Photos from Training Journal/google images

Preface

Purposive Communication is a fundamental course in the General Education Curriculum

for tertiary education, which is crafted to train students to become an effective listener,
competent speaker, and skilled writer. This will expose students into communication process,
ethics and principles, communication in globalization, and global communication in multicultural
setting aided with technology bringing the life of the locals into a global village. The students will
also learn to prepare different letters, memo, reports, and academic paper. Driven by a deep
sense of mission to shape and empower Filipino youth to become contributors for sustainability,
this learning material is compiled from different experts and specialists in the field of
specialization.

Acknowledgement and Dedication

The GEC-PC team would like to extend warmest thanks and gratitude to the authors
and the rest of the contributors, panelists, and approval committee, and those individuals who in
any ways had contributed to make this course pack in Purposive communication a reality.
Thank you very much!

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 TABLE OF CONTENTS

Module Page

1 VMGO and Program Orientation 4

2 Communication Processes, Principles, And Ethics 10
3 Communication and Globalization 28

4 Communication For Various Purposes 36

5 Communication for Work Purposes 47

6 Communication for Academic Purposes

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 Module 1: Class Orientation
(VMGO, Course Syllabus, and Flexible Learning System (FLS) Policies)

Virtual classroom rules via Odilo

INTENTED LEARNING OUTCOMES:

At the end of the unit, the students must:
1 Stated the relevance of the course to the attainment of the
VMGO of the system, the college and the program;
2 Specified the Flexible Learning System policies;
3 Familiarized the coverage of the subject and its
requirements;
Preparation

... ... ...

“I am the MASTER of my fate, I
With 9 dots, connect all the dots by making a line without cutting the line am the CAPTAIN of my soul”
or lifting your hand

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 1. Where did you start connecting the dots?
______________________________________________________________________
_____________________________________________________________________.
2. How did you connect the dots?
______________________________________________________________________
_____________________________________________________________________.
3. What figure you can see after connecting all the dots?
______________________________________________________________________
_____________________________________________________________________.
Presentation

Vision, Mission, and Goals of the University

Vision of the University:

A premier multidisciplinary-technological university.

Mission of the University:

The University shall primarily provide advanced professional and technical instruction for
special purposes, advanced studies in industrial trade, agriculture, fishery, forestry, aeronautics
and land – based programs, arts and sciences, health sciences, information technology and
other relevant fields of study. It shall also undertake research and extension services and
provide progressive leadership in its areas of specialization.
Goals of the University:
The University shall produce scientifically and technologically oriented human capital
equipped with appropriate knowledge, skills, and attitudes. It shall likewise pursue relevant
research strengthen linkages with the industry, community and other institutions and maintain
sustainable technology for the preservation of the environment.
Program Outcomes:
The graduates shall be able to:
1. articulate and discuss the latest developments in the specific field of practice;
2. effectively communicate in English and Filipino, both orally and in writing;
3. work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams;
4. act in recognition of professional, social, and ethical responsibility;
5. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).

Course Description:
Purposive Communication is about writing, speaking, and presenting to different
audiences and for various purposes. This course develops students’ communicative
competence and enhances their cultural and intercultural awareness through multimodal tasks
that provide them opportunities for communicating effectively and appropriately to a multicultural
audience in a local or global context. It equips student with tools for critical evaluation of a

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variety of texts and focuses on the power of language and the impact of mages to emphasize
the importance of conveying message responsibly. The knowledge, skills, and insights that
students gain from this course may be used in their other academic endeavors, their chosen
disciplines, and either future career as they compose and produce relevant oral, written, audio-
visual and/or web-based output for various purposes.

Course Learning Outcomes:

Within the semester, the students are expected to:
1. describe the nature, elements, and functions of verbal and non-verbal communication in
various and multicultural contexts; (POs 1, 2)
2. evaluate multimodal texts critically to enhance receptive (listening, reading, and viewing)
skills; ; (POs 2,3)
3. convey ideas through oral, audio-visual, and/or web-based presentations for different target
audiences in local and global settings appropriate registers; (POs 1,2)
4. present ideas persuasively using appropriate language registers, tone, facial expressions,
and gestures; and (PO4)
5. adopt cultural and intercultural awareness and sensitivity in communication of ideas; (POs 4,
5)
FLEXIBLE LEARNING SYSTEM POLICIES

“Learning in the New Normal”

Keep this in mind!

Photo is not mine.

Credits to the Owner

General Reminder

1. Open and check your CTU account during the scheduled time for GEC-PC discussions,
and updates.
2. Activities, quizzes, and term examinations must be submitted on time.
3. The Worktext will be used to guide the learning process, but you are encouraged to visit
the links and participate in suggested readings.
4. Honesty and integrity are essential to practice discipline while learning.

Class Conferencing
1. Always check your connectivity, and virtual set-up.
2. Come to class on time. Sign in the attendance sheet provided.
3. Make sure you are wearing formal attire or at least not revealing blouses or t-shirts in
front of the camera or turn off the video.
4. During discussions, rise your hands when you want to say something to be recognized.

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 5. Write your full name with colon every time you want to say something. For example,
Juan Santiago: Good morning!
6. Place your audio on mute, when you are not speaking.
7. Contents are exclusively for the class.
8. Respect and integrity should be observed.
9. Introduction of the teacher handling the subject
10. Students must wear proper classroom attire
11. Both teacher and students log-in on time
12. Respect each other
13. Mute when the teacher is talking
14. Raise hand when asking question
15. Listen when the teacher is talking
16. Answer the exam/activity by yourself
17. Submit the requirements Online on time
18. Don’t blame late assignments on technical problems
19. Don’t ignore the additional online resources

Practice

Activity No. 1: VMGO and Program Orientation

My Covenant in Learning

Name: _______________________________ Year and Section: ___________ DS: ________

From the Vision, Mission, and Goals of the University Statements, which one relates to
the study of the course on GEC-PC Purposive Communication? Copy that statement below.
Discuss your personal role expectations on how you can contribute for its attainment.

1. Part of CTU System, Argao Campus Vision, Mission, and Goals

____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________

2. I personally expect to be part of its attainment by:

____________________________________________________________________________
__________________________________________________________________________

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____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________

3. I would like to succeed in this program by (personal commitment):

____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________

Performance
Quiz No. 1: VMGO and Subject Orientation

(Digital Poster on CTU in the New

Normal)

Name: _______________________________ Year and Section: ___________ DS: ________

Make a collage/poster of your Journey Map describing YOURSELF 5 years, 10 ten years,
and 15 years from now.

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 Creativity - - - 15pts.
Clarity - - - 10 pts.
Explanation - - - 5pts.
TOTAL - - - 30pts.

Deadline (Next Meeting)

Presentation:

➡ Identify the students into virtual groupings of 4-5 members

➡Let the students connect each others to convince a creative minds on how this school vision/Mission and
goals would pursue in spite the pandemic and the new normal way of learnings. Create a situation.

➡And come out a presentation.

Performance:

Each group will present the PPT from their collaborative ideas from the given instructions.one of the members will be
called at random presenter is given 15-20 minutes to discuss.

Criteria:

PPP 15pts

Relevance/content 40pts

Delivery 30pts

Coordination 15pts

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 Module 2 Communication: Definition and Elements

Intended Learning Outcome:

● Describe the nature, elements, and functions of verbal and non-verbal
communication in various multicultural contexts (CLO 1);

PREPARATION

WHAT IS COMMUNICATION?

⮚ Watch this!

Instructions: Click the link below and watch the video “Why Friends Shouldn't Play the
Telephone Game”. After viewing, answer the following questions below and be ready to
share your ideas with the class.

Link: https://www.youtube.com/watch?v=fSekdGHJTwM

Questions:
1. What have you grasped from the video?

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2. How do you describe the process of communication among friends in the video?
3. Was the communication successful or unsuccessful? Why?
4. What can you suggest to have a successful human communication?

⮚ engage and explore!

Instructions: To demonstrate understanding on the concept of “Communication”, click

the link below and listen carefully to the short presentation on communication. Share
your ideas with the class after viewing, guided with the following questions below.

Link: https://www.youtube.com/watch?v=JdbL7jJb3JE

Questions:
1. How is Communication defined in the video?
2. What types of Communication are mentioned? How do they differ? Cite example/s
from the video and from your own observations and experiences.
3. Answer the last question posted at the end of the video: “Do you consider the
interaction with a computer, (real) communication?” Justify your answer/s.
4. What can you surmise or infer about the nature and process of communication from
the video presentation?

PRESENTATION

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⮚ STUDY

Communication
▪ is (sometimes) defined as the process of sending and receiving messages
(Satterwhite & Olson-Sutton, 2007)
▪ is the process of using verbal and non-verbal messages to generate meaning
within and across various contexts, cultures and channels (Engelberg & Wynn,
2008)

ELEMENTS OF COMMUNICATION PROCESS

SENDER/ RECEIVER

The sender is the participant who initiates the communication process and
establishes the purpose of the message. On the other hand, the receiver is the
one for whom the message is intended and sent. In simultaneous
communication, these two components consecutively interact with each other,
making a participant a “transceiver,” sending and receiving messages at the
same time (Chesebro, O’Connor, & Rios, 2007)

MESSAGE

It contains the information, thought, and feelings that a communicator expresses

to the other participant in the communication process. The sender determines the
purpose of the message, and this can be one of these three forms: to inform, to
persuade, or to take action.

CHANNEL/MEDIUM
It identifies how the message is delivered. In a verbal and face-to-face
communication, air serves as the medium, and messages are transmitted
through sound and light waves. A channel can also be sensory such as how
somebody holds or shakes hands with you. It can also be any other means, like
the use of technology or any other medium (i.e., telephone, e-mail, voice mail,
video recording, written memo).

FEEDBACK

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 It refers to the receiver’s response to the sent messages. This makes
communication two-way process. It indicates how the message is interpreted –
how it is seen, heard, understood; it conveys the receiver’s emotions or feelings
about the message and toward its sender.

CONTEXT

It affects the way communicators send and receive messages. It refers to the
circumstances- situation, condition, environment – where communication occurs.
According to Roebuck (2006), environment can include room temperature,
lighting furniture, timing, as well as the climate and relationships that exist
between the communicators. The way you express ad interpret messages will
depend upon whom you are talking to: your sibling, a stranger, your clique, etc.
The role of context in communication is discussed in more detail as part of the
characteristics of communication.

NOISE

It is defined as an impediment to successful communication. It is anything that

hinders shared understanding. Generally, noise is classified as external, internal,
and semantic.

● External noise originates from the communicator’s surroundings or

environment. Some examples of this noise are boisterous laughter, the
videoke sessions in the neighborhood, and the sound of a fast-moving
vehicle.

● Internal noise includes anything that is self-related-your attitudes, opinions,

beliefs- that may hamper effective sending and receiving of messages.
Examples can include any physiological state, like hunger and pain out of
illness and psychological thoughts, like worry, fear, anxiety, disappointment,
and prejudice.

● Semantic noise gets in the way when the sender and receiver do not share
the same meanings for their verbal or nonverbal signals. Examples are the
jargons.

FRAME OF REFERENCE
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 Communicators bring into their interactions their own value system or culture,
preferences, world views, self-concept, expectations, and experiences. These
factors make every communicator unique. Nevertheless, when commonalities
are identified, these will help establish a starting point for communication. Frame
reference is also termed as field of experience and will be mentioned in the
succeeding section.

PRACTICE

⮚ TRY THIS OUT!

Instructions: Record a short dialogue with someone at home using any recording
devices. It could be in an audio or visual form. Explain how each element of
communication works in your conversation. The explanation must be encoded on a
word document. Be ready to share your output with the class.

PERFORMANCE

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⮚ exam 1- Schematic Diagram on the Elements of Communication Process

Instructions: Make a schematic diagram on the elements of communication process.

Write five to six sentences explanation below the diagram. The answers must be
encoded on a word document.

⮚ exam 2 – Barriers of Communication

Instructions: List down five barriers of communication you experienced through direct
interpersonal interaction or through technology-mediated communication during this
COVID-19 pandemic. Explain briefly each barrier.

1.

2.

3.

4.

5.
Lesson 2

Communication Ethics

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References:

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Module 3

Communication and Globalization

Intended Learning Outcome:
Within the semester, the students are expected to:
⮚ explain how cultural and global issues affect communication (CLO 1, 5)
Time Allocation: 3 hours

Preparation
“Through the internet and through all the modern means of communication, we now
have the capacity to communicate instantaneously across frontiers right across the
world. We find common ground with people whom we will never meet physically but we
can have the capacity to take collective action to deal with the problem or an injustice
that we want to deal with. This makes us in a unique age of human history and the start
of the creation of a truly global society.” Brown, Gordon 2009(Ted Talk)

Image from

https://www.google.com/search?q=https://www.moneycrashers.com/create-keep-
manufacturing-jobs-america/

1. What is the image saying about the world today?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 2. In transacting or communicating in a global setting, what vital preparations must
be done? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Presentation
Globalization is the expansion and integration of the cultural, political, economic and
technological domains of countries supported by technology and compelled by
international trade. This reflects that the world is borderless, and the countries are
interconnected and interdependent.
For example, the Philippines (Jollibee and Bench), Japan (Toyota and Honda) and the
USA (Starbucks and McDonalds) have local companies that have expanded across
countries and have become transnational or multinational.
With globalization, the flow of information and communication has become smoother,
faster, and easier. One known example is the use of electronic mail such as Gmail and
Yahoo Mail, or social networking sites such as Facebook, Twitter and Instagram.
As more people cross borders, interaction increases, making communication more
demanding and challenging. This includes communicating effectively with people of
different cultural background, beliefs, orientations, preferences and even language
differences.
To communicate effectively in a global society consider these strategies (Barrot and
Sipacio, 2018):
1. Express your ideas effectively in verbal, non-verbal, and written forms in either
digital or non-digital environment or both.
2. Use effective listening skills to evaluate arguments and rationalize judgments,
and improve job-effectiveness and work relationship.
3. Communicate with purpose to a variety of audiences.
4. Promote collaboration and cooperation with others.
5. Understand the concept of diversity and promote respect all the time.
6. Use technology and social media responsibly.

Practice
Collaborative Activity
1. Read the article entitled “The Flight from Conversation” by Sherry Turkle.

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 2. As a group, discuss your answers to the following questions:
a. What is the impact of communication on the global society?
b. How does globalization impact the way people communicate?
c. How do cultural and global issues affect communication?
3. Create a poster reflecting the group discussion. (Use white cartolina and some
drawing and coloring materials)
4. Assign a representative to share the group discussion using the poster created.
5. Share your poster through your social media account.

The Flight from Conversation

Sherry Turkle

WE live in a technological universe in which we are always communicating. And

yet we have sacrificed conversation for mere connection.

At home, families sit together, texting and reading e-mail. At work executives text
during board meetings. We text (and shop and go on Facebook) during classes and
when we’re on dates. My students tell me about an important new skill: it involves
maintaining eye contact with someone while you text someone else; it’s hard, but it can
be done.

Over the past 15 years, I’ve studied technologies of mobile connection and talked
to hundreds of people of all ages and circumstances about their plugged-in lives. I’ve
learned that the little devices most of us carry around are so powerful that they change
not only what we do, but also who we are.

We’ve become accustomed to a new way of being “alone together.” Technology-

enabled, we are able to be with one another, and also elsewhere, connected to
wherever we want to be. We want to customize our lives. We want to move in and out of
where we are because the thing we value most is control over where we focus our
attention. We have gotten used to the idea of being in a tribe of one, loyal to our own
party.

Our colleagues want to go to that board meeting but pay attention only to what
interests them. To some this seems like a good idea, but we can end up hiding from one
another, even as we are constantly connected to one another.

A businessman laments that he no longer has colleagues at work. He doesn’t

stop by to talk; he doesn’t call. He says that he doesn’t want to interrupt them. He says
they’re “too busy on their e-mail.” But then he pauses and corrects himself. “I’m not
telling the truth. I’m the one who doesn’t want to be interrupted. I think I should. But I’d
rather just do things on my BlackBerry.”

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 A 16-year-old boy who relies on texting for almost everything says almost
wistfully, “Someday, someday, but certainly not now, I’d like to learn how to have a
conversation.”

In today’s workplace, young people who have grown up fearing conversation

show up on the job wearing earphones. Walking through a college library or the campus
of a high-tech start-up, one sees the same thing: we are together, but each of us is in
our own bubble, furiously connected to keyboards and tiny touch screens. A senior
partner at a Bostonlaw firm describes a scene in his office. Young associates lay out
their suite of technologies: laptops, iPods and multiple phones. And then they put their
earphones on. “Big ones. Like pilots. They turn their desks into cockpits.” With the young
lawyers in their cockpits, the office is quiet, a quiet that does not ask to be broken.

In the silence of connection, people are comforted by being in touch with a lot of
people — carefully kept at bay. We can’t get enough of one another if we can use
technology to keep one another at distances we can control: not too close, not too far,
just right. I think of it as a Goldilocks effect.

Texting and e-mail and posting let us present the self we want to be. This means
we can edit. And if we wish to, we can delete. Or retouch: the voice, the flesh, the face,
the body. Not too much, not too little — just right.

Human relationships are rich; they’re messy and demanding. We have learned
the habit of cleaning them up with technology. And the move from conversation to
connection is part of this. But it’s a process in which we shortchange ourselves. Worse,
it seems that over time we stop caring, we forget that there is a difference.

We are tempted to think that our little “sips” of online connection add up to a big
gulp of real conversation. But they don’t. E-mail, Twitter, Facebook, all of these have
their places — in politics, commerce, romance and friendship. But no matter how
valuable, they do not substitute for conversation.

Connecting in sips may work for gathering discrete bits of information or for
saying, “I am thinking about you.” Or even for saying, “I love you.” But connecting in sips
doesn’t work as well when it comes to understanding and knowing one another. In
conversation we tend to one another. (The word itself is kinetic; it’s derived from words
that mean to move, together.) We can attend to tone and nuance. In conversation, we
are called upon to see things from another’s point of view.

FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we

communicate on our digital devices, we learn different habits. As we ramp up the volume
and velocity of online connections, we start to expect faster answers. To get these, we
ask one another simpler questions; we dumb down our communications, even on the
most important matters. It is as though we have all put ourselves on cable news.
Shakespeare might have said, “We are consum’d with that which we were nourish’d by.”

And we use conversation with others to learn to converse with ourselves. So our
flight from conversation can mean diminished chances to learn skills of self-reflection.
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These days, social media continually asks us what’s “on our mind,” but we have little
motivation to say something truly self-reflective. Self-reflection in conversation requires
trust. It’s hard to do anything with 3,000 Facebook friends except connect.

As we get used to being shortchanged on conversation and to getting by with

less, we seem almost willing to dispense with people altogether. Serious people muse
about the future of computer programs as psychiatrists. A high school sophomore
confides to me that he wishes he could talk to an artificial intelligence program instead of
his dad about dating; he says the A.I. would have so much more in its database. Indeed,
many people tell me they hope that as Siri, the digital assistant on Apple’s iPhone,
becomes more advanced, “she” will be more and more like a best friend — one who will
listen when others won’t.

During the years I have spent researching people and their relationships with
technology, I have often heard the sentiment “No one is listening to me.” I believe this
feeling helps explain why it is so appealing to have a Facebook page or a Twitter feed —
each provides so many automatic listeners. And it helps explain why — against all
reason — so many of us are willing to talk to machines that seem to care about us.
Researchers around the world are busy inventing sociable robots, designed to be
companions to the elderly, to children, to all of us.

One of the most haunting experiences during my research came when I brought
one of these robots, designed in the shape of a baby seal, to an elder-care facility, and
an older woman began to talk to it about the loss of her child. The robot seemed to be
looking into her eyes. It seemed to be following the conversation. The woman was
comforted.

And so many people found this amazing. Like the sophomore who wants advice
about dating from artificial intelligence and those who look forward to
computer psychiatry, this enthusiasm speaks to how much we have confused
conversation with connection and collectively seem to have embraced a new kind of
delusion that accepts the simulation of compassion as sufficient unto the day. And why
would we want to talk about love and loss with a machine that has no experience of the
arc of human life? Have we so lost confidence that we will be there for one another?

WE expect more from technology and less from one another and seem
increasingly drawn to technologies that provide the illusion of companionship without the
demands of relationship. Always-on/always-on-you devices provide three powerful
fantasies: that we will always be heard; that we can put our attention wherever we want
it to be; and that we never have to be alone. Indeed our new devices have turned being
alone into a problem that can be solved.

When people are alone, even for a few moments, they fidget and reach for a
device. Here connection works like a symptom, not a cure, and our constant, reflexive
impulse to connect shapes a new way of being.

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 Think of it as “I share, therefore I am.” We use technology to define ourselves by
sharing our thoughts and feelings as we’re having them. We used to think, “I have a
feeling; I want to make a call.” Now our impulse is, “I want to have a feeling; I need to
send a text.”

So, in order to feel more, and to feel more like ourselves, we connect. But in our
rush to connect, we flee from solitude, our ability to be separate and gather ourselves.
Lacking the capacity for solitude, we turn to other people but don’t experience them as
they are. It is as though we use them, need them as spare parts to support our
increasingly fragile selves.

We think constant connection will make us feel less lonely. The opposite is true.
If we are unable to be alone, we are far more likely to be lonely. If we don’t teach our
children to be alone, they will know only how to be lonely.

I am a partisan for conversation. To make room for it, I see some first, deliberate
steps. At home, we can create sacred spaces: the kitchen, the dining room. We can
make our cars “device-free zones.” We can demonstrate the value of conversation to our
children. And we can do the same thing at work. There we are so busy communicating
that we often don’t have time to talk to one another about what really matters.
Employees asked for casual Fridays; perhaps managers should introduce
conversational Thursdays. Most of all, we need to remember — in between texts and e-
mails and Facebook posts — to listen to one another, even to the boring bits, because it
is often in unedited moments, moments in which we hesitate and stutter and go silent,
that we reveal ourselves to one another.

I spend the summers at a cottage on Cape Cod, and for decades I walked the
same dunes that Thoreau once walked. Not too long ago, people walked with their
heads up, looking at the water, the sky, the sand and at one another, talking. Now they
often walk with their heads down, typing. Even when they are with friends, partners,
children, everyone is on their own devices.

So I say, look up, look at one another, and let’s start the conversation.

Sherry Turkle is a psychologist and professor at M.I.T. and the author, most recently, of

“Alone Together: Why We Expect More From Technology and Less From Each Other.”

Performance

1. Choose and watch closely one of the following videos:

a. “Connected, but alone? by Sherry Turkle https://www.youtube.com/watch?

v=t7Xr3AsBEK4

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 b. “How social media can make history” by Clay Shirky
https://www.youtube.com/watch?v=ASZJE 15E0SY

c. “Wiring a web for global good” by Gordon Brown

https://www.youtube.com/watch?v=y7rrJAC84FA

2. Write an essay containing your reaction of the message conveyed in your chosen
video. Observe the following components:

a. The summary

b. Two to three major points from the video that you want to discuss in your
paper.

c. Provide each point with real life examples.as a support.

Performance Rubric

RUBRIC FOR SMALL GROUP DISCUSSION

VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The topic is appropriate and relevant.
2. The purpose is clear and well-defined.
3. The presentation is organized.
4. The presentation has an effective beginning.
5. The presentation has a clear message.
6. The presentation has sufficient supporting details
such as relevant data or examples.
7. Sources used in the speech are documented
properly.
8. The presentation has an effective ending.
9. The presentation provides equal speaking
opportunity for communicator.
10. The presentation is adjusted to the needs,
interests, values, and beliefs of its target audience.
TOTAL
GRAND TOTAL /50
Legend:
VGE – To a very extent; GE – To a great extent; SE – To some extent;
LE – To a little extent; N – Not at all

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RUBRIC FOR POSTER

VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The poster is exceptionally attractive in terms of
color, design, and layout.
2. The purpose is clear and well-defined.
3. The graphics are related to the topic.
4. The poster looks neat.
5. The labels are readable and relevant.
TOTAL
GRAND TOTAL /25
Legend:
VGE – To a very extent; GE – To a great extent; SE – To some extent;
LE – To a little extent; N – Not at all

RUBRIC FOR REACTION PAPER

VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The purpose is communicated clearly.
2. The paper contains the required components.
3. The major points are stated clearly.
4. The major points have sufficient supporting details
such as relevant data or examples.
5. The paper uses effective transitional and cohesive
devices.
6. The paper is free from grammatical lapses.
7. The mechanics are correct.
8. The paper follows the format.
TOTAL
GRAND TOTAL /40
Legend:
VGE – To a very extent; GE – To a great extent; SE – To some extent;
LE – To a little extent; N – Not at all

Module 4

Communication for Various Purposes

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Intended Learning Outcome
Within the semester, students are expected to:
● Present ideas (written dialogues)
through oral, audio-visual, and/or web-
based presentation for different target
audiences in local and global settings
using appropriate registers; (CLO 3)

https://qrgo.page.link/JZ4cT

INTRODUCTION:
There are five language registers or styles. Each level has an appropriate use that is
determined by differing situations. It would certainly be inappropriate to use language and
vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom. Thus the
appropriate language register depends upon the audience (who), the topic (what), purpose
(why) and location (where).
 
You must control the use of language registers in order to enjoy success in every aspect and
situation you encounter.

Opening Task: Listen and Identify! (see activity on a separate sheet).

PRESENTATION:

KINDS OF SPEECH ACCORDING TO PURPOSE

1. Informative Speech
According to Osborn and Osborn (1988) an informative speech gives rather than asks or takes.
The demands on the audience are low, as the listeners are asked to attend, to comprehend, to
understand, to assimilate, but not to change their beliefs and behaviors.

2. Persuasive Speech
Gronbeck (1994) explains that persuasive speaking is the process of producing oral
messages that increase personal commitment, modify beliefs, attitudes, or values.

3. Argumentative Speech
This is a speech that aims to persuade the audience to assent to the plausibility of the
speaker’s side of a debatable question.

KINDS OF SPEECH ACCORDING TO DELIVERY

1. Read Speech

37
 Reading from a manuscript is a manner of speaking where a written speech is read and
delivered word for word.
2. Memorized Speech
This is a written speech which is mastered and delivered entirely from memory. This kind
of speech requires a considerable memory skill in order not to forget his or her presentation.
3. Impromptu Speech
This is a speech where the speaker develops his or her ideas, thoughts, and language at
the moment of delivery.
4. Extemporaneous Speech
This is a speech where the topics of ideas are prepared beforehand; however, the
speaker will compose his/her views and language only at the moment of delivery.

Opening Task!
Listen and Identify

Name: ______________________________ Yr. & Sec.: ____________

Date: _______________________________ Score:
________________

I. Watch 2 English speeches (any kind) and write down in the table provided
below the points raised in the speeches and any noticeable purposes that the
speakers have for delivering the speeches.

Speech No. Points Raised Purpose

#1

#2

II. Are there any differences and similarities between the 2 speeches?

38
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
_________________________________.

Collaborative Learning Task!

MIDTERM-MODULE 3

Name: ______________________________ Yr. & Sec.: ____________

Date: _______________________________ Score:
________________

I. Find a partner and compose a short speech on a topic of your choice. The speech
could be informative, argumentative, or persuasive. Record your speech and upload it as
an unlisted video on Youtube and send the link to your instructor.

39
Note: See rubrics for reference.

40
Module 5

Communication for Various Purposes (Continuation)

Intended Learning Outcome

Within the semester, students are expected
to:
● create a clear, coherent, and effective
communication materials; (CLO 4)

Time Allocation: 3 hours

https://qrgo.page.link/JZ4cT

INTRODUCTION:
 
“Communication is a systematic process of dissemination of information which will serve its
purpose for inquiry, information, reservation, and entertainment.” Martinez, 2002

Opening Task: Listen, Jot Down, Interpret! (see activity on a separate sheet).

PRESENTATION:
Communication Fundamentals
• According to Oliver Schinkte, communication is a critical part of our daily lives, and it is
something that we often overlook and fail to practice.
• Although communication is an innate skill that is subconsciously learned and used, this
skill needs to be enhanced in order to attain a strong foundation of your communication
ability.
What are the basic communication principles?
1. Know your purpose
o Why are you speaking?
o A purpose is an exact statement of what you want your audience to understand,
to do, or to believe.

41
 o You may want to entertain, inform, or persuade your audience.
2. Know your audience
o To whom you will speak?
o As a communicator it is important that you need to analyze, cater, and respect
the needs of your audience.
3. Organize your ideas
o How will you put your ideas together?
o Create an outline to diagram how your communication will be organized.
o Your outline should help you ensure that you don’t omit any vital information
4. Follow Basic Communication Principles
o How will you be an effective communicator?
o Master the principles of clarity in presenting your ideas, use familiar words in
communicating your thoughts, and be an active participant in the entire
communication process.

PURPOSES OF COMMUNICATION
“To effectively communicate, we must realize that we are all different in the way we perceive the
world and use this understanding as a guide to our communication with others.”
-Tony Robbins-

• Various information and meaning are conveyed when people communicate with each
other.
• People may use language, which is a system of symbols in communicating.
• These symbols can either be written or spoken.

Communication can be informative, affective, imaginative, persuasive and ritualistic:

• Informative communication pertains to the presentation of messages that are
objective, truthful, and unbiased.
• Affective communication takes place when people express their positive and negative
feelings about people, circumstances, or events.
• People who engage in imaginative communication are those who express their
appreciation in fictional messages from books, films, and conversation.
• Persuasive communication on the other hand takes place when people attempt to
influence the beliefs or actions of others.
• Ritualistic Communication is done when people are able to meet social expectations.

Why do people communicate?

1. To inform
To inform is to impart knowledge, to clarify information, and to secure understanding.

2. To evoke
To evoke means to rely on passion and controversy to make a point. Evocative
communication centers on controversial topics that typically use emotion to make a point.
Evocative communicators must show a lot of enthusiasm and concern for the topic and must
use personal experience to draw the audience. Using government research, statistics and data
can all help make their topics more believable and more engaging

3. To Entertain

42
 To entertain is to transmit a feeling of pleasure and goodwill to the audience. The
communicator is considered gracious, genial, good-natured, relaxed, and demonstrates to his or
her listeners the pleasant job of speaking to them

4. To Argue
To argue is to persuade, to assent to the plausibility of the communicator’s side of a
debatable question. The speaker’s purpose is to appeal to the intellect of his/her listeners so
that they will be convinced.

5. To persuade
To persuade is to move the listeners to action. The communicator should demolish the
listener’s objection, and prove the acceptability of this or her argument or position.

Magan, Rhodora, et.al. 2018. Purposive Communication in the 21st Century. Manila, Philippines:
Mindshapers Co., Inc

Opening Task!
MIDTERM-MODULE 2
Listen, Jot Down, Interpret!
Video of “The Most Important Cannot be Said”: Eddie Calasanz at TEDxADMU
(youtube)
https://www.youtube.com/watch?v=vvsziU1cVHw

Name: ______________________________ Yr. & Sec.: ____________

Date: _______________________________ Score:
________________
III. Listen to the whole speech and list down five important personal takeaways.
1. ___________________________________________________________
___________________________________________________________
__
2. ___________________________________________________________
___________________________________________________________
__
3. ___________________________________________________________
___________________________________________________________
__
4. ___________________________________________________________
___________________________________________________________
__
5. ___________________________________________________________
___________________________________________________________
__
IV. Describe his speech and speech delivery in 3 words and explain each.

43
 1. _________________ -
_________________________________________

2. _________________ -
_________________________________________

3. _________________ -
_________________________________________

V. If you will be given the chance to deliver a speech of the same theme, how
will you organize your whole message? Provide an outline.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________

44
 Collaborative Learning Task!
MIDTERM-MODULE 2

Name: ______________________________ Yr. & Sec.: ____________

Date: _______________________________ Score:
________________

I. In groups, do the following tasks.

Note: (Members of the group may create group chat through messenger)

Group 1 – Create a written public announcement about disaster preparedness.

Group 2 – Write down an editorial about environmental issues.
Group 3 – Write down a political speech about COVID-19.
Group 4 – Write a letter of appreciation for a donation given to the calamity
victims.
Group 5 – Create an incident report about the latest vehicular accident in your
place.

45
 Note: See rubrics for reference.

Rubrics for Collaborative Learning Task

Midterm – Module 2

Point Value 5 4  3 points 2-1 points

Topic Interesting, Clearly stated Acceptable topic Missing, invalid,

Sentence original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting thought main idea. idea. main idea is
and insight;     missing.
focused on one  
interesting main
idea.

Supporting Interesting, Examples and Sufficient Insufficient,

Details  concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some explanation details that examples. 
details with is included.  relate to the
explanations that topic.
relate to the
topic.  

Organization Thoughtful, logical Details are Acceptable No discernible

and progression of arranged in a arrangement of pattern of
Transitions supporting logical examples; organization;
examples; Mature progression; transitions may Unrelated details;
transitions appropriate be weak. no transitions.
between ideas. transitions.

46
 Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate
pleasing variety in with varied sentence tone; Awkward,
sentence structures; structures; unclear, or
structure; Vivid Effective diction. Adequate diction incomplete
diction, precise and word sentences; Bland
word choices. choices. diction, poor word
choice.

Mechanics Consistent Some errors, but A few errors in Distracting errors

standard English none major, in usage, spelling, in usage, spelling,
usage, spelling, usage, spelling, or or punctuation or punctuation
and punctuation. punctuation. (1-2) (3-4)
No errors.

Evaluated by:

_______________________
Instructor
Long Quiz on
Communication for Various Purposes
(log-in to quizzis.com)

Name: ___________________Course/Yr/Sec: ___________ Date: ___________Score:______

Test I. Multiple Choice. Read the statements carefully and determine the type of
communication described in each item. Write the letter of your answer before the number.

a. informative b. affective c. imaginative d. persuasive e. ritualistic

1. An exchange where people are able to meet certain societal expectations.

2. It takes place when people attempt to influence the beliefs or actions of others.
3. This pertains to the presentation of messages that are objective, truthful, and unbiased.
4. This communication takes place when people express their positive and negative feelings
about people, circumstances, or events.
5. People who engage in this type of communication are those who express their appreciation in
fictional messages from books, films, and conversation.
6. Programs broadcasting local and national news are establishing this kind of communication.
7. The Harry Potter Series is written by J.K. Rowling, a tale of a young boy maturing into a full-
fledged wizard. This is an example of which kind of communication?
8. Salesmen are adept in making conversations with customers and inviting them to buy
products and services from their company. This is an example of
9. An open forum where participants share their opinions among each other and settle disputes
is an example of
10. Men are expected to be more straightforward when it comes to conversations. This is an
example of

Test II. Essay Writing.

47
1. Why do you think it is important to understand the different types of communication?

2. Based on your observation, which of the types of communication do you utilize most often?

Module 6

COMMUNICATION FOR WORK PURPOSES

Course Intended Learning Outcomes:

Within the semester, students are expected to:

1. Create clear, coherent, and effective communication materials; (CLO 4)

2. Present ideas persuasively using appropriate language registers, tone, facial,

expressions, and gestures in the context of presenting and communicating ideas;
(CLO 4)

Time Allocation: 12 hours

INTRODUCTION

Communication in the workplace requires competence both in the spoken and

written exchanges of ideas and information among people who may have direct or
indirect involvement in the organizational setting to ensure that organizational needs
and goals are met. Communicative competence; however, is not enough. It is important
to understand how communication works in the organization to avoid breakdowns and

48
manifest effective communicative means to resolve when breakdowns occur. Effective
communicative means involve the use of appropriate diction, register, tone, ethics, and
tools in delivering a message comprehensible by diverse audience and appropriate to
social context.

Lesson 1: Networks and Principles for Effective Workplace Communication

Intended Learning Outcomes

1. Explain the importance and roles of organizational networks for effective

communication in the workplace.

PRELIMINARY QUESTIONS/DIAGNOSTICS

1. How is workplace communication different from the casual conversation you

have at home or with your friends at a park?

___________________________________________________________________
___________________________________________________________________
__________________________________________________________

2. Why is it important to aim for effective communication in the workplace?

___________________________________________________________________
___________________________________________________________________
__________________________________________________________

PREPARATION

Let’s Watch!

Watch a short video on ‘Work Scenarios with Supervisors’ published Mar 21, 2010 by
clicking this link https://www.youtube.com/watch?v=JgRTEhbiTnM and answer the
following questions. Encode your answer in the chat box. You have five minutes to do
this for the two questions.

49
 1. What makes the first conversation with the supervisor fail to work?

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________

2. What makes the second conversation with the supervisor work?

______________________________________________________________________
______________________________________________________________________
____________________________________________________________

PRESENTATION/DISCUSSION

Let’s Read

Professional communication refers to all of the spoken and written exchanges of

ideas and information between and among the people directly or indirectly involved in
the organizational setting or the professional organization. Professional organization
is a stable system of individuals who work together to achieve, through the hierarchy of
needs and division of labor, common goals.

Principles of Workplace Communication (The R.E.S.U.L.T. Principle)

Reason

All communication must be for a reason and the most effective dialogues will
have a sole purpose or objective that the instigator wants to achieve as a result of the
communication. The more thought you put into why you want to open up this process
the more objective and focused your purpose will be.

The most productive communications have a single objective ensuring clarity and
ease of comprehension. Any conversation, discussion, or meeting can have many
exchanges but focusing on a single objective will ensure your success.

50
 Once you have established the reason why you want or need to communicate
you can structure the format of your message according to the principle's other
components.

Environment

In your management role you will find yourself needing to communicate in a wide
variety of situations - for example, with your team, colleagues, management,
stakeholders, suppliers, etc. For your communications to be effective it is essential that
you define the nature of each situation and adapt your message to fit what you see.

Is the environment a positive or negative one? Are the individuals reacting to

events or being proactive? Is there conflict, aggression, dissension, or apathy? The
questions are endless, but by asking just a few simple questions you will gather the
necessary intelligence to communicate effectively. This preparation enables you to
adopt the best style of communication to suit your approach and prepare for potential
arguments or problems.

Specific

Having defined your reason for communicating and the type of environment it will
take place in you must now specify exactly what it is you want or need from the other
person. You must make sure that you have any supporting information, background, or
data that guarantees that your message and exchange will have clarity.

In some contexts, you will need to break down your supporting information into
manageable chunks. For example, if you have to report on the progress of an event or
project you will have to adjust your message according to the specific audience:

⮚ Executives want to hear financial and business aspects

⮚ Users will want to hear how it is progressing
⮚ Project members want or need to know how well each phase or individual
process is going in comparison to the plan
⮚ Stakeholders want to know that business needs are being met.

Being specific is not just related to the message itself; it is also about who needs to
informed. Many people gloss over this aspect of communication and cause themselves
problems by sending inappropriate messages to the wrong audience, resulting in
unnecessary interruptions and diversions.

51
If you select only those who have a real need to know the contents of the message you
will have more effective communications. Technology such as emails and texts make it
all too easy to copy in unnecessary and inappropriate people. Lead by your own
example and you will create an open and honest communications culture.

Understanding

Whatever form of communication you need to conduct, an essential part of the

process is ensuring that the recipient actually understands correctly the message you
want to give them. You also want to be sure that resulting action by an individual or
group is what you want and expect so that you achieve your communication objective.

You can't afford to make any assumptions: you need to get confirmation from the
recipient that they have the same understanding as you about what a situation may be
and what the required action plan is. It is vital that you remember that comprehension is
a two-way process. Not only do you need to know that others in the communication
process understand you, but you also need to confirm that you have understood what
they have told you.

Listen

You will only gain this level of 'true' understanding if you actively listen to what is
being said and observe the behaviors of those involved in the communication. Make
sure that your own verbal and nonverbal communications convey the message you
want.

Remember; use your observation skills throughout the exchange to gauge the
attitude and acceptance of your audience. Ensure that you are totally focused on what
is being said and feedback your own understanding of what you are being told.

If you do this you will avoid any unnecessary confusion and misinterpretations
that often occur when someone does not take the time to listen properly.

Timeframe

The final aspect of the RESULT principle is concerned with the amount of time
you have to prepare for and conduct the actual communication. Not all exchanges occur
in situations where you have all the time you want.

52
 Frequently you will find that the time you have to prepare is very limited and you
will have to adjust your preparation to fit what time you have at your disposal. However,
much time you have, make sure that you use it effectively by following these principles.
The better prepared you are the more effective and productive your communications will
be.

Source: (http://www.free-management-ebooks.com/faqcm/effective-07.htm)

Communication Networks represents the way communication flows in an

organization. It can be formal or informal. Formal communication flow includes upward
flow, downward flow, horizontal flow, and diagonal flow.

Upward flow provides the manager with information to make decisions, identify
problem areas, collect data for performance assessment, determine staff morale, and
reveal employee thoughts and feelings. This is also known as the hierarchal structure
(chain of command).
53
Downward flow involves passing information from supervisors to subordinates. This
includes meeting with employee, written memos, newsletters, bulletin boards,
procedural manuals, and clinical and administration systems.

Diagonal flow is a flow that refers to the sharing information among different structural
levels within a professional organization which leads to informal communication.

Informal Communication is when messages flow an informal path known as the

“grapevine”. The type of information the grapevine carries depends on the “health of the
organization”.Grapevine is an informal way of spreading information or rumors through
conversation; a person to person means of articulating information or gossip. The
organization can be considered healthy if the managers are open with the employees
and send all necessary information through formal channels. When the channels,
however, fail to do the job (the message delivered is not understood or not accepted by
the employees) the grapevine, which usually carries only personal interest items, begins
to carry information about the organization which turns out to an unhealthy
organization.

PRACTICE

Let’s Discuss Your Understanding

54
1. Based on the video presented on “Work Issues with Supervisors”, provide answers
to the following questions. Pair up with two more classmates and communicate
through another platform.
a. Describe the exchange between the employee and the supervisor based on the
Principles of Workplace Communication. Choose one from the two scenarios.

PRINCIPLE Employee Supervisor

1. Reason

2. Environment

3. Specific

4. Understanding

5. Listen

6. Timeframe

b. What is the message flow used? What is the advantage and the disadvantage of
the message flow used?
________________________________________________________________
________________________________________________________________
_______________________________________________________

Formative Assessment

Click the link given below and answer what are asked in the given items.

Lesson 2: EFFECTIVE COMMUNICATION AND ORAL

PRESENTATION IN THE WORKPLACE
55
Intended Learning Outcomes

Assess oral communication skills in terms of the tone, word

choice, message and other facets of effective communication employed
Convey ideas persuasively through a variety of communication
activities, from informal discussion to formal presentation

PRELIMINARY QUESTIONS/DIAGNOSTICS

Let’s Self-Assessed!

Metacognition: Oral Communication Competence Assessment

Developing a better understanding of your management and communication style is

essential in today’s workplace. Take this Communication Competence Assessment to
help measure how well you communicate.

Instructions: The following survey was designed to assess your communication

competence. Consider your everyday conversations at school, work, and home when
completing the survey. There are no right or wrong answers to the statements. Circle
your answer by using the rating scale provided. After evaluating each of the survey
statements, complete the scoring guide.

1. During conversations I often use eye contact………………….. 12345

2. I often initiate new topics during conversations………….……. 12345
3. During conversations I do not feel the need to interrupt the
person speaking.………………………………….……….……… 12345
4. I try to regulate the speed of my speech based on the audience.. 12345
5. While speaking I rarely fidget or play with things (e.g., pencil,
rings, hair, etc.)…..…………………….…………………….… 12345
6. While speaking I avoid pauses, silences, uses of “uh,”
and so on……………………………………………………….. 12345
7. While speaking I try to exude vocal confidence — I am not too
tense or nervous sounding….……………………………………. 12345
8. During conversations I ask follow-up questions.……………….. 12345
9. I try to encourage the people I am speaking with to join in the
topic of conversation…………..……………………………..…. 12345

56
10. I try to include the use of humor or stories in my conversations.. 12345
11. During conversations I try to not talk too much about myself………………………..
……………………………..…… 12345
12. I try to control the volume at which I speak (neither too loud nor
too soft).……………………………………………………..…. 12345

Scoring:

Total score for all items ______

Comparative Norms: Total score of 12–24= Low communication competence; Total

score of25–47= Medium communication competence; Total score of48–60 = High
communication competence.

Interpreting the Result

Communication competence is the extent to which you regularly practice

communication behaviors which are known to be effective. This is not so much a
measure of what you communicate, but rather a measure of how well you communicate.
It is a measure of the quality of how you use your voice, the extent to which you listen
and actively participate in conversations, how you use non-verbal behaviors, and your
tendency and ability to use humor and other techniques to bolster your message.

If your score is in the low range, this may indicate you have considerable room for
improvement in your communication competence. Since the ability to communicate well
is fundamental in many business contexts, it would be wise for you to seek to improve in
this area.

If your score is in the high range, this may indicate you are a fairly effective
communicator. Nonetheless, there is every reason to continue to hone your skills. There
is always room for improvement.

If your score is in the moderate range, this may indicate that you are in a good position
to pursue significant improvement in your communication competence.

Action Steps

No matter what your score is on this self-assessment, there is always room for
improvement in your communication competence.

NOTE:

Submit result of your self-assessment in the group chat and provide one statement
reflection or action to be taken to improve your oral communication competence.
57
PREPARATION

Let’s Do This!

Direction: Compare the following pair of sentences in terms of word choice and
the tone it achieves.

Style A: We should present our concerns in today’s open forum with the dean so that
they can be discussed.

Style B: We should raise our problems in today’s open forum with the dean so that she
can tell us what has been done about them.

1. Describe the word choice and the tone of Style A.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________
2. Describe the word choice and the tone of Style B.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________

Consider the following non-verbal communication situations and the

corresponding message it conveys.

● You keep looking at your watch someone is talking.

Message: __________________________________________________________

● You raise your eyebrows after hearing a suggestion.

Message: __________________________________________________________

58
 ● You slouch while attending a meeting.

Message: __________________________________________________________

PRESENTATION/DISCUSSION

Let’s Watch This!

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.

In this lesson, you will focus on the importance of developing interpersonal skills
that will help you design effective and appropriate communication materials in the
workplace.

Communication in the workplace requires the appropriate use of language, tone,

style and format. Aside from these, you also have to consider the specific
domain, sector, field or industry to which your workplace belongs. For example,
your work maybe in 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 work within specific norms
to achieve common goals and objectives. For example, if the culture promotes
conventions 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. (Suarez et.al. 2019)

As you may have known, communication is not only verbal. When it comes to
face to face communication, people read your facial expression and body
language. The small yet visible details on your face and in your movements
speak a thousand words.

Watch the TED Talk Video entitled “The Art of Effective Communication ” by Marcus
Alexander Velazquez. Listen to the whole speech and jot down 5 key points of his
presentation. Click this link https://www.youtube.com/watch?v=2Yw6dFQBklA.

59
 1. ________________________________________________________________
________________________________________________________________
__________________________________________________________
2. ________________________________________________________________
________________________________________________________________
__________________________________________________________
3. ________________________________________________________________
________________________________________________________________
__________________________________________________________
4. ________________________________________________________________
________________________________________________________________
__________________________________________________________
5. ________________________________________________________________
________________________________________________________________
__________________________________________________________

What makes the speaker an effective communicator? Describe the way he

delivers his speech in terms of:

Purpose and Thesis of the Speech

___________________________________________________________________
Delivery (Tone, Diction, Style)
___________________________________________________________________

What / How he says it (Content/Organization)

___________________________________________________________________
Connection with the Audience
___________________________________________________________________________

After answering the questions above, write a reflection over the things you learned
from the speech.
What I know
_________________________________________________________________
What I learn
_________________________________________________________________
What I plan to do with what I learn
60
_________________________________________________________________________
PRACTICE

Let’s Practice!

Pair up with a classmate/Find three more members. Converse using other social
media platform convenient to you. Listen to each other’s reflection that you have
written and assess each other’s oral communication skills using the rubrics given.
Include points for improvement. Improve your reflection and choice among
yourselves who will speak in behalf of the group to share orally your reflection with
the rest of the class on how to develop effective oral communication skills
especially during job interview.

PERFORMANCE

Let’s Do This!

Create a video on how to develop effective oral communication skills especially

during job interview. Please, take note of the following considerations during
delivery.
Purpose and Thesis of the Speech
__________________________________________________________________
Delivery (Tone, Diction, Style)
__________________________________________________________________
What / How he says it (Content/Organization)
61
__________________________________________________________________
Connection with the Audience
Lesson 3: Genres of Professional Writing
Intended Learning Outcomes

1. Write professional communications like business letter, and resume

PREPARATION QUESTION/DIAGNOSTICS

Let’s Do This!

Try this self-assessment test to check your understanding of writing a business letter.

1. Business letters should be simple and easy to read.

True  False
2. It is advisable to wait a day between writing and sending an important letter.

True  False
3. The date on a business letter should appear after the salutation.

True  False
4. It is considered standard formatting to include the recipient's address before the
salutation in a business letter.

True  False

62
5. Header, date, address, body, and signature are the components of a business
letter.
True  False
Source: https://www.englishclub.com/business-english/business-letters-quiz.htm

PREPARATION

Let’s Do This!

63
 (Source: https://resumegenius.com/cover-letter-examples)

1. Label the parts of the business letter given above.

(Inside Address, Salutation, Body, Closing and Signature)
2. Does the cover letter bring great impact to the recipient? Why? Why not?
3. What is being highlighted in the letter which makes the cover letter appealing to the
recipient?

64
PRESENTATION

Let’s Read!

Letter-writing is an essential part of business. In spite of telephone, telex and

telegraphic communication the writing of letters continues; in fact most telephoned and
telegraphed communications have to be confirmed in writing

Keep in mind that an effective business letter always communicates with a person
first and a business second. If your letter is a first-time correspondence and you do
not know, or are unsure of whom to address, do your best to find out. Addressing your
letter to a person improves the likelihood of receiving a reply. It is perfectly acceptable
to make a phone call asking for the name of a contact person.

Here are some points to keep in mind:

● Use a professional tone: Save casual, chatty language for email - your printed
business letter should be friendly but more professional. As Scott Ober suggests
in his book Contemporary Business Communication, "The business writer should
strive for an overall tone that is confident, courteous, and sincere; that uses
emphasis and subordination appropriately; that contains nondiscriminatory
language; that stresses the "you" attitude; and that is written at an appropriate
level of difficulty." That said, be sure to sound like yourself - you don't want your
letter to read as if a machine wrote it.
● Write clearly: State your point early in your letter. To avoid any
miscommunications, use straightforward, concise language. Skip the industry
jargon and instead choose lively, active words to hold your reader's attention.
● Organize your information logically: Group related information into separate
paragraphs. In a long, information-packed letter, consider organizing information
into sections with subheads. You may want to highlight key words to make them
"pop" - this technique is possible with most word-processing programs and your
color multifunction printer.
● Use Color To Emphasize Words In Text: It's easy to put a few words in color to
draw attention to them. Just select the type and click the arrow to the right of the
Font Color button, choose the color you want, then click the button. Or, try
highlighting a few words in the text. Select the type you want to emphasize, then
click the Highlight button. Note: When highlighting parts of a document you
intend to print, use a light color such as yellow, light green, or light blue. If you
wish to remove the highlighting, select the text and click the Highlight button
again.
● Be persuasive: Establish a positive relationship with your reader right away. If
you have a connection to the reader - you've met before or have a mutual
colleague, for example - mention it in your introductory paragraph. Whether you
think your reader will agree with the point of your letter or not, it is important to
find common ground and build your case from there.

65
 ● Understand your reader well enough to anticipate how he or she will react
when reading your letter. Address his or her needs or wishes, or a specific
problem, and then outline your solution. Provide proof in the way of examples
and/or expert opinions to back up your point. Make sure to maintain a friendly
tone.
● Conclude your letter with a "call to action." State clearly what your reader
needs to do or believe to achieve the desired solution and then state what you,
the writer, intend to do next to follow up.
● Proofread your letter: All your careful crafting and printing can't cover up
spelling or punctuation errors, which leave a lasting negative impression.

Sources:https://www.xerox.com/en-us/small-
business/tips/business-letter

The Main Parts of a Business Letter

A business letter is more formal than a personal letter. It should have a margin of at
least one inch on all four edges. It is always written on 8½"x11" (or metric equivalent)
unlined stationery. There are six parts to a business letter.

1. The Heading. This contains the return address (usually two or three lines) with the
date on the last line.

Sometimes it may be necessary to include a line after the address and before the date
for a phone number, fax number, E-mail address, or something similar.

Often a line is skipped between the address and date. That should always be done if
the heading is next to the left margin.

It is not necessary to type the return address if you are using stationery with the return
address already imprinted. Always include the date.

2. The Inside Address. This is the address you are sending your letter to. Make it as
complete as possible. Include titles and names if you know them.

This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a
standard 9" business envelope, the inside address can appear through the window in
the envelope.

An inside address also helps the recipient route the letter properly and can help should
the envelope be damaged and the address become unreadable.

Skip a line after the heading before the inside address. Skip another line after the inside
address before the greeting.

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3. The Greeting. Also called the salutation. The greeting in a business letter is always
formal. It normally begins with the word "Dear" and always includes the person's last
name.

It normally has a title. Use a first name only if the title is unclear--for example, you are
writing to someone named "Leslie," but do not know whether the person is male or
female.

The greeting in a business letter always ends in a colon. (You know you are in trouble if
you get a letter from a boyfriend or girlfriend and the greeting ends in a colon--it is not
going to be friendly.)

4. The Body. The body is written as text. A business letter is never hand written.
Depending on the letter style you choose, paragraphs may be indented. Regardless of
format, skip a line between paragraphs.

Skip a line between the greeting and the body. Skip a line between the body and the
close.

5. The Complimentary Close. This short, polite closing ends with a comma. It is either
at the left margin or its left edge is in the center, depending on the Business Letter
Style that you use. It begins at the same column the heading does.

The block style is becoming more widely used because there is no indenting to bother
with in the whole letter.

6.The Signature Line. Skip two lines (unless you have unusually wide or narrow lines)
and type out the name to be signed. This customarily includes a middle initial but does
not have to. Women may indicate how they wish to be addressed by placing Miss,
Mrs., Ms. or similar title in parentheses before their names.

Source:
http://englishplus.com/grammar/00000149.htm name.

Types of Business letters

Sales Letters
Typical sales letters start off with a very strong statement to capture the interest of the
reader. Since the purpose is to get the reader to do something, these letters include
strong calls to action, detail the benefit to the reader of taking the action and include
information to help the reader to act, such as including a telephone number or website
link.
Order Letters
Order letters are sent by consumers or businesses to a manufacturer, retailer or
wholesaler to order goods or services. These letters must contain specific information

67
such as model number, name of the product, the quantity desired and expected price.
Payment is sometimes included with the letter.
Complaint Letters
The words and tone you choose to use in a letter complaining to a business may be the
deciding factor on whether your complaint is satisfied. Be direct but tactful and always
use a professional tone if you want the company to listen to you.
Adjustment Letters
An adjustment letter is normally sent in response to a claim or complaint. If the
adjustment is in the customer’s favor, begin the letter with that news. If not, keep your
tone factual and let the customer know that you understand the complaint.
Inquiry Letters
Inquiry letters ask a question or elicit information from the recipient. When composing
this type of letter, keep it clear and succinct and list exactly what information you need.
Be sure to include your contact information so that it is easy for the reader to respond.
Follow-Up Letters
Follow-up letters are usually sent after some type of initial communication. This could be
a sales department thanking a customer for an order, a businessman reviewing the
outcome of a meeting or a job seeker inquiring about the status of his application. In
many cases, these letters are a combination thank-you note and sales letter.
Letters of Recommendation
Prospective employers often ask job applicants for letters of recommendation before
they hire them. This type of letter is usually from a previous employer or professor, and
it describes the sender’s relationship with and opinion of the job seeker.
Acknowledgment Letters
Acknowledgment letters act as simple receipts. Businesses send them to let others
know that they have received a prior communication, but action may or may not have
taken place.
Letters of Resignation
When an employee plans to leave his job, a letter of resignation is usually sent to his
immediate manager giving him notice and letting him know when the last day of
employment will be. In many cases, the employee also will detail his reason for leaving
the company.
Cover Letters
Cover letters usually accompany a package, report or other merchandise. They are
used to describe what is enclosed, why it is being sent and what the recipient should do
with it, if there is any action that needs to be taken. These types of letters are generally
very short and succinct.

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PRACTICE

Quick Check!

Identify what is asked. Copy and write your answer on the space next to each of
the number. Submit in the link provided.

______________1. What punctuation mark is used after the salutation?

______________2. What part of business letter the address of the sender is

written?

______________3. What letter will you write if you plan to leave your job?

______________4. What business letter acts as simple receipt?

______________5. What business letter that is normally sent in response to a

claim or complaint?

______________6. What business letter sent by consumers or businesses to a

manufacturer, retailer or wholesaler to order goods or services?

______________7. What part of the business letter the address of the recipient
is written?

______________8. What part of the business letter the main purpose of the
letter is written?

______________9. What business letter that usually accompanies a package,

report or other merchandise?

______________10. What punctuation mark is used to end a complimentary

close?

● Resume Format Guidelines

The most acceptable and readily used format for college students is the chronological
resume, in which your most recent experience is first. How you choose to construct your
resume, in terms of style, is up to you. For example, placing dates on the left or right or

69
whether your contact information should be centered or on the left-hand column is your
choice. Remember consistency is the name of the game. Always maintain the same
style throughout your resume.

Contact Information: Put your contact information at the top of your resume. It should
include your name, address (optional), phone number, and email address. If you plan to
relocate soon it is acceptable to list a permanent address.

Objective: For most college students seeking internships or entering the professional
job market, stating an objective on your resume is not necessary. Instead, bring out
your interests in a cover letter that is customized for the specific job.

Education: List your degrees in reverse chronological order, with the most recent
degree first as well as any study abroad experiences. Include relevant coursework to
highlight your specific skills and knowledge. If your GPA is 3.0 or above, you may list it
in this section.

Experience: List your most recent experience first and do not overlook internships,
volunteer positions, and part-time employment. Use action verbs to highlight
accomplishments and skills.

Leadership and Activities: List leadership positions in university or community

organizations. Highlight activities including community service, athletics (which could be
a separate heading), or volunteer experience.

Academic Projects: If you have specific academic projects that qualify you for the
position, include them in their own section with details on what you accomplished.

Additional Information: This section may stand alone under the “Additional
Information” heading and highlight relevant information that may include computer skills,
language skills, professional associations, university and community activities (including
any offices held), and interests.

Other Headings: Choosing to highlight information such as interests and professional

associations as separate headings is acceptable if relevant to the position. Personal
information (e.g., religious and political affiliations) should be omitted unless relevant to
the job.

References: Do not list your references on your resume. A prepared list of 2-4
references should be printed on a separate sheet of paper that matches your resume
format. Bring a hard copy (or multiple copies, if needed) of your resume and references
with you to the interview.

70
 One-page resumes are standard practice. A curriculum vitae (CV) refers to a
summary of qualifications and education that is usually more than one page and is used
when applying to academic/faculty or research-related positions. Employers prefer
resume formats which are minimal and easy-to-read.

● Resume Checklist

No spelling, grammar, or punctuation errors

Makes clear, concise, and positive impression in 30 seconds or less

One page (more if writing a curriculum vitae/CV for an academic or research position)

Organized, easy to read, and has a balance between content and white space

Uses standard fonts including Times New Roman, Arial, Century, Helvetica, or Verdana
in sizes 10, 11, or 12; do not use a font size smaller than size 10.

Highlights skills and accomplishments that match keywords found in the job description

Quantifies accomplishments, if possible (e.g., how much $ raised, # of people served

and % of time saved)

Utilizes accomplishment statements

Action verb stating what you did

How you did it

Result (quantify when possible)

Cites relevant publications and presentations using the bibliographic style of your field

Do not use graphics, tables, or columns in your resume; Applicant Tracking Systems
cannot read them

NO GENERIC RESUMES!

● SAMPLE RESUME

71
72
 Source: https://careers.usc.edu/files/2016/11/ResumeExample.jpg

PRACTICE

Quick Check!

Write T if the statement is True or F if the statement is False about resume.

_______ 1. A references should always be sent with your résumé.
_______ 2.  A résumé is a written summary of your hobbies and accomplishments.
_______ 3. Relevant information to gather for a résumé includes education, work
experience, skills and abilities.
_______ 4. You should not share your resume electronically through e-mail.
_______ 5. A resume is a formal document that presents a person's knowledge,
skills, and abilities to potential employers.
_______ 6. A resume should be detailed enough to paint a picture of your
qualifications for someone that does not know you.
_______ 7. Volunteer work should be included in your work experience.
_______ 8. Formatting and appearance of a resume does not matter when an
employer is evaluating your personality or work traits.
_______ 9. Writing in slang is appropriate:
_______ 10. A skill resume is organized around your strengths and is a good
choice if you have if you have limited work experience.
_______ 11. Resume highlights an applicant's qualifications for employment
_______ 12. Resume should be kept updated.

PERFORMANCE

73
Let’s Do This!

74
 1. Choose positions advertised in the poster above. Research about the companies
and positions as necessary.
2. Compose a cover letter and resume. Observe proper mechanics in writing them.
3. Send your cover letter and resume to your teacher via email.
4. Prepare for a job interview simulation via zoom.
5. Be guided by the following rubrics.

Cover Letter Rubric

Exemplary – 5 Satisfactory – 3 Unsatisfactory – 1 Rating
Opening The opening paragraph arouses the The opening paragraph is The opening paragraph
Paragraph interest of the employer by stating why poorly written or is missing is poorly written and is
you are interested in the organization, one of the required elements: missing more than one
names the specific job applied for and why you are interested, of the required
states where you heard of the job. specific job, where you heard elements.
of the job.
Middle The middle paragraph is neatly written The middle paragraph is The middle paragraph
Paragraph and creates a desire for an employer to poorly written and does not is poorly written and
know more about you. It emphasizes the create a desire for the does not make the
resume pointing out achievements and employer to know more employer want to meet
qualifications that meet the job about the student or does not the individual,
description. emphasize the resume. emphasize the resume
and does not refer to
the job description.
Closing The closing paragraph paves the way for The closing paragraph leaves There is no closing
an interview by offering to call in the the employer unsure if the paragraph.
Paragraph future. applicant would like an
interview or does not offer to
call in the future.

Layout The letter is organized. It includes all of The letter is missing 1 of the There is no apparent
the required components in the correct required elements or the organization to the
order with the correct spacing between component are not in the letter. It is missing
elements. correct order. multiple components.
Writing Skills Sentences are fluent and effective. Very Sentences are usually Sentences are generally
few errors in mechanics, punctuation, controlled. There are minor adequate. There are
and word usage. errors in mechanics, lapses in mechanics,
punctuation, and word usage. punctuation, and
grammar.
Format Letter meets 100% of the formatting Letter does not include one of The letter is missing
requirements. the formatting requirements. more than one of the
formatting
requirements.

75
 Total Rating
Total Score
Source: Rubric taken from
https://www.sisd.net/cms/lib/TX01001452/C
entricity/Domain/170/cover_letters_grading_
rubric.doc

Formatting Requirements:

One page
10-12 size font
Signed letter

Résumé Writing Rubric

Student Name: _________________________________________________ Date: _____________
Task Description: (Teacher may explain specific assignment in this space.)

Criteria weight Exceptional Admirable Acceptable Attempted

◻ Bolded and easily read ◻ Easily read ◻ Clear ◻ Unclear

Personal ◻ Legal name ◻ Name ◻ Incomplete name ◻ Missing name
15%
Information ◻ Complete address ◻ Address ◻ Incomplete address ◻ Missing address
◻ Complete phone ◻ Phone number ◻ Incomplete phone ◻ Missing phone
number number number
◻ Each heading serves a ◻ Most headings ◻ Unnecessary ◻ Incomplete
purpose for type of serve a purpose headings included headings
résumé  for type of or lacking necessary ◻ Lacking pertinent
◻ Pertinent information résumé  headings information
fits job objective or ◻ Includes ◻ Gaps in pertinent ◻ Information lacks
personal statement pertinent information dates
◻ Information listed in information ◻ Information in ◻ Incomplete
reverse chronological under each random order descriptions
Headings 40% order heading ◻ Basic descriptions ◻ Criteria not relevant
◻ Well written ◻ Information in ◻ Some criteria meets to stated objective
descriptions some order stated objective
◻ Criteria submitted ◻ Descriptions
meets stated objective fairly well
written
◻ Most criteria
meets stated
objective
References 15% ◻ Submits separate ◻ Notes that ◻ Lists references on ◻ No note or list of
reference sheet and references are résumé references

76
 notes on résumé that available
references are
available
◻ Typed; format correct ◻ Typed; format ◻ Typed; poor format ◻ Handwritten
◻ Thorough and on one acceptable ◻ Crowded one page ◻ More than one page
page ◻ One page ◻ Difficult to read ◻ Difficult to read
◻ Professional font ◻ Easily read font font ◻ Obvious grammar,
Appearance 30% ◻ Correct grammar, ◻ Few grammar, ◻ Several grammar, usage, mechanics,
usage, mechanics, usage, usage, mechanics, or spelling errors
spelling mechanics, spelling errors ◻ Lack of organization
◻ Well organized spelling errors ◻ Poorly organized
◻ Adequately
organized

Assignment Score ______________ + Beyonder/Bonus ___________Final Score _________

Source: Rubric taken from http://cte.sfasu.edu/wp-

content/uploads/2012/01/Resume.doc

Job Interview Rubric

Student Name: ______________________________________________________ Date: _____________

Criteria 1-2 3-4 5-6 7-8 Score

Appearance Overall appearance is Appearance is Overall neat Overall appearance is
untidy somewhat untidy appearance very neat

(** This should

relate to the Choice in clothing is Choice in clothing is Choice in clothing is Choice in clothing is
core inappropriate for any job inappropriate (shirt acceptable for the appropriate for any job
concentration interview (torn, unclean, un-tucked, tee-shirt, type of interview interview
area and may wrinkled) too much jewelry, etc.)
be industry
specific)
Well groomed (i.e. Very well groomed
Poor grooming Grooming attempt is shirt tucked in, (hair, make-up, clothes
evident jewelry blends with pressed, etc.)
clothing, minimal
wrinkles)

77
 Overall appearance is
businesslike

Greeting Unacceptable behavior Used typical behavior Acceptable behavior, Professional behavior
and language and language – did well mannered, and language
modify behavior to fit professionalism (handshake, “hello”,”
the interview somewhat lacking thank you “, etc.)

Unfriendly and not

courteous
Attempts to be Courteous to all Friendly and courteous
courteous to all in involved in interview to all involved in
interview setting interview

Communication Speaking is unclear – very Speaking is unclear – Speaking is clear with Speaks clearly and
difficult to understand lapses in sentence minimal mistakes in distinctly with no lapse
message of what is being structure and grammar sentence structure in sentence structure
said (i.e. mumbling) and grammar and grammar usage;
speaks concisely with
correct pronunciation
Volume is uneven
Volume is inappropriate (varied) Volume is appropriate
for interview (i.e. spoke
too loudly, too softly) Volume conveys
business tone

Body Language Fidgeted – (i.e., constant Fidgeted –(i.e., Minimal fidgeting No fidgeting;
movement of hands and movement of hands (i.e., occasionally consistently used
feet); none or very poor and feet frequently); shifting); average use physical gestures, facial
use of physical gestures, of physical gestures, expressions and body
facial expressions and minimal use of facial expressions and movements in a
body movements physical gestures, body movements in a manner which
detracted from the facial expressions and manner which enhanced the interview
interview process body movements in a enhanced the process
manner which interview process
enhanced the
interview process

Posture and Eye Does not look at persons Sits up straight; Sits up straight, good Sits up straight,
Contact involved in the interview average posture; posture; establishes excellent posture; looks
process; keeps head establishes eye contact eye contact with relaxed and confident;
down; minimal eye with interviewers interviewers during establishes eye contact
contact; does not have during the interview the interview 80 -90% with interviewers
good posture; slouching 70 -80% of the time of the time during the interview
90-100% of the time

78
Politeness Several times, the student Student interrupted or Student interrupted Student never
interrupted or hurried the hurried the or hurried the interrupted or hurried
person doing the interviewer 3-5 times interviewer 1-2 times the interviewer and
interviewing; forgot to during the course of during the course of thanked them after the
thank person(s) the interview, thanked the interview, interview
the person after the thanked the person
interview after the interview
General Lack of interest and Somewhat interested Shows basic interest Appropriately
Attitude enthusiasm about the in the interview; shows in the interview; interested and
interview; passive and little enthusiasm shows some enthusiastic about the
indifferent enthusiasm interview process
Responses to Answers with “yes’ or Gives well-constructed Gives well- Gives well-constructed,
Questions “no” and fails to elaborate responses, but sounds constructed confident responses
or explain; talks negatively rehearsed or unsure responses, does not that are genuine
about past employers sound rehearsed,
student somewhat
hesitant or unsure
Candidate Responses are Responses are Responses are Responses are all
Integrity inconsistent or somewhat inconsistent generally consistent consistent
contradictory. No or contradictory
concrete or specific
examples used
Concrete and specific Concrete and specific
Concrete and specific examples often used examples are used
examples occasionally
Candidate provided no used
verifiable information for
claims, and/or claims may Candidate provides Candidate provides
be exaggerated or even verifiable information verifiable information
appear manufactured Candidate provides for most claims for all claims
some verifiable
information for claims
Overall Demonstration of poor Demonstrated limited Demonstrated Highly proficient;
Demonstration interview skills with little proficiency; limited average proficiency; appropriately utilized
of Interview confidence displayed demonstration of average interview skills in an
Skills competent interview demonstration of enthusiastic, motivating
skills in a generally competent interview and engaging manner
confident manner skills in a generally
confident manner
Total

Total out of 80 points possible (10 topics x 8 max possible)

- ½ point scoring is appropriate for this section (i.e. 7.5, 6.5. 3.5, etc.)

Source: Rubric taken from

https://wvde.state.wv.us/simulated-

79
 workplace/files/student-interview-
rubric.docx

References:
Books:
Barrot, J. & Sipacio, (2018). Purposive Communication in the 21 st Century. Quezon City:
C&E Publishing, Inc.

80
Daiton, M. & Zelley E. (2015). Applying communication theory for professional life. A
practical introduction. 3rd ed., Sage Publications.

Madrunio, M & Martin I (2018) Quezon City: C&E Publishing, Inc.

Magan, Rhodora, et.al. 2018. Purposive Communication in the 21st Century. Manila,
Philippines: Mindshapers Co., Inc

Pilapil, Edwin A., et.al.2018. Purposive Communication. Malabon City, Philippines.

Mutya Publishing House,
Searles, G. (2014). Workplace Communication: The Basics. Boston: Allyn & Bacon, 6 th
ed.
Lucas, S. (2011). The art of public speaking. NY: McGraw Hill.
Wakat, G. (2018). Purposive Communication. Quezon City. Lorimar Publishing.

Internet Sources:

(http://www.free-management-ebooks.com/faqcm/effective-07.htm)

<https://www.youtube.com/watch?v=fSekdGHJTwM>

<https://www.youtube.com/watch?v=JdbL7jJb3JE>

http://www.healthknowledge.org.uk/public-health-textbook/organisation-management/
5a-understanding-itd/effective-communication
http://promeng.eu/downloads/training-materials/ebooks/soft-skills/effective-
communication-skills.pdf
Communicating in a multicultural society and world”
https://.ted.com/talks/gordonbrown

http://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html?
r=0
https://prezi.com/sxgsoofhd5wm/united-nations-sustainable-development-goals/

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