singlish (spoken in Singapore).

Written Language – This is the written form of communication which includes both reading
and writing.

Functions of written language:

1. To keep records. The written records represent a different forms of knowledge, it is a
new way to interpret the social and material environment.
2. To trade with property and owning, and taxation. The written language can be a
formal document such as contracts, certificates, titles, bills, etc.
3. To study mathematical, scientific, and astronomical knowledge. The written
language serves as a reference and bases of scientists and scholars to understand
arithmetic, science, and outer space.
4. To perform ceremonial or religious activities. The written language serves as a
guideline for members of the religious organizations and institutions in executing their
ceremonies.
5. To appreciate literature. The written language is the literature itself where all forms
of written literary pieces are showcased to be understood and appreciated.

Registers in Spoken and Written Language

The word register refers to the level of formality in language that is identified by the context
in which it is spoken or written. Register can be formal or informal. The tone, the choice of
words, and the way the words are put together vary between different registers. To illustrate,

Some differentiations Informal Formal

between two registers
Formal language does not use I don’t believe that the I do not believe that the
colloquialism, contractions. results are correct. results are correct.
Informal registers do.
Word choice/ vocabulary Show Demonstrate
differences Try Endeavour
Phrasal verbs The balloon was blown The balloon was inflated for
up for the experiment. the experiment.

GE 2 – PURPOSIVE COMMUNICATION 55
There are five language registers or styles. Each level has an appropriate use that is
determined by differing situations.

Register Explanation
Frozen Language that is always predictable: The Lord’s Prayer,
wedding vows, etc
Formal The standard sentence syntax and word choice of work
and school. Has complete sentences and specific word
choice. Characterized by a large vocabulary.
Consultative Formal register when used in conversation. Discourse
pattern not quite as direct as formal register. Characterized
by large vocabulary.
Casual Language between friends and is characterized by a 400
to 800 word vocabulary. Word choice general and not
specific. Conversation dependent upon non-verbal assists.
Sentence often incomplete.
Intimate Language between married people or twins. Language of
sexual harassment
From: Ruby K. Payne’s Frameworks for Understanding Poverty

Different forms for different functions of registers.10 This is sometimes referred to as the
sociolinguistic formality scale.

1. Frozen or “static” register. This is where the use of language is fixed and relatively
static. The national pledge, anthem, school creeds and The Lord's Prayer are
examples of a frozen register. In essence it is language that does not require any
feedback. Example: "All visitors are invited to proceed upstairs immediately."
2. Formal register. This describes language used in official and ceremonial settings.
For example in court, in a business meeting, at a swearing in ceremony, in an
interview or in a classroom etc. The language used in these settings is comparatively
rigid and has a set, agreed upon vocabulary that is well documented. In other words,
the language used is often of a standard variety. Example: "Would everyone please
proceed upstairs at once?"
3. Consultative register. This describes language used for the purpose of seeking
assistance as is suggested by the word 'consult'. It also describes the language used
between a superior and subordinate. In both cases one person is deemed as more
knowledgeable and having greater expertise and the other person is the beneficiary
of such knowledge and expertise. The language dynamism between lawyer/client,
doctor/patient, employer/employee and teacher/student are examples of this type of
register. Example: "Would you all please go upstairs right away?"
4. Casual register. This describes language used between friends. It is often very
relaxed and focused on just getting the information out. Slangs are quite often used
in these instances. Example: "Come on upstairs now."
5. Intimate register. This is used to describe language used between persons who
share a close relationship or bond. This register would take into account certain

10
https://cape-commstudies.blogspot.com/2011/02/language-registers.html

GE 2 – PURPOSIVE COMMUNICATION 56
terms of endearment, slangs or expressions whose meaning is shared with a small
subset of persons. For example lovers having special terms of endearment, mothers
giving pet names to their children based on some character trait and best friends
formulating slangs based on some shared past experience. Example: "Come up
nuh/ Unu naa go up?/ Unu naa forward?"

Spoken Registers involve oral and verbal speech. Contexts that necessitates spoken
registers include conversation, office meetings, service encounters, and many more.

Spoken Register – Situational

Linguistic Characteristics
Characteristics
Conversation • Participants take turns during
• involves two or more participants conversations.
who directly interact with each • Uses adjacency pairs such as
other greetings.
• is produced real time • Short simple clauses
• temporal context
Office Meetings • discourse markers such as ok,
• occur in a particular location, like all right, well, are often used
office • communicative purpose may
• documents are used to aid in the include to discuss or solve a
interaction problem
Service Encounters • because of the goal-oriented
• conversational, purpose is to nature, may use “Can I…”
accomplish a business • Use of highly formulaic
transaction or to obtain expressions
information • Genre markers (hi,hello, thank
you, have a nice day)

On the other hand, written registers are also called text registers – they are put into writing
and usually illustrate informative production, and clear references. Varieties of written
registers include news reports, news editorials, research articles, and textbooks.

Types of Written Explanation

Registers
News Reports narrates newsworthy events and emphasizes on
simple reporting
News editorial clearly states opinion, evaluating what happened
and recommending what should happen
Feature article an in-depth look at a topic, product or industry--it's a
complex story designed to be read at a leisurely
pace.
Research articles usually written by professionals who are experts of a
certain field
Textbooks written by experts for the novices in the field

GE 2 – PURPOSIVE COMMUNICATION 57
Political Correctness

Political correctness refers to the use of particular language intended to avoid avoid offense
or disadvantage to members of particular group in the society. The main objective is to
eliminate exclusion, marginalization, or insults to groups of people considered
disadvantaged or discriminated against, especially groups defined by sex or race.

If you say that someone is politically correct, it means that the person is extremely careful
not to offend or upset any group of people in society wo have a disadvantage, who have
been treated differently because of their sex, race, or disability.

Here are some politically correct words and phrases:

Plastic surgery Cosmetic surgery

Ghetto Economically deprived area
Illegal voter Undocumented voter
Wanted criminal Person of interest
Tramp Homeless person
Sex change Gender reassignment

Gender Neutral Language

Gender neutral language or gender-inclusive language refers to the language that generally
avoids discrimination towards a particular sex or social gender. In English, this includes use
of nouns that are gender-specific to refer to roles or professions, as well as avoidance of
pronouns, he, him, and his to refer to people of unknown or indeterminate gender.

Examples of gender-sensitive language:

BIASED BIAS-FREE
businessman business executive, entrepreneur
career woman professional, manager, executive
insurance man insurance agent
housewife homemaker
spokesman spokesperson
brotherhood community, kinship
mother tongue native language
maiden name birth name
“best man for the job” “best person for the job”
“no man’s land” “unclaimed territory”

GE 2 – PURPOSIVE COMMUNICATION 58
Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

Let’s Check
Activity 1. Supply politically-correct / gender-sensitive terms for the following:

1. working man
2. countryman
3. waitress
4. alumni
5. freshman
6. “every man for himself”
7. policeman
8. fireman
9. king-size
10. “be his own boss”

Activity 2. Answer the question below briefly.

1. How will your knowledge on the different sociolinguistic formality scale (frozen,
formal, consultative, casual, and intimate) help you deliver your message
appropriately to your recipient/s? Cite 3 examples to contextualize it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 59
Activity 2. Language register is the level and style of your writing. It should be appropriate
for the situation you are in. Create dialogs or expressions showing informal or formal
language registers. Be guided by the contexts in the parenthesis.

1. Meeting some family friends (birthday party)

2. Creating and posting your feelings (FB status)

3. Writing to your subject teacher (excuse letter)

4. Meeting your former English teacher (short conversation at the supermarket)

GE 2 – PURPOSIVE COMMUNICATION 60
Let’s Analyze
Activity 1. ANALYSIS OF WRITTEN REGISTERS. Analyze the written registers in
authentic and electronic documents by reading the following articles online. Write what
information you learned from the article, what type of written registers is presented, and how
do you apply the information you learned to your daily communication. Use the following
worksheet to organize your thoughts and answers.

Title and Author of Gathered Information Type of Application of the

Online Articles Written Information in
Register Communication
10,000 lose jobs in
July by Ralph
Lawrence Llemit11,
Sunstar

Support the ‘Buy

Local, Go Lokal’
campaign, Manila
Times12

The 25 best Filipino

love songs of the
last 25 years, CNN
Philippines13

11
https://www.sunstar.com.ph/article/1865809/Davao/Local-News/10000-lose-jobs-in-July
12
https://www.manilatimes.net/2020/08/05/opinion/editorial/support-the-buy-local-go-lokal-campaign/750999/
13
https://cnnphilippines.com/life/entertainment/Music/2019/2/7/filipino-love-songs.html

GE 2 – PURPOSIVE COMMUNICATION 61
Activity 2. FUNCTIONS OF WRITTEN LANGUAGE. Complete the table below by
providing at least one (1) example for each function of written language. Don’t forget to
justify the reasons for picking your examples.

Functions of Written Example Explanation

Language
To keep records

To trade with property

and owning, and
taxation

To study mathematical,
scientific, and
astronomical
knowledge

To perform ceremonial
and religious activities

To appreciate literature

In a Nutshell
Our discussion to cover ULOa can be summarized by the following key points below:

In every situation, we use speech appropriate to the person to whom we are

speaking and their context.
The choice of register for a particular text or part of text will vary depending on the
genre and who will be reading the text.

GE 2 – PURPOSIVE COMMUNICATION 62
Your turn. What did you learn about language varieties and registers?

Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 63
Big Picture in Focus: ULOb.
Distinguish Philippine English, its features and varieties from
World Englishes

Metalanguage

In this section, you will learn about the different global varieties of the English
language. Much of the focus will be on Philippine English. You should familiarize yourself
with these concepts these form your knowledge on honing your intercultural competence.
Important definitions are already defined in the discussion below.

World Englishes in Multicultural Setting

The term World Englishes refers to the differences in the English language that emerge as it
is used in various contexts across the world. Scholars of World Englishes identify the
varieties of English used in different sociolinguistic contexts, analyzing their history,
background, function, and influence.

Braj Kachru's Three Circles of English. CC BY-SA

4.0

The spread of English around the world is often

discussed in terms of three distinct groups of
users, where English is used respectively as:

1. a
native language (ENL); the primary language
of the majority population of a country, such as
in the United States, the United Kingdom and
Australia. (located in the inner circle)
2. a
second language (ESL); an additional
language for intranational as well as
international communication in communities that are multilingual, such as in

GE 2 – PURPOSIVE COMMUNICATION 64
Pakistan, India, Nigeria, and Singapore. Most of these Englishes developed as a
result of imperial expansion that brought the language to various parts of the world.
(located in the outer circle)
3. a foreign language (EFL); used almost exclusively for international communication,
such as in Japan.(located in the expanding circle)

Languages develop to fulfill the needs of the societies that use them. Because societies
contain a diverse range of social needs, and because these needs can differ across cultures
and geographies, multiple varieties of the English language exist. These include American
English, British English, Australian English, Canadian English, Indian English, and so on.14

Philippine English

Philippine English is any variety of English native to the Philippines, including those used by
the media and the vast majority of educated Filipinos. English is taught in schools as one of
the two official languages of the country, the other being Filipino (Tagalog).

Intercultural Competence

Intercultural competence is a range of cognitive, affective, and behavioural skills that lead to
effective and appropriate communication with people of other cultures. Effective intercultural
communication relates to behaviors that culminate with the accomplishment of the desired
goals of the interaction and all parties involved in the situation. Appropriate intercultural
communication includes behaviors that suit the expectations of a specific culture, the
characteristics of the situation, and the level of the relationship between the parties involved
in the situation. It also takes into consideration one's own cultural norms and the best
appropriate, comfortable compromise between the different cultural norms.15

Constituent elements of Intercultural Competence

(adapted from Deardoff (2006); as cited in www.gcu.ac.uk16)

Knowledge
• Cultural self- awareness: articulating how one’s own culture has shaped one’s
identity and world view
• Culture specific knowledge: analysing and explaining basic information about other
cultures (history, values, politics, economics, communication styles, values, beliefs
and practices)
• Sociolinguistic awareness: acquiring basic local language skills, articulating
differences in verbal/ non-verbal communication and adjusting one’s speech to
accommodate nationals from other cultures
• Grasp of global issues and trends: explaining the meaning and implications of
globalization and relating local issues to global forces

14
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:text=The%20term%20World%20Englishes%2
0refers,background%2C%20function%2C%20and%20influence.
15
https://en.wikipedia.org/wiki/Intercultural_competence#:~:text=Intercultural%20competence%20is%20a%20range,with%20people%20of
%20other%20cultures.
16
https://www.gcu.ac.uk/media/gcalwebv2/theuniversity/centresprojects/globalperspectives/Definition_of_Intercultural_competence.pdf

GE 2 – PURPOSIVE COMMUNICATION 65
Skills
• Respect: seeking out other cultures’ attributes; value cultural diversity; thinking
comparatively and without prejudice about cultural differences
• Openness: suspending criticism of other cultures; investing in collecting ‘evidence’ of
cultural difference; being disposed to be proven wrong;
• Curiosity: seeking out intercultural interactions, viewing difference as a learning
opportunity, being aware of one’s own ignorance
• Discovery: tolerating ambiguity and viewing it as a positive experience; willingness to
move beyond one’s comfort zone

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

Let’s Check
Activity 1. Answer the following questions below.

1. How will knowledge on intercultural competence help you in effective communication

in cross cultural situations?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Give three (3) examples of words from Philippine English. Include the definitions.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 66
Let’s Analyze
Activity 1. Answer the following questions below.

1. Describe the community in which you live right now.

2. What kind of diversity already exists?

3. What kind of relationship is established between cultural groups?

GE 2 – PURPOSIVE COMMUNICATION 67
In a Nutshell

Our discussion to cover ULOb can be summarized by the following key points below:

Research shows that intercultural competence cannot be acquired in a short space

of time or in one module. It is not a naturally occurring phenomenon but a lifelong
process that needs to be addressed explicitly in learning and teaching and staff
development.

Your turn. What did you learn about intercultural competence, Philippine English, and World
Englishes?

GE 2 – PURPOSIVE COMMUNICATION 68
Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 69
Big Picture
Week 7-9. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a) Evaluate multimodal texts critically to enhance receptive skills.
b) Convey ideas through oral, audio-visual, and or web-based presentations for
different target audiences in local and global settings using appropriate registers.

Big Picture in Focus: ULOa.

Evaluate multimodal texts critically to enhance receptive skills

Metalanguage

In this section, you will learn about strategies in critical reading. This will help you
better evaluate multimodal texts to enhance your receptive skills. Please refer to these
definitions in case you will encounter difficulty in the in understanding educational concepts.
Important concepts are defined within the discussion below.

Key Terms:

• Multimodal- refers to the use or availability of several different modes, methods, systems,
etc.
• Infographics- is “a visual representation of information or data, e.g., as a chart or diagram.
• Advertisements- an advertisement on the internet that contains words, often in
a box, rather than a picture, and is usually linked to the website of
the company advertising the product or service.
• Editorial cartoon- editorial cartoons are graphic expressions of their creator’s ideas and
opinions.

Evaluating Messages

We are surrounded by various materials or texts consisting of words and images. We

see them in traditional media, such as print and outdoor advertisements, newspapers,
textbooks, announcements, and posters. We also see them on new media, such as
Facebook, Twitter, Instagram and Youtube. They have become so much a part of our daily
lives, but we sometimes take them for granted. We see them, but do we really look at them?
Do we ever stop and ask ourselves what a text means and how an image came to be?

GE 2 – PURPOSIVE COMMUNICATION 70
As you move around a world shaped by various texts, how do you form opinions and
evaluate messages? Because information presents itself with a click of a mouse , some of
you may think that knowing everything is easy. Indeed, the 21st century classroom faces a
formidable task of educating digital natives like you, who navigate the World Wide Web
every day. To help you meet the demands of the ever-changing and ever-evolving
communication platforms that are available to you, you need tools to evaluate how these
texts that contain words and images communicate their messages to you explicitly as well as
subliminally.

Every piece of text carries a message, and every message carries a meaning that may
be true or false. As a regular consumer of text and receiver of information, you need to be
more aware and critical about what you accept as a matter of truth or fact. Consider the
following set of examples. What message do they communicate?

In evaluating texts with words and images, here are some questions you can ask:
a. What is the message?
b. What is the purpose of the message?
c. How is the message conveyed by the text and/or image?
d. Who is the target audience of the message?
e. What is the effect of the message being conveyed in this manner to the receiver?

An Infographic
An infographic according to Oxford Dictionaries, is “a visual representation of information or
data, e.g., as a chart or diagram.

Source: https://venngage.com/blog/9-types-of-infographic-template/

GE 2 – PURPOSIVE COMMUNICATION 71
Timeline infographics are the best type of infographic for visualizing the history of something,
to highlight important dates, or to give an overview of events (for example, a project
timeline). Because humans tend to make sense of time spatially, a visual like a timeline
infographic can help create a clearer picture of a timeframe. Visuals aids like lines, icons,
photos, and labels all help to highlight and explain points in time.

Source: https://venngage.com/blog/9-types-of-infographic-template/

An infographic uses words and images to communicate a clear message. How are the
words and images in a text used together to communicate an idea to a specific audience.
The samples above are examples of timeline infographic this type is considered to be as the
best type of infographic for visualizing the history of something, to highlight important dates,
or to give an overview of events (for example, a project timeline). Because humans tend to
make sense of time spatially, a visual like a timeline infographic can help create a clearer
picture of a timeframe. Visuals aids like lines, icons, photos, and labels all help to highlight
and explain points in time.

Ultimately, multimodal texts influence your attitudes, decisions and behavior.

Knowing how these texts use specific words and images can help you evaluate the
soundness and relevance of the message being communicated.

Advertisement’s possible messages are conveyed both literally and subliminally. A

literal message is based on what the text shows. The reader elicits the meaning based on
what is conveyed explicitly. Another layer is the subliminal message, which contains an
underlying meaning. A text does not express this explicitly. It may be argued that a
subliminal message may be understood only by a receiver who is aware of certain meanings
that are associated with specific images and words.

A technique similar to association deals with symbolism. Visual marketing techniques

that use symbolism in their message call on the use of metaphors and similes. These are
literary tools used to make comparisons and allusions.

The use of symbolism can be vague and subtle or overly far-fetched. The latter only
works with brands that already have a large following of consumers with high brand loyalty.
Nobody wants to cause confusion.

This print advertisement in Sample 1 uses a perfume bottle instead of a heart.

Essentially the perfume bottle symbolizes the heart or something a person might love as a
gift on Valentine’s Day.

Sample 1 Sample 2

Source: https://visme.co/blog/visual-advertising-techniques/

Body language is a nonverbal language that a person transmits by how they stand, sit, smile
and move. Whether the person in the graphic is a model, an actor, a famous professional, a
regular person or even an animated character – the way they move or stand is important.
Consider Sample 2.

The steps to reach correct body language in an advertisement starts before it’s even
designed. Creative directors work with the client to determine the correct messaging.

GE 2 – PURPOSIVE COMMUNICATION 73
The next step is to put out a casting call to find the person who best transmits the body
language they’re looking for. During the shoot, the actor or model is given directions until the
desired effect is reached. The McDonald’s ad below uses only body language to get the
message across about their 24-hour service, creating a compelling ad that will definitely
make you yawn.

Editorial Cartoon

Aside from using infographics and advertisements, communicating a message

through words and images are also common in editorial cartoon. This is a relevant example
of a multimodal text. Which do you think the examples below represents? What do you think
the message it conveys through the use of text and images? Understandably, they
expressed a message to its audience which sometimes uses elongated lines and drawings
to create a dramatic effect.

Source:https://www.google.com/url?sa=i&url=https%3A%2F%2Fbusinessmirror.com.ph

Based on the examples you saw in this section, multimodal materials are common in
infographics, advertisement both commercial and political campaign ads and public service
announcements. Because of advancements in technology, multimodal are now a familiar
feature in web-based materials, such as memes and blogs. Because they are used as
communications tools to serve a specific purpose, you need to remember that they are not
necessarily neutral. If you do not think critically, you may never find out what underlying
messages are communicated that shaped your attitude and behavior. You must always
interrogate the multimodal materials you see to avoid being misled into believing false
notions about the world we live in.

Critical reading is defined as the process of reading beyond mere understanding of a

text. Students need to know how to read critically so that they can evaluate messages and
images well.

GE 2 – PURPOSIVE COMMUNICATION 74
To engage in critical reading, you may consider the following:

Guide Questions
The reading’s • Who is the author?
background • What type of source is this?
• Who is the intended audience?
• When was it written?
The reading purpose • What is the main claim/ thesis of the reading?
and overall claim • What are the implications of the claim?
• How is reading structured?
Evidences used in the • Is the evidence fact, research, opinion, personal
reading experience?
• Is the evidence accurate?
• Is the evidence relevant to the conclusion?
Methodology • Is the research qualitative or quantitative?
• What was the range/ sample size of the research?
• Is the research falsifiable?
Logic • Are the key terms defined?
• Does the logic flow?
• Are there any flaws in the reasoning?
Balance • Do you have questions that are not answered in the
reading? What details are missing?
• What other perspectives are there on this issue?
• Is the reading biased?
Limitations • What does the argument assume?
• What are the limitations of the reading?

We can also evaluate a message whether it is effective or not through the following
qualities:

Qualities Guide Questions

Simplicity. Message should Is my purpose evident?
be clear and simple. Is my core message clear?
Specificity. Language used Is my language specific?
should be specific. Is my language concrete rather than abstract?
Am I using words that can be grounds for
misunderstanding?
Structure. The message Does my message has structure?
should be organized and Is there an effective way to rearrange my ideas?
coherent.
Stickiness. The message Does the message carry a lasting impact?
should “stick” with the Does the message give strong impression?
audience. Can the message hold the audience attention?

GE 2 – PURPOSIVE COMMUNICATION 75
It is important to critically evaluate an image as like words, they carry messages that are
interpreted by the audience. One should evaluate images based on quality, reliability, and
appropriateness. You can follow a simple 3-step process: (1) identifying source; (2)
interpreting contextual information; and (3) understanding implications. You can be guided
by the following matrix below:

Method of Analysis Guide Questions

Content Analysis What do you see?
What is the image all about?
Are their people in the image?
What are they doing?
How is the image presented?
How effective is the image as a visual message?
Are there associated words in the image?
Visual Analysis How is the image composed?
What is the background and what is the foreground?
What is the most important visual?
Checking the Image Where did you find the image?
Source What information does the source provide about the origins of
the message?
Is the source reliable and trustworthy?
Was the image found in an image database or was it being used
in another context to convey meaning?
Technical Quality Is the image large enough to suit your purposes?
Are the color, light, and balance appropriate to the message the
image is presenting?
Is the image a quality digital image without pixelation or
distortion?
Is the image in a file format you can use?
Contextual What information accompanies the image?
Information Does the text change how you see the image? How?
Is the textual information intended to inform, entertain, or
influence the audience?
What kind of context does the information provide?

Further, when you are analyzing a media material, be guided by the following key concepts.
For instance, an advertising campaign, or a product endorsement material, carry messages
more than the literal texts embedded on it. Some of the concepts about media messages
can be summarized below:

1. All media messages are “constructed.”

2. Media have embedded values and points of view.
3. Each person interprets messages differently.
4. Media have commercial, ideological or political interests.

GE 2 – PURPOSIVE COMMUNICATION 76
Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

multilingual contexts. Quezon: C & E
2. Aquino, A. et. al (2018). Purposive communication for the 21st century learners.
Malabon: Jo-Deh Publishing.
3. Dapat, R. et. al (2018). Essence and Essentials of Purposive Communication in the
21st Century. Mandaluyong: Books Atbp.
4. Martinez, R. (2018). Purposive communication. Manila: Mindshapers.
5. Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing. Cavite.
pp 1-16.
6. Suarez, C., et al. (2018). Purposive communication in english. Ateneo de Manila
University Press. Quezon City. pp 11-20.
7. Zoleta, M. A., et al. (2018). Purposive communication. MINDSHAPERS CO., INC.
Manila. pp 2-64.

Let’s Check
Activity 1. Choose the letter of the correct answer.

1. What are the two layers to analyze an advertisement?

a. Literal vs images
b. Images vs subliminal
c. Literal vs subliminal
d. Subliminal vs denotation

2. Which text that does give a factual figures?

a. Infographics
b. Advertisements
c. Editorial cartoon
d. Blogs
3. Who are the target audience if we use an advertisement image?
a. consumers
b. politicians
c. professionals
d. all of the above
4. What is the difference between an infographic and an editorial cartoon?
a. Ads can promote products
b. Infographics indirectly promote products
c. Infographics are specific only to a certain message
d. Advertisements are specified.

GE 2 – PURPOSIVE COMMUNICATION 77
GE 2 – PURPOSIVE COMMUNICATION 78
Activity 2. Answer the following questions below:

Choose any marketing / promotional material related to University of Mindanao. Explain the
background of the media material, and analyze it using any of the methods of analysis or
guide questions presented in this unit. The material can be written in English, Filipino, or any
vernacular language.

GE 2 – PURPOSIVE COMMUNICATION 79
Activity 3. Label the following images with texts as: INFOGRAPHICS, ADVERTISEMENT,
EDITORIAL CARTOON.

1. _____________________

2. __________________________

3. _____________________

GE 2 – PURPOSIVE COMMUNICATION 80
4. __________________________

5. _______________________

6. __________________________

GE 2 – PURPOSIVE COMMUNICATION 81
Let’s Analyze
Activity 1. ADVERTISEMENT ANALYSIS. One way of evaluating messages and images is
through analyzing advertisement from different formats.

In this activity, choose any advertisement that you would like to analyze. It can be an internet
ad, a TV add, a magazine add, or an ad you have seen in your mobile phone, an ad heard on
the radio, or an ad seen in the streets. The ad can be old or new, it does not matter.

If it’s a visual-related ad, paste an image in the space below. If the ad is auditory by nature, for
instance, a radio ad, transcribe the conversations in the space provided below.

Based from your chosen ad, answer the following question:

What claim is the ad

making?

What information or data is

the ad giving to support its
claim?

GE 2 – PURPOSIVE COMMUNICATION 82
What is the ad implicitly or
explicitly promoting?

Who is the target audience

for this ad?

Who is represented in this

ad? How?

Based what we have discussed on the qualities of effective messages and images, evaluate the
ad chosen. Make sure you indicate the criteria for which you evaluate the ad and explain why.

GE 2 – PURPOSIVE COMMUNICATION 83
Activity 2. In this activity, you are required to answer the following questions based on the texts
and images below.

1. INFOGRAPHICS

Source: https://piktochart.com/blog/infographics-essential-visual-literacy/#:

A. What is the purpose of the writer in the infographics above?

GE 2 – PURPOSIVE COMMUNICATION 84
C. How do the words and images in the infographics work together to communicate a
message?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. ADVERTISEMENTS

Source: https://www.youtube.com/watch?v=Va5dEHbvvIk

A. What does the ad communicate?

GE 2 – PURPOSIVE COMMUNICATION 85
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________
C. What does the image suggest literally? And subliminally?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________

3. EDITORIAL CARTOON

Source: https://businessmirror.com.ph/2020/03/23/editorial-cartoon-march-23-2020/

A. What do you think is the purpose of the editorial cartoon above?

GE 2 – PURPOSIVE COMMUNICATION 86
B. What does the whole text communicate?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________
C. Who is the target audience?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________

In a Nutshell
Our discussion to cover ULOa can be summarized by the following key points below:

If you are able to analyze and evaluate messages and images well, you are less likely to
believe everything they claim.
Most of the fake news and false information that arise in digital contexts proliferate
because we don’t exercise our skill to analyze and evaluate the message they carry.
When we are able to analyze and evaluate multimodal texts, we also critically enhance
our receptive skills.
We need to evaluate the different images and texts that are presented to us, because
they are bringing us a message that may shape our opinions but this multimodal texts
carry risks in shaping our opinions, it creates a direct influence to audience.

Your turn. What did you learn about evaluating images and messages?

GE 2 – PURPOSIVE COMMUNICATION 87
2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________

Q & A List
This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from the course
here. This Q & A portion helps in the review of concepts and essential knowledge.

Do you have any question for clarification?

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 88
Keywords Index
This section lists down the keywords for easy recall of concepts.

Multimodal advertisement infographics

Editorial cartoons Evaluation

GE 2 – PURPOSIVE COMMUNICATION 89
Big Picture in Focus: ULOb.
Convey ideas through oral, audio-visual, and/or web-basd
presentations for different target audiences in local and global
settings using appropriate registers.

Metalanguage

In this section, you will learn about the different technology-based aids that you can use
for effective communication. With this, you can convey ideas through oral, audio-visual, or
web-based presentation for different audience in various contexts. Please refer to the definitions
embedded in the discussion below in case you will encounter difficulty in the understanding
concepts.

Key Terms:

• Multimedia Presentation- refers to the “integration of animation, audio, graphics, text, and full-
motion video through computer hardware and software for education, entertainment or training”.
• Powerpoint- a software package designed to create electronic presentations consisting of a series
of separate pages or slides.
• Word press- is a free content management system used to build and maintain websites. Its ease of
use and unique blogging features have helped it become the most popular blogging tool on the web.
• Vlog- A video blog or video log, sometimes shortened to vlog, is a form of blog for which the medium
is video, and is a form of web television.
• Blog- a regularly updated website or web page, typically one run by an individual or small group, that
is written in an informal or conversational style.
• Multimodal presentations- includes at least one mode other than reading and writing such as
listening, speaking, viewing and representing.
• Software- the programs and other operating information used by a computer.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) in the next two weeks of
the course, you need to fully understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that you are not limited to exclusively refer to the
these resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary, search.proquest.com etc.

GE 2 – PURPOSIVE COMMUNICATION 90
Communication Aids with Strategies in the Use of Technology and Tools

Both personal and professional communications are becoming increasingly dependent on

technology. Everything from ordering dinner from your favorite Thai place to showing samples to
far-away colleagues to running a credit card transaction depends on internet and phone
communication.

Technology can also generate strong emotion in people: fear, frustration, fascination. In this
module, you will learn how to calm the emotion and refocus people on the work at hand.

There are, of course, also considerations about the technology itself: Which platform or
application do you choose? How do you use it? How do you make sure the conversation goes
smoothly and productively for all involved?17

Written Communication18
1. Email. Electronic mail (email or e-mail) is a method of exchanging messages ("mail")
between people using electronic devices.
2. Instant Messaging. Instant messaging (IM) is becoming increasingly popular as a
communication tool, especially for more informal communication. Some examples of
widely used IM services are Google Hangout, Messenger, KakaoTalk, and many more.
3. Intranet. Companies often provide private, organization-wide information networks that
look like a website. These networks are called intranets, and they provide pages where
employees can get the latest company news, view calendars of events and access
important documents.
4. Social Networking. This is an online platform which people use to build social networks
or social relationships with other people who share similar personal or career interests,
activities, backgrounds or real-life connections. Examples include Facebook, Twitter,
Instagram, and many more.

Online Communication
1. Screen sharing / Video Sharing. Sometimes the most important aspect of your meeting
or conversation will be the ability to see someone’s computer screen. You may deliver a
presentation this way, share sales figures, play a video, or mark up design prototypes. In
these instances, screen sharing is your best friend. Several of the platforms like Google
Hangouts and Zoom offer screen sharing options.
2. Multi-feature Online Platforms. In addition to communication features like voice, video,
and screen sharing, some applications also facilitate scheduling, instant messaging, file
sharing, and collaboration. They are also continually adding and upgrading features.
Examples of these are learning management systems used for online classes and
blending learning format.

17
https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/introduction-to-communicating-with-technology/
18
https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/written-communication/

GE 2 – PURPOSIVE COMMUNICATION 91
You learned from the previous lessons that different tools can use to communicate certain
messages. Aside from written texts, communication tools include audio-visual aids that may be
developed through digital means. You may have probably used these aids to help you in class
presentations. You may have done these presentations effectively because you knew your
purpose, audience and context.

In the academic context, one way you have learned to communicate is by writing effective
compositions or reaction papers. However, aside from sharing your ideas in the written mode,
some of your tasks in school can also be shared through multimedia presentations.

A multimedia presentation refers to the “integration of animation, audio, graphics, text, and
full-motion video through computer hardware and software for education, entertainment or
training”. (https://www.businessdictionary.com). Bear in mind that you are not expected to
incorporate all of these elements; however, you need to integrate at least three of them in one
presentation. Similar to the process of writing a paper, making a multimedia oral presentation
involves three stages: 1) planning the presentation; 2) delivering presentations; and 3)
evaluating presentations. Although this process is similar in most oral presentations done in
academic contexts and conferences are the following:

1. Individual Presentation. This involves one person who shares relevant information
about one’s research or work. this type of presentation culminates in an open forum that
allows the audience to ask the presenter certain relevant questions.
2. Group Presentation. This involves at least three members who take turns in sharing
relevant information on a single topic that forms the group research. This also leads to
an open forum or a Q and A with the audience.
3. Panel Presentation. This involves around three to six members with a moderato; the
members, called panelists, present different topics that are based on a similar theme.
Panelists do not necessarily belong to the same research team. At the end of the
presentation, the moderator facilitates the discussion between the panelists and the
audience.
4. Workshop Presentation. This involves one or two members who act as facilitators to
give participants a chance to experience how a specific skill, technique, or concept can
be employed; this is usually done with a small group.
5. Poster Presentation. This manner of presentation employs the use of a poster in
showing one’s work. the audience views the posters on display while the presenters
stand next to it to respond to questions or comments from the viewers.
6. Individual group presentation. This involves one or more members who demonstrate
how something is done or how something is used in a specific context.

GE 2 – PURPOSIVE COMMUNICATION 92
Preparing Presentations with the Aid of Technology19

1. Establish objectives. Be clear with the reasons why you are going to present a particular
topic. Your objectives fuel your presentation. Guide questions: What is the objective of
the presentation? Why is it relevant? What will your audience gain by watching the
presentation?
2. Identify audience. By identifying and understanding your audience, you can rehearse an
audience-sensitive tone of delivery. Guide questions: Who is your target audience?
What are their age range? Are they also students like you? Are they professionals in the
field of your study? What are their interests? How is your presentation relevant to them?
3. Plan and organize. Once you are able to establish your objectives and identify your
audience, it is time to work on your presentation. It helps if you can dedicate an ample
time, prepare an outline, set the limits, and tailor-fit your presentation for the target
audience. Guide questions: What is the venue of your presentation? What is the
occasion? Is it a formal event? What guidelines have been given, if any? What
considerations and adjustments should you make about the materials, design, content,
and delivery of the presentation?
4. Avoid too much information on any single visual. Avoid visuals that use too many colors
– more than four in any one aid. Use good judgment in visual design.
5. Keep the time limit for your presentation in mind. About 10 to 15 slides are adequate for
short presentations, equivalent to 15 minutes. The use of slides is crucial in delivering an
effective presentation. You can create slides with the help of software like Powerpoint,
Keynote, or Prezi. In “How to Give an Academic Talk, v5.1,” Paul N. Edwards suggests
the following:

19
Aquino, A. et. al (2018). Purposive communication for the 21st century learners. Malabon: Jo-Deh Publishing.

GE 2 – PURPOSIVE COMMUNICATION 93
About Presentation Software

Make slides extremely concise and visually uncluttered. Slides should be seen as
maps, not as territories. They’re tracking devices that let both you and your audience follow the
flow of the talk. Therefore, they must not be overfilled. 6 lines of text per slide is plenty. 9 lines
is a lot.12 lines is pretty much unreadable. Bullet points should be no more than 2-6 words —
and they should NOT be complete sentences.
If you need more text, use more slides. One of the beauties of software is that you can make as
many slides as you want. I've seen extremely effective presentations with only one word on most
slides, only one image on many others. Why cram one slide full of text when you can make two
or three uncluttered slides instead?
Use images. People are visual creatures, and the old adage that a picture is worth a
thousand words is especially apropos in presentations. Pictures, graphs, charts, cartoons, and
other images can be extremely helpful. As with text, keep them simple and uncluttered. Also,
avoid dark images that won't show up well on a screen.
Always choose white or light-colored slide backgrounds. Why? To see light text on
dark slides, you’ll have to turn down the lights, or even turn them off. This makes it hard to see
your notes, the podium, etc. Worse, it will tend to put your audience to sleep. Really. By
contrast, dark text on light-colored slides can usually be read with lights on and shades open.
Don't let your host, or anyone else, manage the lighting for you — tell them you prefer to leave
the lights on. If you can see it, your audience can probably see it too. If in doubt, walk to the
back of the room and check.
Keep the glitz factor low. Fades, transitions, backgrounds, sound effects, and so on
can be a real pitfall. Glitzing up your presentations can turn into a serious time sink, detracting
from the far more important time you spend on content. Also, they can give your audience the
impression that you care more about surface than substance. Finally, they can cause breakdowns
during the presentation if they don't work as you expect them to — which will be often.
Nothing irritates an audience more than watching somebody fiddle frantically with a computer
in the middle of a talk. So keep everything basic, at least until you've completely mastered the
software. Always practice the final version.
Talk to the audience, not the screen. Everyone else is staring at the screen, so you
may find yourself drawn to stare at it too. If you do this, the audience will be looking at your
back, and they won't be able to hear you. Instead, have your laptop, or a paper version of your
notes, in front of you. Speak from that, rather than from the slides on the screen. This takes
practice, practice, and more practice.

6. Delivering the presentation. Depending the type of presentation you will make, you need
to know and understand your role as a speaker. Are you going to be the only speaker
who will present everything and address your audience’s queries after? Are you one of
the several speakers in a team? If so, are you the main speaker? Are you going to start
or end the presentation? Whatever your role is, you need to remember that you have to
own the stage once you are up there. Here are some tips from Paul N. Edwards (2013):

GE 2 – PURPOSIVE COMMUNICATION 94
Some Rules of Thumb No rule applies always and everywhere
USUALLY BETTER USUALLY WORSE
Talk Read
Stand Sit
Move Stand still
Vary the pitch of your voice Speak in a monotone
Speak loudly, facing the Mumble, facing downward
audience
Make eye contact Stare at your laptop
Focus on main points Get lost in details
Use outlines, images, and charts Don’t practice because you’re too busy
working on the slides
Finish within your time limit Start without an overview; trail off
without a conclusion
Summarize your main points at Ignore audience behavior
the beginning and end
Notice your audience and Emulate your advisor, even if s/he gives
respond to its needs lousy talks
Emulate excellent speakers Run overtime

In making effective presentations, Baker (2011) suggests that you take control of the
material, the audience, and yourself. Consider the following:

• Make sure you have sufficient knowledge on your topic. How well do you know
your subject matter? Can you present without reading your notes? Do you have
credible and reliable information from purposeful research? Remember that you
must demonstrate credibility as a presenter, aside from knowing and understanding
your topic;
• You also need to know who your target audience is. Learn as much as you can
about them. Are they older, younger, or the same age as you? What are they
interested in? Are they experts in the field? How can your presentation capture and
sustain their levels of interest and attention?
• You need to take control of yourself. Remember that although you will use
multimedia elements you are the best visual aid. So, you need to prepare yourself
emotionally, psychologically and intellectually for the presentation. To be an
effective communicator, use your voice, eyes, and body effectively. Be mindful of
the time allotted for your presentation and stick to it. Avoid doing anything that
feel unnatural to you. Feel comfortable on stage and in front of the audience.
Establish and maintain eye contact. Make sure you practice as it will go along way.

7. Evaluating and Reflecting on the Presentation. Being an effective communicator

does not happen overnight. Like any successful individual, one goes through a process
that involves looking back in order to learn from experience and prepare for the next
similar task. In the context of oral presentations, here are some questions to help you
evaluate and reflect on your experience:
• How did I perform as a speaker? Did I fulfill the role effectively?
• How did I communicate my message to my audience? Did my presentation make
any visible impact to them?

GE 2 – PURPOSIVE COMMUNICATION 95
• What should I continue effectively?
• What should I improve on for the next time?

Advantages of Having Audio-Visuals

help the audience

make the audience
catch the audience better understand
remember the
attention the intended
concept
message

provide
help students
make the class opportunity for
experience things
more interesting effective
virtually
communication

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

1. Madrunio, M. R. & Martin, I.P. (2018). Purposive communication: Using English in

GE 2 – PURPOSIVE COMMUNICATION 96
Let’s Check
Activity 1. Answer the following questions below.

1. How do audio-visual help in demonstration or lecture?

2. What are the things to consider in making an effective audio-visual presentation?

3. What could be the limitations of the audio-visual aids?

GE 2 – PURPOSIVE COMMUNICATION 97
Activity 2. Watch a video on Youtube by using the link below and answer the following
questions. Link: https://www.youtube.com/watch?v=ATfY8dvbuFg

1. Describe the presentation. Is it effective or not? Explain.

DON’T’s:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 98
Let’s Analyze
Activity 1. PREPARING FOR AN AUDIO-VISUAL PRESENTATION. Form a pair and observe
the following.
A. Each pair will choose a topic to be presented in class in the succeeding meetings.
B. Each presentation will be about 10 minutes long, followed by a 5-minute question and
answer session.
C. Choose a topic from the following:
• Forms/ Modes of Speech • Tips for Public Speaking
Delivery • How to write a business proposal
• Types of Speeches • Building Confidence to Speak in Public
• Effective Communication in the • Critical research Skills
Workplace • Ethics in Public Speaking

Criteria for AV Presentation:

Presentation format 5
Typefaces (font style, font size, readability) 5
Visual elements 5
Use of colors 5
Appropriate background 5
Visual and audio effects 5
Memorable, effective presentation 10

Activity 2. In this activity, you are required to create an infographic to raise awareness for a
relevant issue. Share your infographic on social media platforms. Be guided by the following
criteria: (50 pts)
• Creativity - 20
• Relevance - 15
• Impact -15

Print your infographic on an A4-sized paper. Paste it here in your module on the next page.

Activity 3. In this activity, assume yourself as an SK Chairman in your Barangay, your

upcoming project requires research on various local and global issues relevant to the youth in
your community. Some of these issues may include, but not limited to:
• Bullying • Financial
• Mental health awareness • Education
• Natural calamities
• Gender issues
• Covid-19 pandemic
• Anti-terror Law
• Drug Abuse
• Alcoholism
• Smoking

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GE 2 – PURPOSIVE COMMUNICATION 100
Through a Powerpoint presentation, your community hopes to raise awareness on the
issue and encourage participation for your project.

Activity 4. Create an informational vlog describing your experience during the

pandemic. Your video may include the following:
1. 5 mins vlog
2. Use dramatic effects to make your video captivating.
3. You may use your vernacular language.
4. State your experiences during the pandemic, how has it affected you and your
family.

Refer to the rubric below.

Communication Excellent communication Good communication Communication skills and Communication

skills. Student speaks clearly, skills. Student speaks interaction with camera are skills are poor.
and is pleasant to listen to and somewhat clearly. weak.
watch.
Visual Content Excellent Good Fair Poor
Footage is consistently of high Most footage is above Some footage is of high Recording is of
quality. average in quality. quality low quality
and some is not.
Content Excellent Good Fair Poor
Content is organized and easy Content is somewhat Content is fair, with needed Content is poor
to grasp. Each of the organized. Most of the improvement. Some of the and in need of
ideas/reflections/events are ideas/reflections/events ideas/reflections/events are great
included in the Vlog. are included in the Vlog. included in the Vlog. improvement.
Relevance Excellent Good Fair Poor
Vlog is relevant and easy to Vlog is somewhat Vlog is not relatable, with Vlog is poor y
understand. Each of the relevant. Most of the needed improvement. Some irrelevant and in
ideas/reflections/events are ideas/reflections/events of the need of great
included in the Vlog. are included in the Vlog. ideas/reflections/events are improvement.
included in the Vlog.

GE 2 – PURPOSIVE COMMUNICATION 101

In a Nutshell

Our discussion to cover ULOb can be summarized by the following key points below:

We live in a time where communication is visual and verbal. The use of communication
aids can strengthen the message we want to convey.
A visually stunning presentation will surely leave a positive impression on your audience.
A web presentation is designed using modern techniques. It offers a high level of
interaction, fast loading times, and responsiveness that a desktop presentation cannot
provide.

Your turn. What did you learn about communication aids with strategies in the use of
technology?

Q & A List
This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from the course
here. This Q & A portion helps in the review of concepts and essential knowledge.

Do you have any question for clarification?

GE 2 – PURPOSIVE COMMUNICATION 102

Questions/Issues Answers
1.

GE 2 – PURPOSIVE COMMUNICATION 103

Big Picture
Week 10-12. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:

a. Adopt awareness of audience and context in presenting ideas.

b. Effectively express and exchange ideas through various modes of communication

Big Picture in Focus: ULOa- Adopt awareness of audience and context in

presenting ideas.

ULOb- Effectively express and exchange ideas through various modes of

communication.

Metalanguage
For you to demonstrate ULOa, you will need to have a wide range of understanding of
the nature of communication and its process. There is a need to explain the functions of verbal
and non-verbal communication. You need also to be familiarized with the barriers of
communication.

Key Terms:

• Public Speaking- it is an organized, face-to-face, prepared, intentional (purposeful) attempt to

inform, entertain, or persuade a group of people (usually five or more) through words, physical
delivery, and (at times) visual or audio aids.
• Extemporaneous- is a limited-preparation speech event based on research and original
analysis.
• Impromptu- is a speech that a person delivers without predetermination or preparation. The
speaker is most commonly provided with their topic in the form of a quotation, but the topic may
also be presented as an object, proverb, one-word abstract, or one of the many alternative
possibilities.
• Gestures- a movement of part of the body, especially a hand or the head, to express an idea or
meaning.
• Nonverbal- not involving or using words or speech.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks
of the course, you need to fully understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that you are not limited to exclusively refer to the
these resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary, search.proquest.com etc.

GE 2 – PURPOSIVE COMMUNICATION 104

Introduction to Public Speaking

What is in your mind when you think about “public speaking?” A politician speaking to
the people in an election? A sales representative seeking to persuade clients in a meeting
room? A pastor giving out a sermon at a worship service? Or doing a report in one of your
college classes?
These and more are examples of public speaking and it takes many forms every day in
our country and across the world. Moving on to something that is personal: Have you imagined
yourself in a stage talking to a lot of people? And when you do, do you see yourself as
confident, prepared, and effective? Or do you see a person who is nervous, unsure of what to
say, and feeling as if their message tumbles down and audience gets confused? Public
speaking may sound scary to some but, it is important in both business, education, and the
public arena. There are many benefits to public speaking whether you're an individual or a
business.
What is public speaking? Basically, it is an organized, face-to-face, prepared,
intentional (purposeful) attempt to inform, entertain, or persuade a group of people
(usually five or more) through words, physical delivery, and (at times) visual or audio
aids. In almost all cases, the speaker is the focus of attention for a specific amount of time.
There still may be some back-and forth interaction, such as questions and answers with the
audience, but the speaker usually holds the responsibility to direct that interaction either during
or after the prepared speech has concluded.

Importance of Public Speaking

Schools focused their communication subjects in public speaking, because this will play
a huge role in the students career life in the future especially in the area of fluent
communication. Let us take a look on its importance:

1. Public speaking is one of the major communication skills desired by employers.

Employers are frequently polled regarding the skills they most want employees to
possess, and communication is almost always in the top three (Adams, 2014). Of
course, “communication skills” is a broad term and involves a number of abilities such as
team leadership, clear writing in business formats, conflict resolution, interviewing, and
listening.
2. Since you are taking this subject at the beginning of your college career, you will benefit
in your other future classes from the research, organizational, and presentational skills
you can learn here.
3. Being able to speak publicly, can help you be a better, more informed and critical
listener; it can “encourage you to voice your ideas and take advantage of the influence
you have;” and it gives you an opportunity to face a major fear you might have in a
controlled environment (Massengale, 2014).

GE 2 – PURPOSIVE COMMUNICATION 105

Now that we know how public speaking is very important for us, let us now understand its
ethics, because it is important to lay the grounds of being polite, respectful in our speeches in
order to achieve specific goals.

Public Speaking Ethics

A public speaker, whether delivering a speech in a classroom, board room, civic

meeting, or in any other venue must uphold certain ethical standards to allow the audience to
make informed choices, to uphold credibility as a source of information, and to avoid
repercussions of bad ethical choices. First and foremost, your audience not only needs to
believe in your words and message, but they need to trust you as the message giver. To
engage in unethical behavior when speaking only erodes that trust. So, consider the following
ethical guidelines when you speak publicly:

1. Be honest and avoid plagiarism

2. Identify your sources
3. Decide when to cite
4. Cite sources properly
5. Understand paraphrasing and direct quotation
6. Develop accurate citations
7. Set responsible speech goals
8. Promote diversity
9. Use inclusive language
10. Avoid hate speech
11. Raise social awareness
12. Employ respectful free speech

Source: https://courses.lumenlearning.com/publicspeaking/chapter/chapter-3-ethical-speaking/

Building Confidence to Speak

Let’s do this…

Recall an incident when somebody very close to you gave you a very memorable piece of
advice. What was it? Write this experience in the space that follows.

GE 2 – PURPOSIVE COMMUNICATION 106

Study what the advice contains? Write your answer in the space that follows:

Identify the reasons why the advice stuck to you.

An estimated 75% of adults suffer from a fear of public speaking. When stress hormones are
released we may behave differently - frequently, our minds go blank, our voices become harder to
control, we may visibly shake etc.

Even professional public speakers have to deal with nerves but they have techniques to cope. In this
article, we discuss ways of speaking with confidence in public. Speaking with confidence will
improve every area of your life. The same confident tone that will make you more attractive to
women will also earn you more respect and authority in the workplace. Below are a few tips on
speaking with confidence that will help you develop the strong, powerful tone for projecting
confidence in any situation.

Dom Barnard (2017) shares some tips to be confident in public speaking:

1. Preparation and organization- be prepared and organized for your presentation because
this increases your control and less things can go wrong. For example:

o Visit the venue and room you'll be presenting in beforehand

o Ensure you print any materials you need at least the day before
o Create cards to use as cues
o Prepare for technical faults, such as, having a back-up in case a video does not play
o Arrive early for your speech

2. Positive mental imagery- visualize delivering your presentation confidently and successfully
as this will reinforce your confidence. Really imagine being there and use all of your senses to

GE 2 – PURPOSIVE COMMUNICATION 107

form the imagery. If you find that your visualizations are negative then challenge these
scenarios by drawing on previous experiences of successful communication. Substitute the
negative imagery with more realistic imagery.
3. Managing nerves- remember that you haven't been invited to present for the purpose of
being ridiculed - the audience wants to hear you speak.

• Avoiding consuming too much caffeine beforehand as this is a stimulant and can leave
you feeling more nervous and shaky.
• Preparing music or a podcast that you can listen to on the way to the presentation.
• Find a mindfulness exercise you'd feel comfortable doing as you travel to the venue.
• Master controlled breathing beforehand so you can engage in this right before going
onstage.
• If you have time, engage in exercise beforehand. Exercising releases endorphins which
reduce stress levels and make you feel better.
• Recognize that it's unlikely that the audience will know that you're feeling nervous - you
do not look as anxious as you feel.

4. Pausing- during the presentation, if you notice that you're speaking too quickly then pause
and breathe. This won't look strange - it will appear as though you're giving thought to what
you're saying. You can also strategically plan some of your pauses, such as after questions
and at the end of sections, because this will give you a chance to calm down and it will also
give the audience an opportunity to think and reflect. Pausing will also help you avoid filler
words, such as, "um" as well which can make you sound unsure.
5. Practice- if you're very familiar with the content of your presentation, your audience will
perceive you as confident. Practicing tips:
• Don't just read the presentation through - practice everything, including your
transitions and using your visual aids.
• Stand up and speak it aloud as though you were presenting to an audience.
• Ensure that you practice your body language and gesturing.
• Practice in front of others and get their feedback.
• Film yourself presenting and watch it back.
• Freely improvise so you'll sound more natural on the day. Don't learn your
presentation verbatim because you will sound uninterested and if you lose focus then
you may forget everything.
6. Confident body language- you'll notice that professional public speakers look relaxed and
confident, they talk slowly and make positive body movements. To appear confident:
• Maintain eye contact with the audience
• Use gestures to emphasise points
• Move around the stage
• Match facial expressions with what you're saying
• Reduce nervous habits
• Slowly and steadily breathe
• Use your voice aptly

GE 2 – PURPOSIVE COMMUNICATION 108

7. Use your nervous energy- it can be difficult to hide your nerves so another way of dealing
with this is to emphasise your emotions. This means conveying the emotions you're
explaining/you felt at the time, for example, the disappointment you felt at a failure or the
excitement you felt at a finding. The emotion you display will hide your nerves.
8. Speak slowly- when you're nervous you may rush through your presentation and finish too
quickly. This makes it obvious to the audience that you're nervous, it's probably frustrating for
them to listen to and watch, you're not taking the time to connect with them and it's likely that
you're making mistakes. Try speaking at a speed that feels uncomfortably slow because it's
likely that's the correct speed.
9. Connect with audience from the start- the first five minutes are vital for engaging the
audience and getting them to listen to you. Consider telling a story about a mistake you made
or maybe life wasn't going well for you in the past - if relevant to your presentation's aim.
People will relate to this as we have all experienced mistakes and failures. The more the
audience relates to you, the more likely they will remain engaged which will increase your
confidence.
10. Friendly faces- find a member of the audience that is: engaged, nodding or smiling in each
section of the room. When you find yourself becoming uncomfortable you can move your
eyes to the friendly face in that section.
11. Identify and challenge your excuses- write down the thoughts you have when you avoid
speaking in a meeting or when you reject delivering a presentation. These thoughts will
identify what you're specifically afraid of, such as, worrying the audience will judge you as
incompetent. This negative inner dialogue reduces your confidence and makes you think you
can't speak in public. Challenge these thoughts by looking at evidence of your successful
communication and recognize how unrealistic the thoughts can be.
12. Focus on your message- when you're presenting focus on what you're saying and why this
message needs to be delivered to the audience. This will keep you connected with your
speech and will prevent you from being distracted by, for example, an audience member
falling asleep or your evaluation of how the presentation is going. Instead you'll be connecting
to the listeners who finding your presentation valuable.
13. Create a stage persona- it can be tempting to imitate favored public speakers but it's better
to work out what your characteristics as a speaker are and then amplify these. To develop a
confident stage persona ask yourself:
• What are my best characteristics as a speaker? E.g. Am I empathetic? Humorous?
etc.
• What are my features as a speaker? E.g. Do I gesticulate a lot? Am I energetic? Do I
stick to the script or do I improvise? etc.

14. Humor- more experienced and confident public speakers use humor in their presentations.
The audience will be incredibly engaged if you make them laugh and it lightens the mood
which will make you feel more comfortable. But caution must be exercised when using humor
because a joke can be misinterpreted and even offend the audience. Only use jokes if you're
confident with this technique and it's suitable for the situation. Making fun of yourself is usually
a safe way of using humor and it cultivates trust because it's more relatable to the audience.

GE 2 – PURPOSIVE COMMUNICATION 109

15. Be prepared for mistakes- mistakes happen all the time but reacting awkwardly can make
the audience feel uncomfortable. It's better to laugh at yourself so consider preparing one-
liners to fall back on if you do make a mistake. Having this back-up can make you feel more
secure.
16. Recognize the positives afterwards- after delivering a presentation it's typical of some
people to only focus on the negatives of the presentation. By doing this you're ignoring the
positives even though there were probably more of these compared to the amount of
negatives. Acknowledge these positives and write them down so you can remind yourself in
the future and challenge your negative predictions.

It's important to accept that you're probably going to be nervous when you present but most
people experience this feeling and it doesn't ruin presentations. Have confidence in what you're
saying and convert your nerves into something helpful. You won't develop your confidence if you
don't push yourself and if you avoid uncomfortable situations.

Source: https://virtualspeech.com/blog/speak-with-confidence-in-public

Modes of Speech Delivery

1. Read Speech- the practice of reading a speech is quite common nowadays, especially
so since people are becoming so busy. This type of delivery is done by reading from the
written speech. The disadvantage of this type of speech is it prevents an informal and
conversational delivery of the speech. Moreover, eye contact with the audience may be
sacrifice.
2. Memorized speech- this entails memorizing your speech. At present, due to the very
busy schedules of people, only few speakers opt to memorize their speech, but instead
go for other means of delivery.
3. Impromptu speech- this type allows a speaker little or no time to prepare the speech.
4. Extemporaneous- this speech is delivered with some prepared structure, such as notes
or an outline. The notes enable the speaker to organize the speech.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
• Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
Cavite. pp 1-16.
• Suarez, C., et al. (2018). Purposive communication in english. Ateneo de Manila
University Press. Quezon City. pp 11-20.
• Zoleta, M. A., et al. (2018). Purposive communication. MINDSHAPERS CO.,
INC. Manila. pp 2-64.

GE 2 – PURPOSIVE COMMUNICATION 110

Let’s Check
Activity 1. Watch a video on Youtube by using the link below and answer the following
questions. Link: https://www.youtube.com/watch?v=i5mYphUoOCs

1. How do you react the speaker’s tips on the video? Are they helpful or not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

2. Based on what you have seen in the video, make a list of the DO’s and the DON’T’S in
public speaking. Explain them.

DO’s:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
DON’T’s:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 111

Let’s Analyze

Activity 1. In this activity, you are required to answer the following questions.

1. Recall and describe the first times you ever made a speech in front of many people.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Identify the gestures you normally use when you speak in front and explain why you use
them.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. What do you think are the advantages and disadvantages of integrating technology in
public speaking?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Enumerate some technological tools that can be used in public speaking.

GE 2 – PURPOSIVE COMMUNICATION 112

Activity 2. In this activity, assume yourself as an SK Chairman in your Barangay, there is an
upcoming youth gathering to be held in your Barangay Hall, and you are required to speak for
about 20 minutes about youth empowerment. Create a 1000-word speech where you can
empower the youth in your community. Follow the instruction of your teacher in passing your
paper.

GE 2 – PURPOSIVE COMMUNICATION 113

Activity 3. With your speech about youth empowerment in Activity 2, memorize it and record
yourself while speaking. Make sure you have a nice background and wear a formal attire like
you are attending the youth gathering. Follow your teacher’s instruction in passing your
recorded speech. Refer to the rubric below.

GE 2 – PURPOSIVE COMMUNICATION 114

In a Nutshell
Cite at least five points you have learned in this lesson.

1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GE 2 – PURPOSIVE COMMUNICATION 115

Q & A List

This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from the
course here. This Q & A portion helps in the review of concepts and essential
knowledge.

Do you have any question for clarification?

Questions/Issues Answer
1.

GE 2 – PURPOSIVE COMMUNICATION 116

Keywords Index
This section lists down the keywords for easy recall of concepts.

Memorized speech Public speaking impromptu

gestures extemporaneous

GE 2 – PURPOSIVE COMMUNICATION 117

Big Picture
Week 13-14. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:

a. Identify different types of workplace communications.

b. Create clear, coherent and effective communication materials.

Big Picture in Focus: ULOa. Identify different types of workplace

communications.
ULOb. Create clear, coherent and effective communication materials.

Key Terms:

Workplace communication- s the process of exchanging information and ideas, both verbal and
non-verbal between one person/group and another person/group within an organization. It includes
e-mails, text messages, notes, calls, etc.
Communication Materials- include, but are not limited to, literature, newsletters, publications,
signage, websites, advertisements, brochures, video, radio and public service announcements,
press releases, press events advisories and all other related materials.
Minutes- are the live written record of a meeting. They include the list of attendees, issues raised,
related responses, and final decisions taken to address the issues.
Memo- a usually brief written message or report, memorandum. Use headlines, bullets, and lists to
organize the memo and the proposal.
Incident report- is a form that is filled out in order to record details of an unusual event that occurs
at the facility, such as an injury to a patient.

Communication for Work Purposes

To be productive and successful in your chosen career, you need to connect with different
types of people and interact with them. Team collaboration is essential in meeting your goals
and objectives. You have to learn how to work as an effective team leader and team player.

GE 2 – PURPOSIVE COMMUNICATION 118

What makes an organization successful? What enables members of an organization to
function and accomplish their task efficiently and productively? What can be done to establish a
pleasant and professional atmosphere in the workplace? One of the important factors is
effective communication.

Communication in the workplace requires some elements. You have to consider the
specific domain, sector, field or industry to which your workplace belons. For example, your
work maybe in the government, the academe, the corporate world, media, health or social
services. Each organization or community has specific philosophies, values and ideals that
shape the way communication is practiced.

Thus, in any kind of professional setting, you have to consider the culture established by
the founders and senior associates and adjust to it accordingly. You are expected to meet
prescribed standards and works within specific norms to achieve common goals and objectives.
For example, if the culture promotes convention such as adhering to a certain dress code, you
cannot just disregard them to show your individualism. Showing respect for company policies
reflect maturity and integrity. However, there may be opportunities to introduce a new culture for
a more efficient and innovative organization. For example, to help negotiate heavy traffic during
the morning rush, you are inspired by the idea of ride-sharing within your department when
going to work. You and your colleagues may agree to meet at a particular pick up area or you
may agree on a specific pick up time for each person if it entails multiple stops to ensure that
you reach your department on time.

Indeed, when you join an organization or community, consider yourself as a relevant

member of one big team. Whatever you do has an impact on how the group functions and
grows. Keep in mind your primary responsibilities and objectives. Interacting with colleagues in
the workplace means listening purposely, responding appropriately, expressing ideas
respectfully, negotiating proactively, and solving problems efficiently.

The prevalence of cultural diversity in the workplace led companies to provide their
employees trainings on communicating in multi-cultural setting may be considered a global
communicator.

Global communicator has two forms: internal and external communications. Internal
communication would refer to messages sent within the company. This includes all
communications practiced by all employees of the company. External communication would
refer to messages sent to audience outside of the company. This includes communications sent
to individuals or groups not affiliated with the company. It could either be national or
international, but most of the time international.

We cannot deny the importance of communication in the workplace for without it the
industry or company will not survive. Different work fields have different seasons why
communication is important to them. Let us take a look at different fields and understand the
purpose of communication. Take note of the particular field that you chose. If it is not included
here, you may refer to a field close to the field of your choice.

The Health Industry

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The health industry, just like any other industry, has been experiencing changes in the
work field since globalization. Here in the Philippines. It is common to see foreign doctors in the
emergency rooms or corridors of hospitals. Our nurses are distributed all around the world to
care for foreign patients. Because of this, having good communication skills in a multi-cultural
setting is important for them to develop good relationships with patients and colleagues. They
should be able to communicate concern to patients and deliver precise details to colleagues.

Here are few tips for effective communication for healthcare:

1. Talk to patients in terminologies they will understand. This will make them comfortable.
2. Avoid using templates when talking to patients. You are not machine and your patients
have different personalities.
3. Learn to listen and encourage them to express their concerns and fears.
4. Maintain eye contact and be mindful of your nonverbal codes.
5. Be accurate in communicating with your colleagues.

The Education Industry

If there is an industry were communication is paramount, it is the education industry. It is

the industry that molds and prepares students to be competitive in their chosen fields. Just like
the health industry, the education industry was also affected by the innovations in
communication and technology.

Technology has contributed a lot in improving communication. E-mailing, using school

websites, mobile phone texting, phone blasting, or using the social media to communicate are
some of the ways you can send your messages, but in an education setting, it is inevitable that
you use interpersonal communication skills to be able to survive.

Let us look at different communication methods you utilize in an educational setting:

1. Personal

As a practitioner in the education industry, your demeanor can relay strong

messages to your audience. A teacher without confidence cannot assert herself
well in class. Confidence or lack of confidence can be communicated consciously
or unconsciously. Recall what you have learned about body stances from
Chapter 1.

2. Phone calls and emails

When you answer the phone or an email at work, remember that you are not
representing yourself but the school, so try to interest your voice or your
responses to your emails. Make every conversation or response warm and
neutral.

3. Face-to-face

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Be a good listener when communicating. If you are discussing with parents about
concerns regarding their child, avoid being defensive. Instead, listen and
empathize.

4. Websites

If you are in-charge of communications, be sure to supervise the school’s digital

footprint. Be mindful of the data protection law when posting anything in the
school’s website. Always be clear, concise, professional and safe in your content.

5. Newsletters

The school has a choice to make newsletters digital or on paper. Whatever the
school’s choice is, make sure that your school newsletters serve as a means to
inform, promote, gather and educate.

The Business Industry

For those who do not understand the business industry, they take the purpose of
communication as an endless discussing and arguing between the boss and the client, but
according to Taylor, “Effective executives understand the opportunity inherent in that kind of
communication to uncover powerful solutions that can propel a company to long-term success.”
The purpose of communication in the business industry is to reach the goal of the company by
throwing and evaluating as many ideas as there can possible be.

What are the effects of being an effective communicator in the business industry?

1. An effective communicator can bridge the gap between clients and company.
2. When faced with failed advertisements, experienced communicators can turn the
negative event into chance to use alternative methods to learn why the clients did not
respond to the advertisement presented to them and tailor future ad campaigns to the
client’s interest.
3. An effective communicator can seal deals while an ineffective one can miss potential
opportunity.
4. Experienced communicators can accurately present company policies to customers and
clients and answer their queries regarding products and services.
5. An effective communicator can help the company promote a productive climate within
the employees.

Here are some things to remember to be an effective communicator in the business industry:

1. Practice active listening.

2. Be mindful of nonverbal signals sent to you and always send positive body language to
people.
3. Always look to the person in the eye when you talk to them.
4. Be assertive in presenting your ideas.
5. Understand the cultural background of the people around you.

The Law Industry

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It has been a belief that the preparation for future lawyers rely on the honing of their
argumentative prowess for the courtroom scenario. In the real-world workplace, most of the
communication process happens outside the courtroom. As a lawyer, you will deal with clients,
colleagues, employees of your clients and more.

Here are some communication skills needed by lawyers:

1. Lawyers should be able to understand the verbal and non-verbal language they receive.
2. Lawyers should be capable of building relationships easily.
3. Lawyers should know which to play role and when.
4. Lawyers should be present and attentive.

The Industry of Science and Technology

Scientists have been stereotyped as introvert personalities who devote most of their time
with whatever work they have at present. In reality, a scientist’s life involves writing papers,
talking to an audience and drafting and presenting proposals. Therefore, being a scientist is not
an excuse to not to learn how to communicate effectively. A scientist who cannot write and
present his work effectively will have a hard time asking sponsors to fund his idea. Therefore, he
can’t be a successful scientist.

If you are on the field of science and technology, you may follow the following guidelines:

1. Know your audience. Are they your peers, potential people who can fund your research
or an audience in a talk you are to conduct?
2. Make your presentation concise but comprehensible.
3. Be mindful of your body stance. You should project confidence and credibility.
4. Make sure that the venue of your presentation suits the kind of presentation you have in
mind.
5. Check for feedbacks from the nonverbal signals sent by your audience.

Improving Oral Presentation in the Workplace

People in the workplace and existing and prospective clients will judge you according to
how you communicate in written and oral form. If you want to create a good impression and get
positive results, you should know how to say or write with what you mean.

Although there is no assurance that your audience receives your messages exactly as
you picture them in your minds, you still would want to, at least, reduce the risk and do whatever
it takes to be an effective communicator.

Below is a list on how you can improve your oral and written skills in the workplace. Go
check for things you need to improve.

Put a checkmark on the blank box if you are already practicing the following.

When I write, I … When I speak, I …

Use formal language in workplace Make sure to introduce myself.
communications.

GE 2 – PURPOSIVE COMMUNICATION 122

Take into consideration my personal relationship Make a good impression.
with the recipient.
Identify the purpose of the communication Take into consideration the cultural
differences of my audience.
Check and follow the rule of writing formally and Practice eye contact.
informally.
Usually decipher if I need to send a letter or e- Am mindful of my body language.
mail.
Am mindful of grammar and my style. Use visual aids to augment my presentation.
Take time to research about the reader/s. Use proper facial expressions.
Make sure I use a proper tone in my writing. Pay attention to the non-verbal signals I
receive from my audience.
Do not use jargons if my readers are Practice active listening.
heterogenous.
Refrain from using slangs. Show confirmation that I understand their
feedback.
Ensure the neatness of the presentation of the Encourage my audience to ask questions.
document.
Avoid being too personal. Use positive language.
Research the complete name and position of the Am aware of my speaking style.
recipient.
Take into consideration my audience. Use assertiveness versus aggression.

Common Communication Materials

Minutes

Minutes are written records of meetings conducted by a group. If used during follow-up
meetings, it serves as a reminder of the tasks to a particular participant. When distributed during
the meeting, it serves as a source of information for participants who were not able to attend.

Minutes may include motions made during the meeting, plans discussed, actions done,
and what was agreed upon. Templates of minutes may vary depending on the company or
organization. Below is a list of minutes inclusions. Use the blanks space after the list to design
your document for minutes.

Minutes generally include the following:

1. Date and time of the meeting.

2. Names of all meeting attendees.
3. Names of those invited but were not able to attend.
4. Distributed documents during the meeting.
5. Decisions made for each item in the agenda
6. New business
7. Next meeting date and time

Tips for notetaking:

1. Start with an outline.

2. Have all attendees sign an attendance sheet.

GE 2 – PURPOSIVE COMMUNICATION 123

3. Be sure to record decisions made for each agenda item.
4. You mar clarify things if needed.
5. Do not try to write everything. Learn to weed out unnecessary things.
6. You may record the meeting, just make sure the body is amenable.

Now let’s check different templates of minutes from the internet. You do not have to copy a
particular template. Use them as patterns or inspiration for the design of your minutes template.

Draft a design for your minutes

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Memo

Memos are short, formal internal communications of an organization. They are used to
convey information regarding problems or solutions to problems (e.g. changes in policy, price
increases, etc.); call for action (attending a meeting, change a current production procedure,
etc.); announcements (e.g. employee promotion, upcoming seminars, etc.).

Before you start writing a memo, it is best to do the following: identify what your purpose
is; identify your audience; and write a draft.

When writing your memo, remember the following:

1. Be familiar with the memo format utilized by your company.

2. Do not forget to label your memo for your recipients to easily identify that it is not a letter.
3. Your memo must be concise and direct to the point.
4. You should keep it from one to two pages long. If you cannot keep it to one page, make
sure that the following pages will have a header which includes the recipient’s name, the
date and the page number.
5. Just like a letter, your memo should start with an introduction followed by the body.
Observe the use of single-spaced paragraphs and skip a line after each paragraph.
6. Unlike letters, memos do not have a closing. The way to end your memo is by using a
summary sentence, or a salutation like “thank you” or “sincerely” and your name.
7. You are not required to affix your signature at the bottom when you write memos.
8. Do not forget to proofread your memo before sending it.
9. You may send your memo via e-mail or in paper.

Here is a pattern for your memo heading:

To: (this is/are recipients and their titles if applicable)

From: (your complete name with job title)
Subject: (in one word or a phrase, write the main idea of your memo)
Date: (write the complete date)

Now let’s take a look at a complete memo pattern on the next page. You may write a sample
memo using the pattern.

GE 2 – PURPOSIVE COMMUNICATION 125

MEMORANDUM

To: ___________________
From: _________________
Subject: _______________
Date: _________________

(Introduction)

(Body)

(Conclusion)

______________________________________________________________________
______________________________________________________________________
_______________________________________.

Business Letters

A business letter is a formal communication used by a company for an internal or

external purpose. Business letters can be written for the following purposes: introducing a
product to prospective customers; showing gesture of appreciation; suggesting solutions;
applying for a position; informing employees or clients; etc. recipients of business letters can
range from employees (all ranks) to clients or other companies.

A business letter is composed of the following parts

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1. Date- the date is put at the top of the page for any business communication. It is a
critical piece of information documenting when the correspondence was sent. This is
important for correspondence that may be kept for future reference.
2. Address- the address of the person receiving the correspondence includes a formal
name, street address, city, state, and zip code. Don’t forget to double-check the spelling
of the person’s name. A misspelled name is careless, unprofessional and can negatively
impact the response to the letter.
3. Salutation- the salutation is the formal way of addressing the person. Common
salutations are:
Dear or To Whom It May Concern
Some people have sensitivities to what name is used in addressing them so be sure to
take the time to identify the person’s most commonly used name. For example, if the
person’s name is Robert, try to find out if he goes by Robert, Rob or Bob. For instance –
Dear Bob,
4. Introduction- the first few sentences of a letter are introductory. The introduction
section introduces the subject of the letter. It is a summary in a sentence or two that
explains the goal of the letter. For example, an introduction may be something like:
I am writing today to further explore a vendor relationship with XYZ Corporation.

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5. Body of the Letter- The body of the letter is where the bulk of the information is shared.
This explains in detail all aspects of what is being communicated. This would include
detail of the information being shared. For instance, the body may be something like this:
We understand that XYZ Corporation can provide tools for 10% less than other
competitors. And, that the focus on service after the sale is amongst the best in the
industry.
6. Closing- The closing of the letter summarizes what the letter was about and any next
steps or action items. This section gives the reader a heads up that the communication
is coming to a close. For instance, the closing may be something like this:
Please call me at your earliest convenience to discuss a vendor relationship and to
explore if we can come to a mutually beneficial relationship. I look forward to speaking
with you soon.
7. Signature- the signature section has a complimentary closing.
Examples are:
Sincerely, Warmest Regards, Respectfully Yours, Very Truly Yours, or Cordially Yours.
Be sure to gauge the audience when selecting a complimentary closing. After the
complimentary closing, space is left for the signature that goes above the typed name
and title of the person sending the letter.

Now let’s take a look at the different format of letters:

Full Block Format Modified Block Format

________
________ ________
________
__________
__________ __________________
__________________ __________________
__________________ __________________
__________________

_________________,
_________________,
_________________________________________________________
_______________________________________________________ _________________________________________________________
_______________________________________________________ _________________________________________________________
_______________________________________________________ _________________________________________________________
_______________________________________________________ _________________________________________________________
_______________________________________________________ _____________________________________________________.
_______________________________________________________
________. ______________,

______________, ______________

______________

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Indented Simplified

__________________
__________________ __________________
__________________
__________________
__________________
__________________
__________________ Position (no name)
__________________ Complete Address
of company

_________________ :
____________________________________________________ (SUBJECT IN CAPITAL LETTERS)
____________________________________________________
____________________________________________________ _________________________________________________
____________________________________________________ _________________________________________________
__________________________. _________________________________________________
_______________________________________________.
______________,
______________,
______________
______________ ______________

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Now, try drafting a letter using any of the styles presented.

What format did you use? __________________

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Incident Reports
An incident report is a form that discloses details of an unpremeditated event that
happened in the workplace. This report is done to document unusual events that might result to
disputable issues. Examples of unusual events are: chemical spillage in a factory, conflict
between a food attendant and a guest resulting public scandal, an event that expected an
employee to a certain risk, loss of personal belonging in the company, etc.
In Writing your incident report you need to secure a form from your company. But if the
company does not have a form, you may use the guide below to draft your incident report.
1. Find the facts and be specific in narrating everything that happened
- Facts may be : date, time, location, names, job titles, department, immediate
supervisor, names of witnesses, events leading to incident, exactly what the
employee was doing at the moment of the event, environmental conditions,
circumstances, specific injury, type of treatment for injuries, damage to equipment,
materials, etc.
2. Determine the sequence.
- Find the events that are leading up to the incident; are involved in the incident; are
immediately following the incident.
3. Analyze.
- Make a thorough investigation of the causes of the accident. Include factors that
contribute to the accident.
4. Recommend
- Endorse corrective actions.

Be totally honest and accurate when writing an incident report. Do not let your bias
against the person influence your report. An inaccurate and biased report may cause the
dismissal or suspension of people who do not deserve them.
Now, let us try to write an incident report. Fill out the form provided on the next page.

GE 2 – PURPOSIVE COMMUNICATION 131

INCIDENT REPORT FORM

Job: __________ Date of incident: Time:

1. What was the incident / near miss?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________.
2. Were there any injuries? (Note: Any injuries require an Accident Report Form)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________.
3. Was there any damage to property or plant?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________.
4. What caused the incident?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________.
5. What actions will be taken to eliminate future repeats of the incident?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________.
6. Management comments.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________.

Signed off by management when corrective actions have been adopted and monitored.

Management signature _________ Date of sign off

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Self-Help: You can also refer to the sources below to help you further
understand the lesson:
1. Castigador, A. (2019). Speak and write for a purpose. ACC Book
Publishing. Cavite. pp 1-16.
2. Suarez, C., et al. (2018). Purposive communication in English. Ateneo de
Manila University Press. Quezon City. pp 11-20.
3. Zoleta, M. A., et al. (2018). Purposive communication. MINDSHAPERS
CO., INC. Manila. pp 2-64.
4. Castigador, A. (2012). Expository writing: Wholistic writing in the
discipline. ACC Book Publishing. Cavite. pp 1-16.

Let’s Check

Activity 1. Choose the correct from the following choices.

1. Which of the following is a not TRUE statement about the salutation?

A. It's also called the greeting in a friendly letter.
B. It usually starts with Dear
C. Quadruple space after the salutation.
D. A double spaces goes before and after the salutation.
2. Personal business letters differ from business letters....
A. They are formatted the same.
B. business letters are format letters written by regular citizens to a business.
C. Business letters are written by a representative of a company.
D. None of the above are correct.
3. What does the letterhead contain?
A. The name of the company
B. The address of the company
C. The company logo
D. All of the above
4. Inside address belongs to the:
A. Recipient. C. Letter writer
B. Typist D. Sender
5. The tone of a business letter should be:
A. Formal.
B. Casual
C. Polite
D. Both A and C are correct
6. Which complimentary closing is typed correctly for a personal business letter?
A. Sincerely, C. Sincerely
B. Dear: D. Dear
7. What part of a personal business letter comes immediately after the body?
A. complimentary close
B. inside address
C. salutation

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D. typist initials
8. What type of computer program would most likely be used to key a letter?
A. Spreadsheet.
B. database
C. word processing
D. presentation
9. What is the line spacing after the salutation?
A. Quadruple C. double
B. Triple D. single
10. True or False? The typist initials should be keyed in capital letters
A. True B. false

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Let’s Analyze
Activity 1. Analyze the sample minutes, memos, and letters below and anwser the questions
that follows.
Sample Minutes 1

Sample of Board Meeting Minutes

Name of Organization
(Board Meeting Minutes: Month Day, Year)
(time and location)

Board Members:
Present: Bhata Bhatacharia, Jon White Bear, Douglas Carver, Elizabeth Drucker, Pat Kyumoto, Jack Porter, Mary
Rifkin and Leslie Zevon
Absent: Melissa Johnson
Quorum present? Yes

Others Present:
Exec. Director: Sheila Swanson
Other: Susan Johns, Consulting Accountant

Proceedings:
· Meeting called to order at 7:00 p.m. by Chair, Elizabeth Drucker
· (Last month's) meeting minutes were amended and approved

· Chief Executive's Report:

- Recommends that if we not able to find a new facility by the end of this month, the organization should stay where in
the current location over the winter. After brief discussion, Board agreed.
- Staff member, Jackson Browne, and Swanson attended the National Practitioner's Network meeting in Atlanta last
month and gave a brief extemporaneous presentation. Both are invited back next year to give a longer presentation
about our organization. After brief discussion, Board congratulated Swanson and asked her to pass on their

- Drucker asserts that our organization must ensure its name is associated with whatever materials are distributed at
that practitioner's meeting next year. The organization should generate revenues where possible from the materials,
too.
- Swanson mentioned that staff member, Sheila Anderson's husband is ill and in the hospital. MOTION to send a gift
· Finance Committee report provided by Chair, Elizabeth Drucker:
- Drucker explained that consultant, Susan Johns, reviewed the organization's bookkeeping procedures and found
them to be satisfactory, in preparation for the upcoming yearly financial audit. Funds recommends that our company
ensure the auditor provides a management letter along with the audit financial report.
· - Drucker reviewed highlights, trends and issues from the balance sheet, income statement and cash flow
statement. Issues include that high accounts receivables require Finance Committee attention to policies and
procedures to ensure our organization receives more payments on time. After brief discussion of the issues and
suggestions about how to ensure receiving payments on time, MOTION to accept financial statements; seconded and
passed.
Board Development Committee's report provided by Chair, Douglas Carver:
- Carver reminded the Board of the scheduled retreat coming up in three months, and provided a drafted retreat
schedule for board review. MOTION to accept the retreat agenda; seconded and passed.
- Carver presented members with a draft of the reworded By-laws paragraph that would allow members to conduct
actions over electronic mail. Carver suggested review and a resolution to change the By-laws accordingly. Kyumoto
suggested that Swanson first seek legal counsel to verify if the proposed change is consistent with state statute.
Swanson agreed to accept this action and notify members of the outcome in the next Board meeting.
Other business:
- Porter noted that he was working with staff member, Jacob Smith, to help develop an information management
systems plan, and that two weeks ago he (Porter) had mailed members three resumes from consultants to help with
the plan. In the mailing, Porter asked members for their opinions to help select a consultant. Porter asked members
for their opinions. (NOTE: Zevon noted that she was also a computer consultant and was concerned about conflict of
interest in her Board role regarding this selection, and asked to be ABSTAINED from this selection. Members
agreed.) The majority of members agreed on Lease-or-Buy Consultants. MOTION to use Lease-or-Buy Consultants;

GE 2 – PURPOSIVE COMMUNICATION 135

Sample Minutes 2

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GE 2 – PURPOSIVE COMMUNICATION 138
1. Compare and contrast minutes 1 and minutes 2.
Describe their differences.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________.
2. Describe the tone and style of writing.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________.
3. Identify the purpose of each minutes.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________________________________________.
4. Which minutes is easier to grasp? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________.

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Sample Memo 1

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Sample Memo 2

GE 2 – PURPOSIVE COMMUNICATION 141

1. Identify the purpose, audience, and context of the first and the second memo.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________.

2. Describe the tone, style, format and language used in each memo. How effective
are they in achieving the purpose of communication?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________.

3. Which memo do you consider easier to grasp? Why?

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Activity 2. Create a letter of intent to any companies you wish to apply if you are a
professional one. And identify which format you use. Write it in the next page.

GE 2 – PURPOSIVE COMMUNICATION 143

In a Nutshell
Cite at least three points you have learned in this lesson.

Q & A List

Do you have any question for clarification?

Questions/Issues Answer
1.

GE 2 – PURPOSIVE COMMUNICATION 144

Keywords Index
This section lists down the keywords for easy recall of concepts.

minutes letters
memo Incident report

GE 2 – PURPOSIVE COMMUNICATION 145

Big Picture

Week 15-18. Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:

a. Apply fundamentals of critical thinking to reading, writing and communicating.

b. Summarize the principles of academic text structure.
c. Write and present academic papers using appropriate tone, style, conventions
and reference styles.

Big Picture in Focus: ULOa. Apply fundamentals of critical thinking to reading, writing and
communicating.
ULOb. Summarize the principles of academic text structure.
ULOc. Write and present academic papers using appropriate tone, style, conventions
and reference styles.

Metalanguage
.
For you to demonstrate ULOa, you will need to have a wide range of
understanding of the nature of communication and its process. There is a need to
explain the functions of verbal and non-verbal communication. You need also to be
familiarized with the barriers of communication

Key Terms:

Academic texts- Academic articles are written by professionals in a given field.

Articles- a paper that talks about a certain subject and they are publish in a journal.
Thesis/ Dissertation- they are research studies that are requirements for a degree (bachelor, masters or
doctoral), usually they are published and can aid to societal issues/problems.
Reference Citation- is the documentation needed to make your paper acceptable for academic
purposes. It gives authoritative sources for your statements, helps the reader gain access to those
sources, and acknowledges the fact that the information used in a paper did not originate with the writer.
In-text Citation- is a reference made within the body of text of an academic essay.
Paraphrasing- express the meaning of (the writer or speaker or something written or spoken) using
different words, especially to achieve greater clarity
Summarizing- give a brief statement of the main points of (something).
Direct Quotation- involve incorporating another person's exact words into your own writing.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to

GE 2 – PURPOSIVE COMMUNICATION 146

exclusively refer to the these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

Communication For Academic Purposes

We encounter different types of texts in our lives because naturally, all humans
are born reliant to information. and especially when we are very attuned in reading, we
get information from different types of texts. Since information are laid more in academic
settings, academic texts are largely being utilized. It is required that we need to
understand and grasp their content and eventually acquire the skills in writing them.
First, let us differentiate academic texts from non-academic texts.

Structure
Academic texts are typically formal. They have a clearly structured introduction,
body and conclusion. They also include information from credible sources which are, in
turn, properly cited. They also include a list of references used in developing the
academic paper.

Content
Academic texts includes concepts and theories that are related to the specific
discipline they explore. They usually exhibit all the properties of a well-written text i.e.,
organization, unity, coherence and cohesion, as well as strict adherence to rules of
language use and mechanics.
Characteristics of academic texts content:
- States critical issues
- Gives facts and evidences from reliable sources
- Words are precise and accurate
- Does not use jargons or colloquial expressions
- It does not take a personal and subjective point-of-view
- It is written in an objective point-of-view.
- It has references.

Most students find it hard to understand academic texts. Because these texts
requires understanding and concentration. A reader should interact in the words written
to these texts, they should understand the claims of the authors. One should be critical
and analytic to understand the arguments presented by the author. It is like the main
course of a meal and you need to chew very carefully those big chunks of meat and
vegetables, it is not like desserts that can easily be swallowed. Students must execute
strategies in understanding them. The following are reading strategies for academic
texts:

Before reading:
- establish your purpose of reading
- ensure the relevance of the text on what kind of information you want to know
- determine which text types you need to read

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- check the publication date, it should be published utmost 5 years back
- prepare pens for highlighting
- predict what is the text all about
During reading:
- Communicate or interact with the texts
- Highlight key words or phrases
- Write brief notes on the margin
- Write questions or information that are difficult for you
- Do annotations like highlighting, outlining or encircling important ideas
- Highlight unfamiliar words
- Underline important words, phrases or sentences.
- Determine the main idea of the text.
After reading:
- Reflect on the ideas inside the texts
- You may outline your ideas
- Use a concept map or graphic organizer of the information you get
- You may ask your teacher or classmates some questions about the text
- Connect ideas in the text to what you know.

Do this task…

Read the sample paragraph from an article and fill out the graphic organizer which will
relate the central idea inside the paragraph.

“Empowering young people in platforms and mechanisms that elevate and

amplify their voices during the pandemic can yield engagement during these COVID 19
outbreak. They can develop a repository with easy access to all information material on
COVID-19 addressing the challenges facing young people and how to deal with those
challenges. Establish youth-focused social media initiatives targeting specific issues,
such as mental health, domestic violence and access to education, as mechanisms for
reaching a wide range of young people during the pandemic and building a community
interested in volunteering, exchanging knowledge and spreading awareness among their
peers. Initiate youth storytelling programmes and events featuring first-person stories at
country and local levels, to allow young people to share and learn from others’
experiences during the pandemic.”

Source: http://www.emro.who.int/media/news/engaging-young-people-in-the-response-to-covid-19-in-whos-
eastern-mediterranean-region.html

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Empowering youth
to engage in
COVID-19
outbreak.

Examples of Academic Texts:

- Literary Evaluation- a kind of texts that gives evaluation of a literary piece with
proper use of different literary criticism.
- Articles- a paper that talks about a certain subject and they are publish in a
journal.
- Research papers/ Dissertation- they are research studies that are
requirements for a degree (bachelor, masters or doctoral), usually they are
published and can aid to societal issues/problems.
- Reaction papers- a type of academic texts where it contains reviews or
reaction with the use of critical approaches i.e., feminism, formalism, reader-
response, Marxism, post-colonialism. They are similar from literary evaluation
but reaction papers have a wide scope of
- Position paper- it is a paper that presents the writer’s stand on an issue, it
entails outlining arguments and proposing a course of action.

Citing Sources

Now that we can apply reading strategies in various text, next thing we need to do
is learn the basics of citing sources. This lesson is important since we want to avoid
plagiarism. We need to understand what are the purposes of citing sources: 1) we cite
because we want to give credits to the original author of the text; 2) promoting scholarly
and proficient write-ups, this means that one is able to exhaustively use related and
existing ideas, information, concepts or arguments from an expert and properly attribute
it to them; and 3) to help our readers identify our original source.

Two forms of citation:

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1. In-text citation- this can be found in the paragraph where the author discusses
the ideas of the original work.
2. Reference citation- citations are found at the last part of the paper or book.
Bibliographic entries such as; year, author, title of the source text, publication
either online or printed are listed.
These two are dependent on each other, what the author puts in the in-text should
be found in the reference and what is in the reference must be in the in-text.

Look at the example below..

A few researchers in the linguistics field have

the underlined are the examples developed training programs designed to improve native
of in-text citation speakers' ability to understand accented speech
which contains the (Derwing et al., 2002; Thomas, 2004). Their training
techniques are based on the research described above
name of the author and indicating that comprehension improves with exposure
year of the publication to non-native speech. Derwing et al. (2002) conducted
their training with students preparing to be social
workers, but note that other professionals who work with
non-native speakers could benefit from a similar
program.

In the box below is an example of reference citation where you will not find an idea
or concept being discussed but rather you can find the bibliographic entries. However,
as you notice, the in-text and reference are the same because once you put source in
the in-text, it should appear in the reference’s list.

Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented
speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259.
Thomas, H. K. (2004). Training strategies for improving listeners' comprehension of foreign-accented
speech (Doctoral dissertation). University of Colorado, Boulder.

Documentation Styles
There are different ways we can write citation in in-text and reference, we call them
style guides. There a lot of different style guides but in this module we discuss only two
which are mostly used in writing research paper. They are the following:

1. APA- American Psychological Association

2. MLA- Modern Language Association

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There are rules in using them, but we need to understand that we can’t freely
choose which style guide we want, instead, they are used according to specific
disciplines:

1. APA- psychology, education, Hotel and Restaurant Management, business,

economics, and other social sciences.
2. MLA- literature, arts and humanities.

In-Text Documentation
APA

1. Source/s with one author:

Heavy social media use can be linked to depression and other mental disorders in
teens (Asmelash, 2019).

Asmelash (2019) states that eavy social media use can be linked to depression and other
mental disorders in teens.

2. Source/s with two authors:

MacIntyre and Gardner (1991) mentioned that anxiety is one of the best predictors of
success in the second language stating that the relationship between language anxiety and
second language proficiency has been investigated in many studies, because language anxiety is
one of the internal factors of second language learners that might hinder the success in second
language acquisition.

In order for language teachers to grasp and facilitate students’ anxiety in classrooms, it is
necessary to develop the accurate scale, considering the context of second language learning
(Gardner & MacIntyre, 1980).

3. Source/s with three to five authors:

First citation..

Sipacio, Barrot and Sanchez (2014) state that APA style is appropriate for the fields of
nursing and education.

The APA style is appropriate for the fields of nursing and education (Sipacio, Barrot, and
Sanchez, 2014).

Subsequent citation.. (should use et al.)

Sipacio et al. states that in general, the social sciences employ this citation style (2014).

In general, the social sciences employ this citation style (Sipacio et al., 2014).

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MLA

1. Source/s with one author:

Heavy social media use can be linked to depression and other mental disorders in
teens (Asmelash 54).

Asmelash states that heavy social media use can be linked to depression and other
mental disorders in teens (54).

2. Source/s with two authors:

MacIntyre and Gardner mentioned that anxiety is one of the best predictors of success in
the second language stating that the relationship between language anxiety and second
language proficiency has been investigated in many studies, because language anxiety is one of
the internal factors of second language learners that might hinder the success in second
language acquisition (102).

4. Source/s with three to five authors:

Sipacio, Barrot and Sanchez state that APA style is appropriate for the fields of nursing
and education (221).

The APA style is appropriate for the fields of nursing and education (Sipacio et al. 221).

Sipacio et al. states that in general, the social sciences employ this citation style (221).

Reference Documentation

APA
General guidelines for APA format:
1. Place the reference list on a new page separate from the text of your writing label
the page with “References” and align it at the center at the top of the page. Do
not underline or put quotation marks for the title.
2. Apply hanging indention. The next lines of the entries must be indented from the
left side of the margin.
3. Apply double spacing.
4. Arrange the references in an alphabetical order based on the surnames of the
source.

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5. Capitalize the first letter of the first word of the title, if there is a colon (:) on the
title the first letter of the word after the colon must be capitalized and when there
is a pronoun it must be capitalized also the first letter.
6. Italicize the title. For journals, italicize the journal title and do not italicize its
article title.
7. For online sources, remove the hyperlink of the URL address.
8. For print sources, place a period at the end of the entry.
9. Put “n.d.” (no date) for sources that have no dates.

The following are examples of how they are written in the reference coming from
different sources:

1. Book with one author:

Lastname, F. (Year). Full title of the book. Place: Publisher.

Title Hot, Flat and Crowded: Why We Need a Green Evolution- and
How It Can Renew America
Name of author Thomas L. Friedman
Date Published 2009
Publishing Company Picador
Place of Publication New York

2. Book with multiple authors:

Lastname, A., Lastname, B., Lastname, C., & Lastname, D. (Year).Title of the
book. Place: Publisher.

Lastname, A., et al. (Year). Title of the book. Place: Publisher

Title Research, Process And Product Workbook

Name of author Shiley M. Plata, Chadey D. Lopez, Lani K. Macmillan, Milley C.
Yrus
Date Published 2009
Publishing Company Trailblazers Publication
Place of Publication Laguna

3. Journal Article (printed):

Lastname, F. (Year). Title of the article. Name of the journal, Volume, pages.

Title of the Article The Role of Metacognitive Skills in Developing Critical

Thinking
Name of Author Champ D. Magno
Title of Journal Metacognition Learning
Year Published 2010
Volume Number 5
and/or Issue Number
Page Number/s 137-156
where your journal
article is found

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4. Journal Article (web):
Lastname, F. (Year). Title of the article. Title of the journal. Volume. pages.
DOI: or Retrieved from http://www.website.com

Title of the Article A Macro Perspective On Key Issues in English as A Second

Language (ESL) Pedagogy in the Postmethod Era:
Confronting Challenges Through Sociocognitive Approach.
Name of Author Jessie S. Barrot
Title of Journal The Asia Pacific Education
Year Published 2013
Volume Number 12
and/or Issue Number
Page Number/s 123-135
where your journal
article is found
URL or DOI DOI: 10.1007/s40299-013-0119-4

5. Thesis or Dissertation Printed:

Lastname, F. (Year). Title of the thesis/dissertation. College/University, Place.

Title of Thesis or Toward an Internalization Model of De La Salle University

Dissertation (DLSU): An Assessment of Current Approaches in Two Asian
Institutions
Name of Author Gailey D. Tiu
Name of College or De La Salle University
University
Place of College or Manila
University

MLA
General guidelines for MLA format:
1. Place the reference list on a new apge separate from your writing and label it as
“Works Cited” and align it on the center at the top of the page. Do not use bold
face, underline or quotation marks for the title.
2. Apply hanging indention, the first line is not indented and the following lines are
indented from the left side of the margin.
3. Apply double spacing.
4. List them in an alphabetical order by the author’s surname.
5. Italicize the titles and capitalize the first letter of every word in the title.
6. Place periods at the end of the entries.

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The following are examples of how they are written in the works cited portion coming
from different sources:

1. Book with one author:

Lastname, Given name. Full title of the book. Place: Publisher. Year. Print.

Title Introduction to Philosophy

Name of author William F. Beddingson
Date Published 2017
Publishing Company Westinghouse Publication
Place of Publication Zurich, Germany

2. Book with multiple authors:

Lastname, Given name, et al. Title of the book. Place: Publisher. Year.
Print.

Title Technical Writing

Name of author Rodanthe M. Piers, Charlie D. Luherne, Ben K. Hurley, Mitchel C.
Lyons
Date Published 2018
Publishing Company Perth Publication
Place of Publication Perth, Australia

3. Journal Article (printed):

Lastname, Given name. “Title of the article.” Name of the journal, Volume
(Year), pages. Print.

Title of the Article The Speaker’s Source

Name of Author Arlester D. Geguna
Title of Journal Science Project Journal
Year Published 2015
Volume Number 5
and/or Issue Number
Page Number/s 137-156
where your journal
article is found

4. Journal Article (web):

Lastname, Given name. “Title of the article.” Name of the journal, Volume
(Year), pages. Web. Date accessed

Title of the Article Exploring English Classroom Strategies for Students

Name of Author Fermin G. Victoriano
Title of Journal The Asia Pacific Education
Year Published 2017
Volume Number 12
and/or Issue Number
Page Number/s 123-135

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where your journal
article is found
URL or DOI DOI: 10.1007/s40299-013-0119-4

5. Thesis or Dissertation Printed:

Lastname, Given name. Title of thesis or dissertation. Diss. MA/MS. College or
University, Place, year. Print.

Title of Thesis or Writing Anxiety, Research Self-Efficacy and Communication

Dissertation Behavior of Students

Name of Author Divine L. Villanueva

Name of College or De La Salle University
University
Place of College or Manila
University

Summarizing, Paraphrasing and Direct Quoting

Let us assume that you can apply reading strategies in understanding texts, now,
we need to effectively communicate the ideas you read by writing them when you create
or work on with your research or any academic texts for your assignments. However,
there is one thing we need to understand and avoid, that is PLAGIARISM.

What is PLAGIARISM?

Merriam-Webster online dictionary, meant plagiarism as:

• to steal and pass off (the ideas or words of another) as one's own
• to use (another's production) without crediting the source
• to commit literary theft
• to present as new and original an idea or product derived from an existing source

Source: https://www.plagiarism.org/article/what-is-plagiarism

Plagiarism is a fraudulent act, that entails punishment from the law. Students
must understand that they need to establish this as they work on in their research study.
However, there are schools that assures that students work are plagiarized-proof by
implementing the use of software that manage the efficiency of the paper. But, this act
can be avoided when students will acquire skills in communicating ideas through
writing. Let’s begin to learn these skills.

GE 2 – PURPOSIVE COMMUNICATION 156

Summarizing

Let’s do this…

Everyone has seen the movie “Titanic”, can you share the whole story in 5
sentences? Let us try to list at least five (5) events that give us the entire picture of the
movie.

Summarizing is an important skill in critical reading, it is used to determine the main

ideas in a book, article or parts of an article. There are essential ideas or key words or
phrases that will help you understand your text. The following are benefits of
summarizing:

1. Can lead you to a deeper understanding of the text

2. Extract relevant information or key ideas
3. Connect the details or examples that will support the main ideas
4. Capture key information inside the text and connect them together clearly and
concisely.

You are NOT doing summarizing when you:

1. Write down all the ideas

2. Jotting down ideas word-for-word
3. Writing down irrelevant ideas
4. Writing down ideas not presented in the text.
5. Writing down a summary

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DO’S in summarizing:

1. Understand the whole text, so that you will be able to locate main ideas and
exterminate the unimportant ones.
2. Underline or highlight the key ideas while reading the whole text.
3. Write all the key ideas in your own words in another sheet of paper.
4. Create a concept map to see how these ideas are connected.
5. List each idea in a sentence form.
6. Combine these sentences into a paragraph form using appropriate transitional
markers or devices. In academic writing, transitional devices are always used
because the author communicates his/her ideas by way of writing them.
7. Check that you do not copy word-for-word a single sentence in the text.
8. Do not provide your own opinion or adding another idea.
9. Check if there are ideas that are repeatedly expressed in your paragraph.
10. Read your summary and compare it to the original text for accuracy.
11. Use in-text citation format since you get ideas from another source (formats for
in-text citation will be discussed in the next lesson).

Like what we did in the movie “Titanic”, we won’t be able to summarized it if we don’t
grasp the whole movie, same as well in academic writing, we need to understand the
whole text then we can do a summary.

There are three formats when we write a summary with citations:

1. Idea Heading Format- the summarized idea comes before the in-text citation.
Example:
Child labor refers to the employment of children in any work that deprives children
of their childhood, interferes with their ability to attend regular school, and that is
mentally, physically, socially or morally dangerous and harmful (Edralin, 2012). This is a
phenomena that the government needs to address.

2. Author Heading Format- the summarized comes after the citation and the name
of the author/s is connected with a reporting verb.
Example:
Cabral (2015) states that Facebook has also become a source of information of
college students. However, it has become a breeding ground of misunderstanding, quarrel and
arguments, due to lack of personal interaction with others. When these happen, college students
use Facebook as a mechanism aggressive behavior.

3. Date Heading Format- the summarized idea comes after the date of the
publication of the source material.
Example:
On the other hand, active participation of the citizens in development contributes to a
sound and reasonable government decisions. In their 2014 study on the impact of
participatory development approach, Irvin and Stansbury argue that participation can be
valuable to the participants and the government in terms of the process and outcomes of
decision making.

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Reporting Verbs

Reporting verbs are used in summarizing since we discourage the continuous

use of “According to..”. We use verbs to connect author and the summarized idea to
enhance our communication while through writing. The following are examples of
reporting verbs:

Hyland (1999) lists some reporting verbs with their appropriate use:

Field Use reporting verbs appropriately and effectively…

Biology describe find report show suggest observe
Marketing suggest argue find demonstrate propose show
Linguistics suggest argue show explain find Point out
Sociology argue suggest describe note analyze discuss
Philosophy say suggest argue claim Point out hold think
General suggest argue find show describe propose report

Paraphrasing

Let’s do this…

Do you sing love songs? Did you love their melodies? How about their lyrics, did you
find time reflecting on the lyrics? If yes, then let’s try to sing a portion of this song
entitled “Maybe This Time” by Sarah G. in your mind or you can sing them out loud.

I. Two old friends meet again She's back in his life

Wearin' older faces And it feels so right
And talk about the places they've been Maybe this time, love won't end
Two old sweethearts who fell apart II.
Somewhere long ago It's the same old feeling back again
How are they to know It's the one that they had way back when
Someday they'd meet again They were too young to know when love is real
And have a need for more than reminiscin' But somehow, some things never change
Chorus: And even time hasn't cooled the flame
Maybe this time It's burnin' even brighter than it did before
It'll be lovin' they'll find It got another chance, and if they take it...
Maybe now they can be more than just friends

Now, what we need to do is get the chorus of the song and we’ll try to paraphrase them,
just to start our lesson doing paraphrasing.

Maybe this time Write your paraphrase here..

It'll be lovin' they'll find ___________________________________
Maybe now they can be more than just friends ___________________________________
She's back in his life ___________________________________
And it feels so right ___________________________________
Maybe this time, love won't end ___________________________________
___________________________________
___________________________________

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Paraphrasing is copying the ideas in the text but not word-by-word. It involves
putting the passage of the source text in your own words and retaining the full
meaning which is presented in the text but it must be attributed to the source by
citing sources.
When do we use paraphrasing?
1. Paraphrase a short text with one or two sentences or a paragraph with a
maximum of five sentences in short, it is not proper to paraphrase a whole
article.
2. We paraphrase because we avoid or we don’t want to always use direct
quotation.
3. Rewrite the author’s words by not changing the message or use your own
words to state the author’s ideas.

DO’S in paraphrasing…
1. Understand the whole text.
2. Underline or highlight key words or phrases.
3. Get a paper and start writing in your own words about what you understand
about the ideas in the text.
4. Compare your own words and the original words in the text.
5. Check if they state the same meaning.
6. Check again if there are ideas you forgot to paraphrase.
7. As you paraphrase, do not add comments stick to the ideas in the original
text.
8. After checking, you may now do in-text citation (in-text citation will be
discussed in the next lessons).

Direct Quotation

Direct quoting is different from paraphrasing, it does not need to copy the
ideas and use your own words, it is easiest among the two summarizing and
paraphrasing. However, a paper that has a lot of direct quotation is very poor. It
means that the author does not understand the sources and does not effectively
communicate ideas. We don’t want our paper to be like that, but, there are rare
occasions we use direct quoting.

When do we use direct quoting?

1. A text that has a powerful message or will show less impact if we paraphrase
them.
2. We use them when we want to begin our paper with the author’s stand.
3. We want to highlight a prominent author’s expertise in our argument or claims
as we write.
Imagine, if our paper discusses about history of the Philippines fighting wars and
it highlights MacArthur’s promise, “I shall return”, do you want to paraphrase it or
would you like to quote it how MacArthur say it? That depends on the writer alone,
but we need also to use other ways of encapsulating ideas like quoting them.

DO’s in Direct Quoting…

1. Copy exactly the part of a text that you want to use.
2. Use quotation marks to show the beginning and ending of the quote.

GE 2 – PURPOSIVE COMMUNICATION 160

3. Do an in-text citation.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
• Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
Cavite. pp 1-16.
• Suarez, C., et al. (2018). Purposive communication in english. Ateneo de
Manila University Press. Quezon City. pp 11-20.
• Zoleta, M. A., et al. (2018). Purposive communication. MINDSHAPERS CO.,
INC. Manila. pp 2-64.
• Barrot, J., Sipacio, P. (2016). Communicate today English for academic and
professional purposes for senior high school. C & E Publishing, Inc. Quezon
City

Let’s Check

Activity 1. Write F if the statement is false and T if it is true.

_____ 1. APA is appropriate for the field of natural sciences only..

_____ 2. Citations appear within the text and in the reference list.
_____ 3. Students should avoid plagiarism to promote academic integrity.
_____ 4. One needs to cite whenever quotes, paraphrases, or summarizes are used
in a paper.
_____ 5. Every form of citation has its own style guide or handbook specifying the
formatting rules.
_____ 6. Proper referencing should be used to acknowledge other people’s works
used in research writing.
_____ 7. Every discipline prescribes a documentation style.

Write GS if the statement describes about good summarizing and NG if it does show
a good summarizing skill.

_____ 8. To add more information, Alex added her analysis and comments to the
ideas of the author.
_____ 9. Sheila extended the message of the text and included some of her
interpretations.
_____ 10. Lucy wrote down the general and specific ideas of the text.
_____ 11. Leslie added some of his related research to the information presented in
the text.
_____ 12. Len simplified ideas.
_____ 13. Jane copied everything from the book.
_____ 14. Tom extracted the key ideas in the text.
_____ 15. Kyle revised the main idea.

GE 2 – PURPOSIVE COMMUNICATION 161

Let’s Analyze

Activity 1. Scan the text of the President Duterte’s Fifth SONA delivered on July 27,
2020. Then, do the following:
• Identify five ideas or topics from the text.
• Next, describe each of these ideas as discussed in the text, butusing your
own words. Use reporting verbs appropriately.
• Use the sheet below.
• Follow this link: https://www.officialgazette.gov.ph/2020/07/27/rodrigo-roa-duterte-
fifth-state-of-the-nation-address-july-27-2020/

Idea or Topic Your description

GE 2 – PURPOSIVE COMMUNICATION 162

Activity 2. Choose your own favorite book or movie and write a summary of its plot.
Make sure you follow the format below:
• Arial font style, font size 12
• 1.5 spacing
• 1’ margin on all sides
• Encode
• Follow instructions of your teacher on how it will be passed.

In a Nutshell
Cite at least five points you have learned in this lesson.

GE 2 – PURPOSIVE COMMUNICATION 163

2. ___________________________________________________________________
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3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Q & A List

This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from
the course here. This Q & A portion helps in the review of concepts and essential
knowledge.

Do you have any question for clarification?

Questions/Issues Answer
1.

GE 2 – PURPOSIVE COMMUNICATION 164

Keywords Index
This section lists down the keywords for easy recall of concepts.

Academic texts In-text citations paraphrasing

references Citing sources summarizing

GE 2 – PURPOSIVE COMMUNICATION 165

Big Picture in Focus: ULOb. Summarize the principles of academic text structure.
ULOc. Write and present academic papers using appropriate tone, style,
conventions and reference styles.

Metalanguage .

For you to demonstrate ULOa, you will need to have a wide range of
understanding of the nature of communication and its process. There is a need to
explain the functions of verbal and non-verbal communication. You need also to be
familiarized with the barriers of communication.

Key Terms:

Research Report- A research report is a document prepared by an analyst or strategist who is a part
of the investment research team in a stock brokerage or investment bank.
Literature Review- is a comprehensive summary of previous research on a topic. The literature
review surveys scholarly articles, books, and other sources relevant to a particular area of research.
Research Instruments- are measurement tools (for example, questionnaires or scales) designed to
obtain data on a topic of interest from research subjects
Research results- section of the research paper is where you report the findings of your study based
upon the information gathered as a result of the methodology [or methodologies] you applied.
Research Methodology- is the specific procedures or techniques used to identify, select, process,
and analyze information about a topic.
Abstracts- is a brief summary of a research article, thesis, review, conference proceeding, or any in-
depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper's
purpose.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to exclusively
refer to the these resources. Thus, you are expected to utilize other books, research articles
and other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

Writing Research Papers

Writing research has been tackled during your senior high school years. You
underwent conducting it something related to your track and you may not have
realized the relevance of the course yet that time. Now that you are in college,
research can take many forms depending on the program that you enrolled in.
research related finding may take the form of a simple repot, feasibility study,
product development, strategic management report, capstone, communication plan,
thesis, development plans, research journals, etc. whatever the form is, the basic
steps to remember in making a technical research have the same principles to
follow.

GE 2 – PURPOSIVE COMMUNICATION 166

Research is seen to be a great help to every institution that is why in every
workplace they allow their employees to conduct research studies that will benefit
their company. In any business-related work, there are times that important factor in
the business are analyzed like the marketability of a product, customer’s preferences
and etc. most of the decisions made by the employers are basically coming from the
researches presented to them. It is indeed that the workplace cannot thrive without
research.
The magic questions you might ask, how do you start doing it? Are you able
to conduct one even if you saw others having problems in doing it? Does it require
most of your time? The answer to all these questions is YES. To trim it down you
need to answer the following questions:
1. What particular aspect of the topic would you like to study?
2. What will be the purpose of your study?
3. How large would be your study in terms of participants and location?
4. Who would be the beneficiaries of your study?
5. How do you plan to make your study?

What is Research?

Research is a systematic and scientific way of investigating and gathering

information to answer a particular problem, establish facts and reach conclusions.
Conducting a research can be done in various fields such as arts, humanities, social
sciences, natural sciences, technology and health sciences.

Some of the research papers in various fields are the survey report, the field
report and the laboratory or scientific technical report.
1. A survey report- is a paper which presents the results of the author’s
research.
2. A field report- is usually used in the field of social sciences to link theory
and application. It usually contains the author’s observation when out on
the field and an analysis using theoretical concepts from the discipline.
Although research papers are formal in tone and style, field reports can be
personal and simple.
3. A laboratory or scientific technical report- is written by those in the
sciences mainly to persuade others to accept or reject a hypothesis,
record the details for future researches and document a current
phenomenon for future reference or comparison.
To begin with research, you have to determine your topic. Asking questions is one
useful way to focus on a topic easily and quickly.
Sample topics in question form
1. How does the Mindanao peace and order situation affect the economy of the
Philippines?
2. What are the psychological effects of online games?

when choosing a topic, the researcher would consider the following criteria:
1. A research topic must be relevant because it addresses a particular issue or a
problem.
2. It must be interesting, most especially for the researcher, it must arouse a
natural curiosity in the topic because it can encourage greater commitment to
the research.

GE 2 – PURPOSIVE COMMUNICATION 167

3. It must be manageable; it must be something you can undertake within your
ability and within the time limit given to you. It should never be too general or
too narrow. It must be achievable while considering financial, human and
material resources.

Writing Research Reports

A research report is an expanded paper that presents results and

interpretation of a phenomenon so that readers can be better understand it. It is not
a summary of different articles or ideas that are presented uncritically, nor it is a
series of quotations and compilation of unsubstantiated opinion. Rather, a research
report is produced through formal investigation and scientific inquiry.

Some of the requirements needed to complete a research report are the following:
1. Topic (field specific or general)
2. Type of paper (journal format or thesis format)
3. Length
4. Number of sources required (usually at least 10 reputable references)
5. Types of sources (books, journals, periodicals and other online
sources)
6. Documentation style (APA, MLA)
7. Deadlines
8. Format (depends on the documentation style)
9. Parts of the research paper

Features of a Research Report

Generally, a research report includes the following sections: title page,
abstract, introduction, literature review, methodology, results, discussion, conclusion
and references. Each part will be discussed in detail.

1. Title Page contains an informative title which describes the content of the
paper, name of author/s and addresses or affiliation, and date when it is
submitted. The following some examples of informative title.

Effects of Facebook on Academic Achievement of First Year College Students

Development and Validation of a Software for Detecting Plagiarism

2. The abstract contains the summary of the findings and conclusions. This part
briefly presents the context of the study, research questions or objectives,
methodology, major findings, conclusions and sometimes implications with
minimal number of citations and statistical data. The number of words for
abstract ranges from 100-250 words.
3. The introduction explains the current state of the field of discipline and
identifies research gaps addressed by the research. It also presents the
research focus in a way that it addresses the identified gaps and puts the
research topic in context. Its length usually ranges from 3 to 5 paragraphs.
4. The literature review contains the summary and synthesis of all available
sources directly related to the study. This is divided into two sections: the
related concepts and related studies which both help the researcher explain
the phenomena which may arise during the study.

GE 2 – PURPOSIVE COMMUNICATION 168

Related concepts- explain some of the fundamental concepts needed by the
readers to better understand the study. In this section, some concepts and
theories are defined, explained and described.
Related Studies- are based on previously conducted studies directly related to
the paper.
This section ends with a paragraph that synthesizes all of the studies
presented and puts the study in context. Hence, the last paragraph may
include the topic and specific research problems. Its length ranges from two to
three pages. However, in some cases this section is integrated into the
introduction.
5. The methodology contains the processes and steps taken in gathering data
for the research. This section contains the context and the participants, the
instruments used, data gathering procedure and data analysis.
The context and the participants section explains the number and
demographic profile of participants involved as well as the place or the
environment where the study was conducted.
The instrument section presents the tools that you used in gathering the data.
These may include a questionnaire, interview, focus group discussion and
tests. All these instruments being used and how they are being validated must
be described in detail.
The data gathering section presents the details on how the data were
collected whereas the data analysis section presents how the data are
analyzed, whether it be qualitatively or quantitatively.
6. Results factually describes the data gathered. This section usually contains
tables and graphs are their respective interpretations.
When interpreting graphs and tables, remember the following:
- First sentence should contain the figure or table of number and the title.
- The next sentences should focus on the most important information in
the graph or table.
- The trends or the gaps that you notice may be included in the body of
interpretation.
The interpretation should end with a conclusion based on the given
information.
The flow of the results section should follow the flow of the research
questions/problems/objectives. It is expected that for each research problem
or objective, corresponding results are presented.
7. The discussion presents the why’s of the results. This section provides an
explanation for all the results in relation to the previous studies presented in
the literature review. It needs to restate your research problems or objectives
in the first paragraph as well as the major findings. In the next paragraphs it
must be explained whether the study supports or rejects the previous findings
and explain the reason for this. The new findings uncovered should also be
stated here. As with the result section, the discussion must follow the flow of
the research problems or objectives.
8. The conclusion contains the restatement of major findings, limitations of the
study, recommendations and implications. In some cases, the conclusion is
integrated into the discussion section.
9. The references section contains the different sources used in the study.
These may be the academic books, journals, and other online sources. Its
format depends on the school, teacher, or field study.

GE 2 – PURPOSIVE COMMUNICATION 169

Steps in Writing the Research Report
Before starting on any research or study, you must “scan the field”. What this
means is that you read around your topic, and look for studies done related to it.
By doing this, you are situating your investigation in the larger field of discipline.
You then see how your study can contribute to the ongoing discussions about the
subject matter. And you can also learn from the methods used.
The importance of taking down notes cannot be emphasized enough when
preparing to write your research report. Document everything in your study such
as the equipment, materials and instruments you used, the steps that you
followed in getting your data, and how your participants or samples behaved. All
information needed by someone who might want to replicate your study should
be provided.
In writing your report, you may find it easier to start with the body of the paper.
Draft the methods, results and discussion. If you need to include tables,
diagrams, charts and graphs, make drafts of these and finalize them later.
Remember, these are supposed to convey information more clearly, so make
sure you keep them simple and label them correctly. Keep them as close as
possible to the text discussing them. Refer to them according to their label, rather
than pointing out where they are located.
Once you have written the body of your report, draft the Conclusion, and then
the Introduction. Check that you cited all the references you used, and that you
cited these correctly. Write the abstract once you have finalized the content of
your paper.
Before submitting your report, check if you followed the format specified by
your instructor. As mentioned several times, each follows a specific format. In
addition, certain fields prescribe a certain lay out as well.

Some important tips:

1. 50 to 70 percent of the paper should be devoted to results and
discussion.
2. Be sure to cite all your sources whether they are paraphrased or
directly quoted.
3. Use direct quotations sparingly. Paraphrase as much as possible.
4. Strictly follow the required documentation style.
5. Topics should be relevant, interesting, current and manageable in
terms of resources, skills needed, and time. They should not be too
sensitive and controversial as well.
6. Research questions should directly address the given topic.
7. Use simple language and avoid verbose words.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

• Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
Cavite. pp 1-16.
• Suarez, C., et al. (2018). Purposive communication in english. Ateneo de
Manila University Press. Quezon City. pp 11-20.

GE 2 – PURPOSIVE COMMUNICATION 170

• Zoleta, M. A., et al. (2018). Purposive communication. MINDSHAPERS CO.,
INC. Manila. pp 2-64.
• Barrot, J., Sipacio, P. (2016). Communicate today English for academic and
professional purposes for senior high school. C & E Publishing, Inc. Quezon
City

Let’s Check

Activity 1. Write F if the statement is false and T if it is true.

_____ 1. An abstract should be written prior to writing the conclusion.

_____ 2. The literature review contains the explanation of relevant concepts and
related studies.
_____ 3. The methodology contains the description of participants and instruments.
_____ 4. Two different documentation styles can be used in one research report.
_____ 5. The introduction contains the purpose and current state of the field of
discipline.
_____ 6. Survey instruments should be aligned to research questions.
_____ 7. It is better to have as many direct quotations as possible.
_____ 8. Majority of the paper’s content should be devoted to literature review.
_____ 9. An informative title is preferred when writing a research report.
_____ 10. Conclusion contains the details of the findings obtained from the study.

Let’s Analyze
Activity 1. Follow the links below and read the text, then, answer the follow-up
questions.

I. “Does Postraumatic Stress Apply to Siblings of Childhood Cancer Survivors?

By Melissa A. Alderfer, PhD, Larissa E. Labay, PsyD, Anne E. Kazak, PhD,
ABPP
Link: http://jpepsy.oxfordjournals.org/content/28/4/281.long

1. How does the research report begin?

GE 2 – PURPOSIVE COMMUNICATION 171

5. What cohesive devices were used to improve the flow and clarity of ideas?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________.
6. How would you describe the conclusion? How is it organized?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

II. “The Optimal Foraging Theory: Food Selection in Beavers Based on Tree
Species, Size, and Distance”
Link: http://www.ncsu.edu/labwrite/res/labreport/res-sample-labrep1.html

GE 2 – PURPOSIVE COMMUNICATION 172

1. How does the research report begin?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________.
2. What organization does the report follow? How is it structure?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________.
3. How would you describe the style and approach of presentation of ideas?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________.
4. How are the supporting details presented? Are the explanations sufficient?.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_.

GE 2 – PURPOSIVE COMMUNICATION 173

In a Nutshell

Cite at least five points you have learned in this lesson.

GE 2 – PURPOSIVE COMMUNICATION 174

Q & A List

This section is a place for you to raise your questions and queries that you feel the
instructor should give attention to. Feel free to ask relevant questions related from
the course here. This Q & A portion helps in the review of concepts and essential
knowledge.

Do you have any question for clarification?

Questions/Issues Answer
1.

GE 2 – PURPOSIVE COMMUNICATION 175

Keywords Index
This section lists down the keywords for easy recall of concepts.

Research report Research instrument abstracts

Literature review Research methodology documentation

- end -

GE 2 – PURPOSIVE COMMUNICATION 176

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