PURPOSIVE

COMMUNICATION
(GEED 10063)

Compiled by:

Rossana D. Manansala
Department of Advertising and Public Relations
College of Communication

Patricia S. Nuguid
Department of Advertising and Public Relations
College of Communication

Nikki M. Fabon
Department of Journalism
College of Communication
OVERVIEW:

Purposive Communication is about writing, speaking, and presenting to different

audiences and for various purposes. It is a three-unit course that develops the 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 students with tools for critical
evaluation of a variety of texts and focuses on the power of language and the impact of images
to emphasize the importance of conveying messages responsively. The knowledge, skills and
insights that students gain from this course may be used in their other academic endeavors, their
chosen disciplines, and their future careers as they compose and produce relevant oral, written,
audio-visual and/or web-based output for various purposes.

CONTENTS

MODULE 1: Communication Process

Lesson 1: Fundamentals of Communication ......................................................................2
Lesson 2: Language Varieties ............................................................................................5
Lesson 3: Speech Context, Style, and Act .........................................................................7
Lesson 4: Fundamentals of Public Speaking ....................................................................10
Lesson 5: Forms and Types of Messages .......................................................................11
Lesson 6: Guide Questions for Evaluating Messages ......................................................14

MODULE 2: Globalization, Culture, and Technology

Lesson 1: Globalization and Communication ...................................................................17
Lesson 2: Impact and Issues of Globalization and Communication ..................................18
Lesson 3: Intercultural Communication ............................................................................20
Lesson 4: Intercultural Competence .................................................................................23
Lesson 5: Information and Communications Technology .................................................26
Lesson 6: Impact of Technology to Global Communication and Culture ...........................28

MODULE 3: Strategies and Purposes

Lesson 1: Communication Aids and Strategies ................................................................32
Lesson 2: Communication for Various Purposes ..............................................................35
Lesson 3: Academic Texts, Structure, and Style ..............................................................37
Lesson 4: Guidelines in Academic Writing and Presentation ............................................39
Lesson 5: Professional Documents and Communication Channels ..................................43
Lesson 6: Guidelines in Professional Writing and Presentation ........................................48

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 MODULE 1: Introduction to Communication
Lesson 1: Fundamentals of Communication

Objective: Understand the nature of communication – how it works – and explain the role each
communication element plays in the communication process.

Communication in innate to humans and inextricable to human activity. Communication scholars

claim that communication takes 95 percent of our daily routine and so you may argue that you’re
already an expert on it. So why study it? The simple answer is that though we may “do”
communication on a daily basis, the majority of us aren’t actually that good at it, which often leads
to misunderstanding and confusion. This is why understanding how communication works is
important.

DEFINITION:
Communication, here, will be broadly defined as the use of verbal and nonverbal messages to
create ongoing mutual influence or simply as the exchange of messages, information, and
meaning. However, Communication should be thought of as a process, not simply as a transfer
of meaning from one mind to another. It is a dynamic process.

Though there are many definitions of communication they all agree that it is “a process of sending
and receiving information through a channel in order to achieve understanding.” This is a definition
that emphasizes sharing of meaning, rather than message, as an important aspect of human
communication. The very word “communication” is from a Latin word communicare, which means
“share” and in as much as it presupposes a communicator and a receiver, relationship between
them – a mutual awareness or orientation of one another, intent of the communicator; an external
referent – what the message is about, a common language and some sharing of experience.

THE COMMUNICATION PROCESS:

The question that should be on our mind now is what are the ingredients, components or variables
which interact in the process of communications. Well, they are the Sender, Message, Channel,
and Receiver and we will label them as the Elements of Communication. These four are the most
basic elements in the process but they’re not all there is. Additionally, there is a Feedback or
Response and Noise /Barrier or hindrances to effective communication which we will talk about
later.

The simplest approach to explaining the communication process is David Berlo’s SMCR model
where the sender sends a message through a channel to the receiver. This is also known as
Linear Process or One-way process.

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However, communication isn’t always linear, it is an interaction. This is best explained by Wilbur
Schramm’s Interactive Model of Communication where there is a source (or Sender, or Encoder
of message), a message, a channel and Medium, a Receiver, a Feedback and Noise. These
components operate in a six-step process which begins with the creation (Encoding) of message,
selection of the appropriate channel/medium and then sending it to another individual,
organization or a group of people. The source creates the message. The receiver, on the other
hand, is the entity or the person(s) to which the message is targeted –that is the message final
destination. Hence, the receiver performs the tripartite functions of receiving, interpreting
(Decoding) and responding to the message. This act of responding to the message then
completes the process of communication.

Noise can be anything that disrupts the flow of message or hinders the correct delivery and
understanding of the message: Physical (distance, illness or disabilities, an object), Knowledge
(culture, beliefs, intelligence, lack of information, perception, background), Noisy environment,
Language and Jargon, Emotional barrier, and more.
In order to counter these barriers, there are 7C’s to a more effective communication:
Complete – the information should be comprehensive and answers who, what, where,
when, and how. Imagine receiving a wedding invitation without a date or place.
Concise – despite being complete, it should not be overwhelming or too long. Be direct
to the point.
Concrete – information should be backed up by sources, evidence, or proof
Correct – information should be true, otherwise it will result to confusion or there was an
intention to mislead. You should also be careful with spelling, grammar, address, numbers,
title / position, and many others.
Clear – the intention should be clear if not obvious. Also, avoid complex words and
structures. Use simple language that is easy to understand.

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 Courteous – show respect for the status of the person, age, position, your relationship
towards them. Using Sir/Ma’am, proper honorifics, po and opo.
Consideration – respect for others’ values, beliefs, religion, political inclination, culture,
condition and situation. Like using simple language when talking to a child, or respecting
others’ opinion that differ from yours, what if the person is hard of hearing.

Activities/Assessments
1. Think of a conversation you had before and plot (draw) the communication process /
model that occurred. Identify and label who were the sender/receiver, what is the
message, what channel/medium was used, and what barriers were present.

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 MODULE 1: Introduction to Communication
Lesson 2: Language Varieties
Objective: Understand what language varieties are and how such influence the communication
process.

Languages vary from one place to another, from one social group to another, and from one
situation to another. It is important to note that language is not merely the set of vocabulary
particular to a people of a nation or group, it includes the how words are used and delivered.

LANGUAGE REGISTER
In linguistics, the register is defined as the way a speaker uses language differently in different
circumstances. Registers are used in all forms of communication, including written, spoken, and
signed. The Five Language Registers are:
Frozen - sometimes called the static register because it refers to historic language or
communication that is intended to remain unchanged, like a constitution or prayer.
Example: “Lupang Hinirang”, “Panatang Makabayan”, “Our Father,” The Bible.
Formal - Less rigid but still constrained, the formal register is used in professional,
academic, or legal settings where communication is expected to be respectful,
uninterrupted, and restrained. Slang is never used, and contractions are rare.
Consultative - People use this register often in conversation when they're speaking with
someone who has specialized knowledge or who is offering advice. Like when a student
asks a professor for advice, a patient to a doctor during consultation.
Casual - This is the register people use when they're with friends, close acquaintances
and co-workers, and family. Use of slang, contractions, and vernacular grammar is all
common, and people may also use expletives or off-color language in some settings.

Intimate - Linguists say this register is reserved for special occasions, usually between
only two people and often in private. Intimate language may be something as simple as
an inside joke between two college friends or a word whispered in a lover's ear, or more
sensitive and private conversations.

LANGUAGE STYLES
Language style determines the vocabulary, structure, and some grammar particularly in writing. These are
Formal, Informal, and Neutral – an oversimplification of the language registers.

Formal - is more appropriate for professional writing and letters to a boss or a stranger. It is
impersonal, meaning it is not written for a specific person and is written without emotion. It includes
business letters, complaint, essay, report, speech, announcement. Contractions are few, correct
spelling and grammar are observed, writing in third-person is common, the use of slang,
abbreviations, and acronyms are avoided, with longer, more complex sentence structures

Informal - writing is written in the way we talk to our friends and family. We use informal writing
when we are writing to someone we know very well including personal emails, phone texts, short
notes, friendly letters, blogs, diaries and journals. Acronyms, slangs, abbreviations, informal

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 language, symbols, drawings, extra punctuations can be used. Sentences need not be complete
and are usually short. Paragraphs or bullets are acceptable.

Neutral – is used for non-emotional topics and information. Neutral writing is not necessarily formal
or informal. It is not usually positive or negative. A neutral register is used to deliver facts including
reviews, articles, technical writing.

VERBAL and NON-VERBAL

Verbal communication involves the use of words whether written or spoken in speech or auditory
language to express emotions or thoughts or exchange information.

Non-verbal communication involves the use of visual or non-verbal cues such as facial expressions, eye
or body movements, gestures, signs, symbols to convey a message.

Thus, language, which exists primarily as verbal and nonverbal codes, becomes an important part of
communication. The verbal codes are the spoken and the written words while the nonverbal codes are all
symbols that are not words. These include body movements; use of space and time, human sounds other
than words (vocal pauses/paralanguage), as well as clothing and adornments.

Activities/Assessments
1. What language register is used when talking with your teacher about a class requirement?
2. Under what register will you classify preamble of The Philippine Constitution (1987)?

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 MODULE 1: Introduction to Communication
Lesson 3: Speech Context, Style, and Act
Objective: Understand that human communication relies heavily on context and delivery.

The CONTEXT of communication is a set of circumstance or a situation in which communication

act takes place. In the field of communication, four of such contexts are recognized. They are the
intrapersonal, interpersonal, public and mass communication contexts. These we mean by types
or contexts of communication or speech context.

Thus, Intrapersonal communication considers communication within oneself (memorizing, diary

writing, monologue, daydreaming) while Public communication involves the process of
generating meaning in a situation where a simple source transmits a message to a number of
receivers (often range between3 to 12 people, or more) who give nonverbal and sometimes,
question and answer feedback. This kind of communication is recognized by its formality,
structure and planning. Examples are lectures, convocations and religious services.

On the other hand, Mass communication is a context between a source and a large number of
unseen receivers. In this kind of context, there is always a mediator between the source and the
receiver. The mediator is often in the communication technology such as television and radio.
They are the channel and the method if distribution. Interpersonal communication context is the
personal process of coordinating meaning between at least two people in a situation that allows
mutual opportunities for both speaking and listening (Pearson et al., 2003:25). Just like other
communication context, interpersonal communication occurs for a variety of reasons to solve
problems, to resolve conflicts, to share information, to improve one’s perception of self, or to fulfill
social needs, such as the need to belong or to be loved.

Through interpersonal communication, people are able to establish relationships with others that
include friendships and romantic relationships. For example, messages sent and received over
the Internet Yahoo! and MSN Instant Messenger programs.

Dyadic and small-group communications are two subsets of interpersonal communication. Dyadic
communication or two-person communication context includes both formal and informal
communication events such as interview with an employer or a lecturer; talks with friends and
relative and various other interactions that may occur in a fact-to-face situation. Small group
communication is the interaction of a small group of people to achieve an interdependent goal
(Brilhart and Galanes, 1998). Small-group communication occurs in families, work groups,
support groups, religious groups and study groups. Communication scholars agree that two
people are a dyad and more than two people are a small group if they have a common purpose,
goal or mission.

SPEECH STYLES
Speech Styles are another term used to refer to Language Registers. Therefore, they are Frozen,
Formal, Consultative, Casual, and Intimate.

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SPEECH ACT
When someone expresses something, he does not only produce utterances (the action of
speaking or spoken words) containing grammatical structures and words, but he also performs
an action through the utterances. These actions are called speech acts and these are:
Lucutionary, Illocutionary, and Perlocutionary.

The Locutionary is the utterance itself that produces the literal meaning. The Illocutionary is the
meaning or context of the utterance. The Perlocutionary is the effect of the utterance.

In example, a mother tells her child “Anak, ‘yung hugasin oh.”The Locutionary is “Anak, ‘yung
hugasin oh” which literally directs the receiver’s attention to the dishes. The Illocutionary is what
the mother meant when she said “yung hugasin oh” which is a request to do the dishes. The
Perlocutionary is the effect, that the child will wash the dishes.

However, since the illocutionary is vague and can be interpreted in many ways, the perlocutionary
or the result is not always what we want it to be. It could be that the receiver interpreted the “yung
hugasin oh” as merely pointing out that there are dishes and not a request. In this case, he/she
will just look at the dishes and confirm that they are there.

This example shows the complexity of communication. However, if the locutionary is more specific
or clear “Anak, paki hugasan nga yung mga hugasin” then the Illocutionary will be understood
and the perlocutionary or intended result will be met.

Speech Acts are classified as:

Declarative – for declarations or announcements
“Walang pasok bukas” “Holdap ‘to” “Isa na lang, aalis na”
Commissive – for actions to be done in the future, promises
“Magda-diet na ako” “Babawi ako next time” “Mag-aaral ako mamaya, 6:30 para
sakto”
Interrogative – when asking a question
“Bakit mo ako iniwan?” “Ma’am, one-fourth?” “Nasaan ka noong gabing iyon?”
“Hm?”
Directive – when stating a command, request, or action

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 “Umuwi ka na” “Maghugas ka naman” “Palimos po” “Pahinging one-fourth” “Ma,
yung utang mo po sakin 100 po”
Assertive – when trying to prove a point
“Tama ako, mali ka.” “Hindi mo pa binibigay ang sukli”
Expressive – when stating emotions or expression
“@#$!” “Aray!” “I love you” “Eeeeeww!” “

The beautiful thing about speech is that it sometimes overlaps, like “Ang ganda nya!” can be a
declaration, an assertion, and expression all together. It now depends on the intention of the
speaker as to what classification bears more weight.

Activities/Assessments
1. When is the President’s SONA a “public communication” and when is it a “mass
communication”?
2. Recall a past conversation and identify the locutionary, illocutionary, and perlocutionary.

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 MODULE 1: Introduction to Communication
Lesson 4: Fundamentals of Public Speaking

Objective: Understand the basic principles and dynamics of effective public speaking and
realize the ethical implications of its performance.

Learning the fundamentals of public speaking can help you to become a more effective speaker
and overall communicator. Public speaking is the process of designing and delivering a message
to an audience. Effective public speaking involves understanding your audience and speaking
goals, choosing elements for the speech that will engage your audience with your topic, and
delivering your message skillfully.

While the fundamentals can be grouped or categorized in different ways, public speeches of
various types can generally be grouped into three categories based on their intended purpose:
informative, persuasive, and entertaining. Other sources include motivation and inspiration.

The primary purpose of informative presentations is to share one’s knowledge of a subject with
an audience. Informative speaking is integrated into many different occupations. These include
seminars, trainings, fora, the President's SONA (mainly), announcement, news, and many others.

The reason behind some speeches is to persuade, convince, or influence other people’s belief,
behavior, and action. Persuasive speech includes political campaigns, product presentation or
demo, sales talk or sales pitch, upselling, recruitment, protests, etc.

Entertaining speaking involves an array of speaking occasions ranging from introductions to

wedding toasts, to presenting and accepting awards, to delivering eulogies at funerals and
memorial services in addition to after-dinner speeches and motivational speeches.

THE FUNDAMENTALS
1. Know the purpose of the speech. Think about whether your purpose is to persuade,
inform, inspire, motivate, or entertain.
2. Know you audience. Identify your audience and craft a speech appropriate to them. There
will be a difference in speeches delivered to toddlers and business executives. The culture
and other background of the audience should also be considered.
3. Develop the content. Research, put in stories, anecdotes, crack some jokes, use visual
aids when applicable and necessary. Organize the information and flow. Be conscious of
the language you use.
4. Use your voice and body language effectively.
5. Use the stage to your advantage. The stage is yours.
6. Be original, authentic, and sincere.
7. Practice. Know your speech by heart instead of memorizing it.

Activities/Assessments
1. Can Informative, Persuasive, and Entertaining speeches overlap? Why/How?

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 MODULE 1: Introduction to Communication
Lesson 5: Forms and Types of Messages

Objective: Realize that there is a purpose behind every speech and every message and be able
to crack the secrets of rhetoric

Every message has a purpose. We need to look at the intention of every communication to be
able to understand what the source is actually trying to convey, and why and how he/she is
conveying it.

ETHICS IN SPEECH
There are three levels of the ethics
pyramid used in evaluating the ethical
choices of a public speaker or listener.
Intent - to be an ethical speaker or
listener, it is important to begin with
ethical intentions. For example, if we
agree that honesty is ethical, it follows
that ethical speakers will prepare their
remarks with the intention of telling the
truth to their audiences. Similarly, if we
agree that it is ethical to listen with an
open mind, it follows that ethical
listeners will be intentional about letting
a speaker make his or her case before
forming judgments.
Means – are the tools you use to communicate with others as the second consideration for ethical
speech. These are behaviors we employ to achieve a desired outcome. We must realize that
there are a range of possible behavioral choices for any situation and that some choices are good,
some are bad, and some fall in between.
In example, you might invite people to listen in exchange of something (favor, money, food, etc.),
but remember that assessing if the speech is ethical looks into the means you employ to persuade
people.
Ends - The final part of the ethics pyramid is the ends and are the outcomes you desire to achieve.
Like intentions and means, ends can be good or bad, or they can fall into a gray area where it is
unclear just how ethical or unethical they are. Examples of ends might include persuading your
audience to make a financial contribution or buy your product or vote for you.
Evaluating if a communication ethical or not is one thing, dissecting the message is another. In
rhetorical and communication studies, a message is defined as information conveyed by words
(in speech or writing), and/or other signs and symbols. A message (verbal or nonverbal, or both)
is the content of the communication process. The originator of the message in the communication
process is the sender. The sender conveys the message to a receiver.

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A message may include verbal content, such as written or spoken words, sign language, email,
text messages, phone calls, snail-mail, etc. A message will also include nonverbal content, such
as meaningful behavior beyond words. This includes body movement and gestures, eye contact,
artifacts, and clothing, as well as vocal variety, touch, and timing.

ENCODING and DECODING

All communication begin with a source. The sender. To send a message, a person must say or
do something that represents an idea in his or her own mind. The sender has a mental image,
a vision, an idea, an opinion, or perhaps some information that he or she wants to convey to
someone else. The sender initiates the communication process and has a primary interest in
making sure it’s effective. Crafting and constructing the message is the Encoding process.
To receive a message, a person must interpret (Decode) something said or done by another
person—the sender—and give it a name and develop a feeling about it. The receiver’s job is
to then seek to understand whatever it is the sender wants to communicate. The receiver
shares responsibility with the sender to ensure an effective communication process.
Remember, that in encoding the message, the sender adds a piece of his/her background,
knowledge, belief, culture, opinion, perspective, and understanding to it which may or may
not match with the receiver. Because of this, the decoding process becomes challenging and
the receiver may not be able to fully interpret the message as how the sender intended it to
be.
Message is not synonymous with meaning. In fact, the communication challenge is to make
sure that the meaning that is intended by the sender is the same as the meaning the receiver
assigns to the message when it’s received.

TYPES OF MESSAGES
Primary messages refer to the intentional content, both verbal and nonverbal. These are the
words or ways you choose to express yourself and communicate your message. For example, if
you are sitting at your desk and a coworker stops by to ask you a question, you may say, “Here,
have a seat.” These words are your primary message.
Secondary messages refer to the unintentional content, both verbal and nonverbal. Your
audience will form impressions of your intentional messages, both negative and positive, over
which you have no control. Perceptions of physical attractiveness, age, gender, or ethnicity or
even simple mannerisms and patterns of speech may unintentionally influence the message.
Auxiliary messages refer to the intentional and unintentional ways a primary message is
communicated. This may include vocal inflection, gestures and posture, or rate of speech that
influence the interpretation or perception of your message.

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MEDIA TEXT and MESSAGES
All mass media messages and content are constructs. They are crafted by creators and
influenced by ownership, authority, and control. This basically means that the aside from the
talents, celebrities, the producers, writers, directors, news anchors, journalists, etc., the network
owners, and often political and economic personalities are involved and have a “say” in what we
watch, listen to, or read.
The obvious part of a message is called the text, which includes any language, imagery, music,
or anything else you can see and hear. The implied part of a message is called the subtext, and
it’s suggested by the content rather than directly seen or heard. We as individuals then decide
how to interpret this subtext based on our personal biases, world views, and expectations.
Deconstructing media messages is a critical skill in our media-saturated culture, as it helps you
cut through the noise and reach your own conclusions.
Color, words, camera shot, angle, music, slant of the story, biases, objects, symbols, pictures and
images, framing, composition, action, gesture, etc. all play part of constructing a media message.

Activities/Assessments
1. What texts are apparent in the Lady Gaga image above?
2. What is your interpretation of the billboard ad above?

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 MODULE 1: Introduction to Communication
Lesson 6: Guide Questions for Evaluating Messages

Objective: Realize the importance of evaluating the effectiveness of messages by developing and
using strategic questions to identify strength and weaknesses

FOUR MAIN QUALITIES FOR AN EFFECTIVE MESSAGE”

1. Simplicity
2. Specificity
3. Structure
4. Stickiness

In order to evaluate whether a message is effective, we can ask ourselves a series of questions
which reflect a messages simplicity, specificity, structure and stickiness.

1. SIMPLICITY
* In order to ensure that our messages have simplicity, we should
ask ourselves two questions:
– is my purpose evident?
– Is my core message clear?

2. SPECIFICITY
*Refers to our choices of language and its usage on order to ensure
language is specific we may ask ourselves:
– Is my language specific?
– is my language concrete, rather than abstract?
– am i suing words which have additional meanings and could perhaps be misconstrued?

3. STRUCTURE
*Ideas should be organized and easy to follow.
– Do my messages have a STRUCTURE?
– is there a more effective way to arrange my ideas?

4. STICKINESS

EVALUATING IMAGES
* It is important to critically evaluate images you use for research, study and presentation images
should be evaluated like any other source, such as journal articles or books, to determine their
quality, reliability and appropriateness. Visual analysis is an important step in evaluating an image
and understanding its meaning and also. there are three steps of evaluating an image and these
are:

1. Identifying Source
2. Interpret contextual information
3. Understand implications

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CONTENT ANALYSIS

What do you see? What is the image all about?

Are their people in the image?
What are they doing?
How are they presented?
Can the image be looked at different ways?
How effective is the image as a visual message?

VISUAL ANALYSIS

How is the image composed?

What’s in the Background and what is in the foreground?
What are the most important visual?

IMAGE SOURCE”

Where did you find the image?

What information does the source provide about the origins of the image?
Is the source reliable and trustworthy?
Was the image found in an image database or was it being use in another context to convey
meaning?

TECHNICAL QUALITY

Is the image large enough to suit your purposes?

Are the color, light and balance, true?
Is the image a quality digital image without pixilation or distortion?
Is the image in a file format you can use?

CONTEXTUAL INFO

What information accompanies the image?

Does the text change how you see the image? How?
Is the textual information intended to be factual an inform or is to intended to influence what and
how you see?
What kind of context does the information provide?
Does it answer the questions where, how why?

Cultural texts are those objects, actions, and behaviors that reveal cultural meanings. A photo
is an image, but is also a cultural text, a picture with cultural information beyond just the picture
itself. Food and clothing also suggest cultural information, and it doesn't stop there.

MEDIA TEXTS: Questions and Deconstruction

1. What key concept is the quote describing: "How does each viewer interpret the media
message?"
2.What key concept is the quote describing: "Whose message is this? Who has control over the
content?"
3.What key concept is the quote describing: "What specific group of people is this message
designed to reach?"

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4.What key concept is the quote describing: "What methods are used to persuade the viewer?"
5.What key concept is the quote describing: "How is the message or story arranged?"
6. What is the message of the text?
7. How effectively does it represent reality?
8. How is the message constructed?
9. What lifestyles, values and points of view are represented in the text?
10. Who or what is missing?
11. What message do you perceive from the text?
12. How might others understand it differently? Why?
13. What is the purpose of the text?
14. Who is the target audience of the text?
15. Who might be disadvantaged?
16. Who created the text and why?
17. What techniques are used and why?

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 MODULE 2: Globalization, Culture, and Technology
Lesson 1: Globalization and Communication

Objective: Define Globalization and how it relates to Communication.

Globalization is the process of interaction and integration among people, companies, and
governments of different nations, a process driven by international trade and investment and
aided by information technology. This process has effects on the environment, on culture, on
political systems, on economic development and prosperity, and on human physical well-being in
societies around the world.
Think of a “one world” society, where people share and trade their product, culture, people, and
a lot more; faster, easier, and more convenient – thanks to technological development that
brought the world closer. It really is a small world after all.
This led to the merging and intermingling of some culture, belief, political and economic policies,
and even practices and routines. This phenomenon’s impact extends to the social, political, and
cultural levels

To give you a better idea of this event, take for example the BPO (Business Process Outsourcing)
Industry, where American clients call and talk to Indian or Filipino representatives for any of their
business, product, or service concerns. People are also now able to buy products from across
the globe through Amazon and other similar service providers. KPOP and JPOP as an
international success rather than in Asia or in their respective countries alone.

Globalization however is not a new concept. It has started way back in history and was only
catapulted to what and how it is today because of technology. Arguably, Globalization was already
observed when Christopher Columbus stumbled upon America. In the Philippines, Barter trade
happened with and between its neighboring countries even before Magellan landed in PH
territories.

Modern Globalization started during the 20 th Century with World War I. International trade
increased and colonial rule happened left and right. With these trades are interactions, and with
these interactions are communication. And so, communication and globalization are intertwined.

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 MODULE 2: Globalization, Culture, and Technology
Lesson 2: Impact and Issues of Globalization and Communication

Objective: Understand how and what are the effects of Globalization to Communication and vice
versa.

Globalization changed the way we communicate in many different ways. As technology advances,
the world is both getting larger and smaller. Today we are able to communicate with people across
the globe at the touch of a button. While globalization, or communication between nations beyond
their borders, is an old concept, with the onset of new technology globalization is impacting the
ways we communicate and learn in fascinating ways. We are expanding our understanding of
fellowship and as we become more connected, we are deepening our educational experiences.
The rise in the use of the internet in particular has been incredibly instrumental in improving the
ways in which we connect with one another.

Because of technologies like the internet, we have the opportunity to view diverse perspectives
that were outside of our scope before. We are able to fully connect with someone who is
thousands of miles away in real time and the effects are profound.

Another wonderful benefit of globalization is that the world becomes more accessible and
equitable in general. Search engines, Ebooks, online courses and other virtual education give
more people the ability to learn about subjects that used to require a certain level of income or
social positioning. Information isn’t as restricted and it allows us the opportunity not only to receive
information but to enter into academic spaces and contribute. Globalization creates a space for
ideas to transcend borders and social strata.

Globalization allows us to connect and create and maintain relationships with people. Social
media enables us to keep in touch with people – maybe family, relatives, friends – who perhaps
have migrated to a distant location. It allows us to search and reconnect with people we lost touch
with. It even allows us to network with almost anyone: celebrities or regular people around the
world.

Education through MOOCs or Massive Open Online Course and conducting business and
commerce has been made quite easy and accessible. But not everything about globalization is
promising.

Relationships have been affected negatively as sincerity in questionable and physical interaction
is lacking. People and nations also suffer from loss of cultural identity. While globalization has
made foreign countries easier to access, it has also begun to meld unique societies together. The
success of certain cultures throughout the world caused other countries to emulate them. But
when cultures begin to lose their distinctive features, we lose our global diversity.

It also brings global communication challenges. For international companies alone, before starting
to branch out from headquarters, firms have to put an established internal communication plan in
place since global employees likely work in a different time zone and have a different native
language.

Cultural awareness should also be developed among people to instill respect for culture, religion,
beliefs, tradition, and practices. In a global environment the ability to communicate effectively can

18
be a challenge. Even when both parties speak the same language there can still be
misunderstandings due to ethic and cultural differences.

Understanding the impact of globalization on cross-culture communication is imperative for

organizations seeking to create a competitive advantage in the global market. Recent economic
challenges further highlight the need for organizations to develop the internal communication
capacity necessary to control and monitor external threats.

Activities/Assessments
1. In 3 or more paragraphs, explain how you experience globalization.

19
 MODULE 2: Globalization, Culture, and Technology
Lesson 3: Intercultural Communication

Objective: Explain the relationship between Culture and Communication and understand the
communication process between different cultures.

Today, communicating is affected by many different aspects of human language and behavior,
for example, nonverbal communication can be just as relevant as the exact language forms
chose. Most the time, however we are not fully conscious of the assumptions and beliefs involved
in a communication exchange with someone from another culture.

Intercultural Communication is the sending and receiving of messages across languages and
cultures. It is also negotiated understanding of meaning in human experiences across social
systems and societies. When we talk of other cultures, we mean not only those who speak a
language that is different from ours or who live in a different country or regi9on, we also mean
those who live in the same city or region but who do not share the same social groups.

The simplest definition of culture is “a way of life” including the behavior, activities, beliefs, norms,
artifacts, knowledge, practices, habits, religions, music and arts, language, cuisine, (and others)
that is shared by a group of people. Under each culture is a subculture – a smaller group of people
who share a particular set of cultures within the culture. Luzon has its own culture, where NCR is
a subculture because the people from Metro Manila shares a particular set of culture different
from those in Bulacan or Rizal. Yet, they all remain part of the bigger culture of Luzon, which
makes up the parent culture and identity of a Filipino.

Let us look at this subculture breakdown as an example: Manila (culture) and Sta. Mesa
(subculture). Sta. Mesa (now as the culture) and PUP (subculture). PUP (now as the culture) and
COC (subculture) and so on. So, a culture can be divided into many and different subcultures and
an individual can be a member of many and different cultures as well.

UNDERSTANDING EACH OTHER

Language is the first barrier to understanding people from different cultures. This is why nonverbal
communication is very important in our attempt at understanding each other. Somehow there are
signs, symbols, gestures, actions, and images that people understand on a global scale – they
bear similar meanings and interpretations.

But more than this, cultural sensitivity and awareness is a must in communication across
cultures. The word worldview means an all-encompassing set of moral, ethical, and philosophical
principles and beliefs that govern the way people live their lives and interact with others. Your
worldview governs the way you think, feel, and behave, whether you realize it or not, and affects
in a major way how you view every aspect of life— physical, spiritual, emotional, moral,
sociological, and mental.

You should also first understand your own identity and then expand your knowledge of the world
around you by enhancing personal and social interactions. The broader your outlook, the more
tolerant and accommodating you become. The chances of having close, personal, interactions
with those different from you—whether in age, physical ability, gender, ethnicity, class, religion,
race, or nationality—are increasing daily. Such relationships help you learn about the world, break
stereotypes, and acquire new skills.

20
HIGH CONTEXT VS LOW CONTEXT

High context versus low context contrasts how much information is carried in the context (high)
and how much in the code or message (low). 26 In high-context communication most of the
information is already in the person; very little information is in the coded, explicit, intentionally
transmitted part of the message. For example, in the Japanese, African, Mexican, Asian, and
Latin American cultures most of the meaning of a message is either implied by the physical setting
or is presumed to be part of the individual’s beliefs, values, and norms.

Most Western cultures prefer low-context messages in which the majority of the information is in
the communication itself—not in the context. Computer instructions are low context because they
require that every space, period, letter, and number be precisely in the right location; there are no
exceptions. All the information is in the instruction, or the instruction does not work.

HIGH CONTEXT

• Association: Relationships build slowly and depend on trust. Productivity depends on

relationships and the group process. An individual’s identity is rooted in groups (family,
culture, work). Social structure and authority are centralized.
• Interaction: Nonverbal elements such as voice tone, gestures, facial expression and
eye movement are significant. Verbal messages are indirect, and communication is seen
as an art form or way of engaging someone. Disagreement is personalized, and a
person is sensitive to conflict expressed in someone else’s nonverbal communication.
• Territoriality:
• are explicit, and communication is seen as a Space is communal. People stand close to
each other and share the same space.
• Temporality: Everything has its own time, and time is not easily scheduled. Change is
slow, and time is a process that belongs to others and nature.
• Learning: Multiple sources of information are used. Thinking proceeds from general to
specific. Learning occurs by observing others as they model or demonstrate and then
practicing. Groups are preferred, and accuracy is valued.

LOW CONTEXT

• Association: Relationships begin and end quickly. Productivity depends on procedures

and paying attention to the goal. The identity of individuals is rooted in themselves and
their accomplishments. Social structure is decentralized.
• Interaction: Nonverbal elements are not significant. Verbal messages way of
exchanging information, ideas and opinions. Disagreement is depersonalized; the focus
is on rational (not personal) solutions. An individual can be explicit about another
person’s bothersome behavior.
• Territoriality: Space is compartmentalized. Privacy is important, so people stand farther
apart.
• Temporality: Events and tasks are scheduled and to be done at particular times.
Change is fast, and time is a commodity to be spent or saved. One’s time is one’s own.

21
 • Learning: One source of information is used. Thinking proceeds from specific to
general. Learning occurs by following the explicit directions and explanations of others.
Individual orientation is preferred , and speed is valued.

Activities/Assessments
1. What culture are you most interested in? (Could be a nation’s culture as a whole
or more specific like a type of music, group of people, event, etc) Describe it and
explain why you are fascinated by it.

22
 MODULE 2: Globalization, Culture, and Technology
Lesson 4: Intercultural Competence

Objective: Develop cultural sensitivity and awareness for effective communication across
cultures.

Communication is learned.
Most people are born with the capacity and ability to communicate, but everyone communicates
differently. This is because communication is learned rather than innate. As we have already
seen, communication patterns are relative to the context and culture in which one is
communicating, and many cultures have distinct languages consisting of symbols.

A key principle of communication is that it is symbolic. Communication is symbolic in that the

words that make up our language systems do not directly correspond to something in reality.
Instead, they stand in for or symbolize something. The fact that communication varies so much
among people, contexts, and cultures illustrates the principle that meaning is not inherent in the
words we use.

Communication competence has become a focus in higher education over the past couple of
decades as educational policy makers and advocates have stressed a “back to basics” mentality.

We have already defined communication, and you probably know that to be competent at
something means you know what you’re doing. When we combine these terms, we get the
following definition: communication competence refers to the knowledge of effective and
appropriate communication patterns and the ability to use and adapt that knowledge in various
contexts.

The first part of the definition we will unpack deals with knowledge. The cognitive elements of
competence include knowing how to do something and understanding why things are done the
way they are.

The second part of the definition of communication competence that we will unpack is the ability
to use. Individual factors affect our ability to do anything. Not everyone has the same athletic,
musical, or intellectual ability. At the individual level, a person’s physiological and psychological
characteristics affect competence. In terms of physiology, age, maturity, and ability to
communicate affect competence. In terms of psychology, a person’s mood, stress level,
personality, and level of communication apprehension (level of anxiety regarding communication)
affect competence.

The third part of the definition we will unpack is ability to adapt to various contexts. What is
competent or not varies based on social and cultural context, which makes it impossible to have
only one standard for what counts as communication competence.

Intercultural competence is determined by the presence of cognitive, affective, and behavioral abilities
that directly shape communication across cultures.

23
Activities/Assessments
1. In 3 paragraphs or more, write about a situation where you needed to adjust to a culture.
What did you do? What could have been done better?

24
 MIDTERM EXAM

Use yellow paper in accomplishing the Midterm Exam. Indicate your name and section.

Scenario:
Clark is a Marketing Manager for Peaches Co. He is talking with Janna via Zoom on
how to efficiently transition their operations to a work-from-home set-up. Clark trusts
Janna's insights since she is a Systems and Operations Specialist for different, big
companies however, Clark has been having trouble with his connectivity. The meeting
turned out fine but not how Clark hoped it to be.

1. In not more than 300 words, explain the communication process that took place in
Clark and Janna's exchange. Identify the elements. (28pts)

2. What language register did Clark use in during the Zoom meeting? (1pt)

3. What is the Speech Context in that scenario? (1pt)

_________________________________________________

4. Is Globalization a good or bad phenomenon? Explain your answer in 300 words or

less. (30pts)

5. How can Globalization impact the Advertising and Public Relations industry? [300
words or less - 40pts]

25
 MODULE 2: Globalization, Culture, and Technology
Lesson 5: Information and Communications Technology

Objective: Evaluate how technological developments shaped how the world operates.

The rate at which technology is changing, mutating, and adapting is so fast that you can’t help to
be swept away by a tidal wave of progress whether you are ready for it or not. It is then important
to be able to go with the flow as people would say because technology changed every aspect in
the way businesses operate and never before in history has that change occur so quickly.

Cloud Computing allowed businesses of any size to move their services to third party servers via
internet connectivity. Mobile solutions and mobility have become the priority of tech industries and
designed their operations around it. Connectivity is now even easier. It has become so convenient
so stay in touch with people for social or professional purposes, as well as being able to send
targeted messages (like email) to customers which has blended perfectly with mobile solutions
and communication software. The downside is that it seems there is no downtime for individuals
anymore since we always have access to everything related to work or business.

Furthermore, you can’t operate your business like it exists in a vacuum any longer. The rise of
social networks made the world smaller and customers, clients, and business owners can connect
with one another anytime and anywhere. Public relations have also changed since ratings and
review are becoming more common.

Technology is so fast that more and more business that fail to adapt are getting left behind and
some have already failed and succumb to the change. Those who are able to keep up, reap the
rewards. They didn’t have to build their business from the group up, they just needed to
understand how technology affects their business and use the technology to their advantage.

MOOCs have been very popular, especially in recent months due to the situations the world is
facing brought upon by the pandemic. Wearable technologies are also becoming increasingly
common. The terms “wearable technology“, “wearable devices“, and “wearables” all refer to
electronic technologies or computers that are incorporated into items of clothing and accessories
which can comfortably be worn on the body.

26
Social media has seen its highest and fastest growth recently and this trend is expected to
continue as people in modern times become more reliant to technology and social media.
Online interactions are becoming as important as face-to-face ones.

Human experience tells us that although new technologies almost always bring significant
benefits, they also bring risks. It is important to understand what is meant by harmful online
content. International human rights law specifies a number of acceptable restrictions upon
freedom of expression – particularly when freedom of speech conflicts with other rights.

Activities/Assessments
1. Enumerate 3 technologies that you use on a regular basis.
a. Why do you use it and what purpose does it serve?
b. Advantage/Disadvantage
c. What do you think would be the future of this technology?

27
 MODULE 2: Globalization, Culture, and Technology
Lesson 6: Impact of Technology to Global Communication and Culture

Objective: Understand the challenges and risks of technological developments to communication

and culture.

Digital divide - an economic inequality between groups in terms of access to, use of, or knowledge
of ICT. The divide within countries (such as the digital divide in the United States) can refer to
inequalities between individuals, households, businesses, and geographic areas at different
socioeconomic (and other demographic) levels. The Global digital divide designates countries as
the units of analysis, and examines the divide between developing and developed countries on
an international scale.

The term “digital divide” refers to the gap between individuals, households, businesses and
geographic areas at different socio-economic levels with regard both to their opportunities to
access information and communication technologies (ICTs) and to their use of the Internet for a
wide variety of activities. The digital divide reflects various differences among and within
countries.

The digital divide among households appears to depend primarily on two variables, income and
education. Other variables, such as household size and type, age, gender, racial and linguistic
backgrounds and location also play an important role. The differences in PC and Internet access
by household income are very large and increasing, but access in lower income groups is rising.
Largely through its effects on income, the higher the level of education, the more likely individuals
are to have access to ICTs. Other important indicators concern differences in the profiles of
countries, individuals and businesses that use, and make the most use of, the possibilities offered
by the new information technologies and the Internet. As with all efforts to measure new
phenomena, much of the information included here represents a first effort to obtain data on the
dimensions of the digital divide.

Copyright - a legal device that gives the creator of aliterary, artistic, musical, or other creative
work the sole right to publish and sell that work. Copyright owners have the right to control the
reproduction of their work, including the right to receive payment for that reproduction. An author
may grant or sell those rights to others, including publishers or recording companies. Violation of
a copyright is called infringement.

Plagiarism - an act or instance of using or closely imitating the language and thoughts of another
author
without authorization; the representation of that author's work as one's own, as by not crediting
the original author.

Copyright infringement - Copyright infringement is a risk mostly related to the conduct of users
themselves. Irrespective of whether a copyright has been infringed deliberately or accidentally,
the infringement is seen as fraud by the holder and puts the violator at risk of penalty.

28
Creative Commons - is an internationally active non-profit organization that provides free
licenses for creators to use when making their work available to the public. These licenses help
the creator to give permission for others to use the work in advance under certain conditions.

Public Domain - Creative materials not protected by intellectual property laws (copyright,
trademark or patent laws). The public owns these works, not an individual and can be used
without permission.

Plagiarism is a complex issue and incidents are viewed along a wide range, with some more
serious than others. Plagiarism is one of the-most-common unethical-form, of scientific-fraud
(Ferris, 2007; Mojon-Azzi & Mojon, 2004), resulted from both; subjective and objective-factors.
Subjective-causes are attitudinal and individual: the-circumstances, ambitions, competitive-
academic-drive, and simple-ignorance, of the-relevant rules and conventions. Objective-causes
include the-pressures, directed at-individuals, by society and family; society’s demand, for skilled
and educated-workers and professionals; inconsistencies in defining proper behavior; lack of
rules, to-maintain and enforce it, and deficiencies in the-mechanisms, for detecting and dealing
with infractions (UNESCO, 2003).

Meanwhile CC licenses allow the creator of the work to select how they want others to use the
work. When a creator releases their work under a CC license, members of the public know what
they can and can’t do with the work. This means that they only need to seek the creator’s
permission when they want to use the work in a way not permitted by the license. The use of this
license of course in covered by rights and obligations stated in Creative Commons baseline rights.

NETIQUETTE

The strength of online relationships mirrors the best and at times, the worst, of face-to-face
relationships. The only problem is that when things go badly online, they go really badly. And
unlike the real world, there is no forgetting about it. As we know, things published online are
difficult, if not impossible, to remove.

Netiquette is about relationships and how people behave, rather than about particular websites
or pieces of technology. Netiquette means etiquette on the Internet (or net). The rules of netiquette
may vary significantly across different settings. Many schools use their own netiquette guidelines
to provide direction to their students. Failure to follow netiquette rules can have long-term negative
effects on your relationships with both instructors and fellow students.

OTHER RISKS AND CHALLENGES

Here are some challenges and risks related to online content adapted from Youth Protection
Roundtable Tool Kit – Stiftung Digitale Chancen 2009

1. Age-inappropriate content
2. Illegal content (i.e. racism and child pornography)
3. Lack of verification of content
4. Incitement of harm
5. Infringement of human rights / defamation
6. Inappropriate advertisement / marketing to children

29
 7. Privacy
8. Harmful advice
9. Identity theft
10. Money theft/phishing
11. Commercial fraud
12. Grooming
13. Bullying
14. Disclosing private information
15. Profiling

Additionally, computer addiction has been an increasing concern for parents, governments, and
the health sector. The idea that problematic computer use meets criteria for an addiction has been
extensively studied. here is ongoing debate about how best to classify the behavior which is
characterized by many hours spent in non-work technology-related computer/Internet/video game
and other casual intent activities. Some researchers and mental health practitioners see
excessive Internet use as a symptom of another disorder such as anxiety or depression rather
than a separate entity. All addictions, whether chemical or behavioral, share certain
characteristics including salience, compulsive use (loss of control), mood modification and the
alleviation of distress, tolerance and withdrawal, and the continuation despite negative
consequences.

Human trafficking has also found its way to the online community and use. People are being lured
into commercial sex acts and/or compelled labor and the most vulnerable are women and
children.

According to the Polaris Project (https://caclapeer.org), many victims become romantically

involved with someone who then forces or manipulates them into prostitution. Others are lured in
with false promises of a job, such as modeling or dancing. Some are forced to sell sex by their
parents or other family members. They may be involved in a trafficking situation for a few days or
weeks, or may remain in the same trafficking situation for years. There is a wide range of venues
where sex trafficking occurs including fake massage businesses, via online ads or escort services,
in residential brothels, on the street or at truck stops, or at hotels and motels, etc.

With the growth of technology and the use of social media, the buying and selling of human beings
has become as easy as a simple “click” on a keyboard. On websites such as backpage.com, men,
women, and children were available for “purchase” with sexual acts as their “product” to sell.
These websites made it easier than ever for traffickers to find victims and have made forms of
payment nearly untraceable. This poses a tremendous concern because victims are being
trafficked without a way to track those who are paying for their services which makes it even more
difficult for law enforcement to charge these criminals.

Activities/Assessments
1. In 3 paragraphs or more, explain how to be a good netizen.

30
http://dmcodyssey.org/wp-content/uploads/2013/09/INTRODUCTION-TO-HUMAN-
COMMUNICATION.pdf

https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205940889.pdf

https://www.academia.edu/6104781/Introduction_to_Human_Communication

https://www.academia.edu/37262333/Purposive_Communication_Using_English_in_Multilingual
_Settings_2018_

https://www.researchgate.net/publication/343365190_Purposive_Communication_-
_Using_English_in_Multilingual_Contexts

https://www.academia.edu/37262333/Purposive_Communication_Using_English_in_Multilingual
_Settings_2018_

31
 MODULE 3: Communication Strategies and Purposes
Lesson 1: Communication Aids and Strategies
OBJECTIVE: To define and identify the different communication aids and strategies
Communication Aid
A communication aid helps an individual to communicate more effectively with people around
them. Communication aids are also referred to as AAC devices. AAC refers to Augmentative
and Alternative Communication, which Communication Matters define as:
… a huge range of techniques which support or replace spoken communication. These
include gesture, signing, symbols, word boards, communication boards and books, as well
as Voice Output Communication Aids (VOCAs).
There are two main types of AAC system: Unaided Communication and Aided Communication.

• Unaided communication does not use additional equipment. People typically use body
language, gesture, vocalization or signing.
• Aided communication uses equipment – this can range from low-tech to hi-tech methods
and often uses pictures and symbols instead of, or together with words. Alternative
hardware options are available to provide access. A low-tech method of communication
such as a simple, laminated communication book to carry around with a few pages of
pictures or symbols is a communication aid. However, the term “device” only describes a
more hi-tech solution. An electronic communication aid can be a dedicated device
designed only to help the user communicate. Alternatively, the device could be a standard
computer on which the user has installed specialist communication aid software. Note that
touchscreen tablets such as iPads are increasingly being used to help people
communicate.

This entry originally appeared in

https://communicationmatters.org.uk/research/factsheets/what-is-a-communication-aid/

Audio-visual Aids
Audio Visual Aids are also called instructional material. Audio literally means “hearing” and
“visual” means that which is found by seeing. So, all such aids, which endeavor to make the
knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material.
All these learning materials make the learning situations as real as possible and give us firsthand
knowledge through the organs of hearing and seeing. Therefore, any device which can be used
to make the learning experience more concrete and effective, more realistic and dynamic can be
considered audio visual material.

Types
It can be classified simply on the bases of sensory experience. Because human beings derive
their experiences mainly through direct sensory contact. Keeping this in view, it can be classified
in to three main groups:

• Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone, Audio

cassette player, Language laboratory

32
 • Visual Aids examples are Chart, Black and while board, Maps, Pictures, Models, Text-
books, Slide projector, Transparency, Flash-cards, Print materials etc.
• Audiovisual Aids examples are LCD project, Film projector, TV, Computer, VCD player,
Virtual Classroom, Multimedia etc.

This entry originally appeared in

http://studylecturenotes.com/audio-visual-aids-in-education-definition-types-objectives/
Communication Strategies
Communication strategies can be defined in many ways depending on the purpose and context.
In general, when talking about the specific forms or ways of communicating messages, strategies
can be through verbal or nonverbal communication.
As discussed on Module 1 Lesson 2, verbal communication is the use of words to share
information with other people. It can therefore include both spoken and written communication.
However, many people use the term to describe only spoken communication. The verbal element
of communication is all about the words that you choose, and how they are heard and interpreted.
While non-verbal communication includes facial expressions, the tone and pitch of the voice,
gestures displayed through body language (kinesics) and the physical distance between the
communicators (proxemics).
These non-verbal signals can give clues and additional information and meaning over and above
spoken (verbal) communication. Indeed, some estimates suggest that around 70 to 80% of
communication is non-verbal!
However, it also can also be defined in the context of business.
A communication strategy involves the formulation of a desired position for the organization in
terms of how it wants to be seen by its different stakeholder groups. Based upon an assessment
of the gap between how the company is currently seen (corporate reputation) and how it wants to
be seen (vision), a communication strategy specifies a strategic intent, on which possible courses
of action are formulated, evaluated and eventually chosen.
Communication strategies contain strategic messages or themed messages that relate to specific
capabilities, strengths or values (as ‘themes’) of an organization. Themed messages can be
communicated using different messaging styles:
1. Functionally-oriented messages refer to tangible, physical or concrete capabilities or
resources of an organization.
2. Symbolically oriented messages appeal to psychosocial needs, preferences and
experiences of stakeholders.
3. An industry orientation message style does not necessarily use any particular type of
functional or psychosocial appeal but is designed to achieve an advantage over
competitors in the same industry.

Once the content of a communication strategy has been roughly drawn out, communication
practitioners translate that content into specific communication programs and campaigns towards
both internal and external stakeholder audiences. A communication program is defined as a
formulated set of activities towards targeted internal and external audiences, which may include
outreach activities, community initiatives and other ways in which organizations and their

33
employees communicate with stakeholder audiences. A communication program is thus a
broader concept than the idea of a communication campaign which is restricted to the use of a
mediated form of communication (e.g., mass media advertising) towards specific stakeholder
audiences. Another way of distinguishing programs and campaigns is in terms of the timeline;
campaigns are restricted to a single point in time in that they build to a decision point such as
support towards a particular
This entry originally appeared in
• https://www.skillsyouneed.com/
• Corporate Communication: A Guide to the Theory and Practice by Joep Cornelissen
(2014)

Activities/Assessments:
1. What are some effective ways on how you can use communication aids (unaided and
aided)?
2. How do you think you can effectively use both verbal and nonverbal communication?
3. Give an example of a communication program and campaign you encountered before.
What can you say about the strategy used?

34
 MODULE 3: Communication Strategies and Purposes
Lesson 2: Communication for Various Purposes
OBJECTIVE: Identify the different purposes and functions of communication.
People communicate for certain purposes and reasons. Communication also serves different
functions. When we communicate, our main goal is to reach understanding with the other party
and the way messages are understood should be consistent with its intended purpose. There are
3 main purposes or functions of communication.

• To inform
Disseminating information is one important purpose of why people communicate. It is
basically letting the intended audience be aware of new ideas, concepts, knowledge, data,
or evidences about everything that is taking place around us. Consequently, information
will only serve its intended purpose if it is communication properly with the right intended
audience.
• To persuade
When you communicate to persuade someone, your main purpose or intention is to
change their beliefs, behaviors, and decisions. Part of the communication process is
presenting facts, and evidences that will influence and convince them to support the same
ideas as yours.
• To entertain
Communication that intends to provide humor and amusement fall under this purpose.
However, even if the main purpose is to entertain, communicators can deliver messages
that can also be informative or persuasive.
Other purposes are:

• To control or to regulate
To control behaviors or actions to follow certain rules or regulations.
• To interact
To create and maintain social connections with other people
• To express
To express thoughts, emotions, and feelings.
• To motivate or to inspire
To uplift or encourage oneself or the others

References:
• Communicate Today: English For Academic & Professional Purposes For Senior High
School By Jessie S. Barrot, Philippe John F. Sipacio
• Media and Information Literacy: Empower the Discerning Audiences by Dr. Jose Reuben
Q. Alagaran II

The purpose of communication can also be determine depending on the context, setting or the
environment. Mainly, communication can be intended for academic and work or professional
purposes.

35
Academic Purposes
Academic communication involves presenting ideas effectively and formally in a scholastic
environment. If you attend an institution of higher education, you can use these skills to contribute
to the academic conversation with your teachers and peers.

Many people intuitively know the proper way to communicate in different settings; for instance,
the way you speak to your friends is usually different than the way you speak to your parents.
Academic communication, also called scholarly communication, refers to methods of
communication that are highly structured and generally only used in pedagogical settings.
Academic communication can include the words and structures used to express ideas, as well as
the methods by which ideas are disseminated.

This entry originally appeared in

https://learn.org/articles/What_are_Academic_Communications.html

Professional Purposes
All kinds of professional writing have specific purposes related to the workplace setting.
1. To record important workplace information, for example, via minutes of the meeting,
secretariat notes, and official documentation of proceedings.
2. To give or ask for information from people within the company via memos, outside the
company via business letters, or either of the two professional reports.
3. To persuade readers to take action— pay a fee, buy something, accept changes, give
someone a job, etc.; this purpose can be seen in professional proposals, marketing and
promotional materials, and job application letters.

This entry originally appeared in Communication for Society: Purposive Communication by

Marikit Tara A. Uychoco and Maria Lorena Santos (2018)

Activities/Assessments:
1. Construct a sample message for each purpose given in this lesson (except academic and
professional). It can be 1-2 sentences only.
2. Do you think each purpose of communication can still be a standalone or it’s inevitable to
combine two or more? Explain your answer.

36
 MODULE 3: Communication Strategies and Purposes
Lesson 3: Academic Texts, Structure, and Style
OBJECTIVE: Define and understand academic texts and its structure and style
In the academic setting, reading and writing are strongly connected. What one writes has always
something to do with what he/she reads.
What are Texts?
In academic terms, a text is anything that conveys a set of meanings to the person who examines
it. Examples of texts are written materials such as books, magazines, newspapers. But its not
limited to those only since movies, paintings, television shows, songs, political cartoons, online
materials, advertisements, maps, works of art, and even rooms full of people can be considered
as texts as well.

Difference Between Academic and Non-Academic Texts

Academic Texts Non-Academic Texts
• Are written by professionals in a given • Are written for the mass public and
field, are edited by the authors' peers they are published quickly and can be
and often take years to publish. written by anyone.
• Their language is formal and will • Their language is informal, casual and
contain words and terms typical to the may contain slang.
field. • The author may not be provided and
• The authors name will be present, as will not have any credentials listed.
will their credentials. • There will be no reference list.
• There will be a list of references that • These can be found in blogs,
indicate where the author obtained the magazines, newspapers, comics,
information used in the article. novels among others.
• Requires concentration and
comprehension from the readers.

Samples of Academic Texts

• Research Articles
Published in scholarly journals, this type of academic text offers results of research and
development that can either impact the academic community or provide relevance to
nation-building.

• Conference Papers
These are papers presented in scholastic conferences, and may be revised as articles for
possible publication in scholarly journals.

• Article/ Journal Reviews

These provide evaluation or reviews of works published in scholarly journals.

• Theses/Dissertations
These are personal researches written by a candidate for a college or university degree

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Structure of Academic Texts
Academic texts are typically formal with the following structure:
1. Introduction
2. Body
3. Conclusion
4. References

Content and Style of Academic Texts

• They state critical questions and issues.
• They provide facts and evidence from credible sources.
• They use precise and accurate words while avoiding jargon and colloquial expressions
• They take an objective point-of-view and avoid being personal and subjective
• They list references.
• They use hedging or cautious language to tone down their claims.

This entry originally appeared in Communication Today: English for Academic and Professional
Purposes by Jessie Saraza Barrot and Philippe John Fresnillo Sipacio (2016)

Activities/Assessments:
1. Aside from being a course requirement, cite other purposes why we need to read
academic texts.
2. List down some strategies you use when reading academic texts.
3. What do you think are some challenges when it comes to reading academic texts?

38
 MODULE 3: Communication Strategies and Purposes
Lesson 4: Academic Writing and Presentation
OBJECTIVE: Identify and understand the guidelines for writing and presenting in academic
setting.
Academic writing is generally quite formal, objective (impersonal) and technical. It is formal by
avoiding casual or conversational language, such as contractions or informal vocabulary. It is
impersonal and objective by avoiding direct reference to people or feelings, and instead
emphasizing objects, facts and ideas. It is technical by using vocabulary specific to the discipline.
Different disciplines also have different styles and structures of writing. For example, some
disciplines, such as in the humanities, expect longer paragraphs, which include topic sentences
to show how your argument is structured. Other disciplines, for example in the sciences, expect
short paragraphs, with no topic sentences, which are denser in factual information.
To be a good academic writer, you will need to learn the specific styles and structures for your
discipline, as well as for each individual writing task. Some ways to do this are to:

• ask for more information from your lecturer/supervisor/tutor

• study the writing style of the academic articles in the most prestigious journals in your
discipline
• look at the successful writing by other students in your subject area.

Guidelines in Academic Writing

Formal language
You can make your writing more formal through the vocabulary that you use. For academic
writing:
• choose formal instead of informal vocabulary. For example, ‘somewhat’ is more formal
than ‘a bit’, ‘insufficient’ is more formal than ‘not enough’.
• avoid contractions. For example, use ‘did not’ rather than ‘didn’t’.
• avoid emotional language. For example, instead of strong words such as ‘wonderful’ or
‘terrible’, use more moderate words such as ‘helpful’ or ‘problematic’.
• instead of using absolute positives and negatives, such as ‘proof’ or ‘wrong’, use more
cautious evaluations, such as ‘strong evidence’ or ‘less convincing’.

Objective language
Although academic writing usually requires you to be objective and impersonal (not mentioning
personal feelings), often you may still have to present your opinion. For example, you may need
to:
• interpret findings
• evaluate a theory
• develop an argument
• critique the work of others.
• To express your point of view and still write in an objective style, you can use the following
strategies.

39
Move information around in the sentence to emphasize things and ideas, instead of people and
feelings. For example, instead of writing ‘I believe the model is valid, based on these findings’,
write ‘These findings indicate that the model is valid’.
Avoid evaluative words that are based on non-technical judgements and feelings. For example,
use ‘valid’ or ‘did not demonstrate’ instead of ‘amazing’ or ‘disappointment’.
Avoid intense or emotional evaluative language. For example, instead of writing ‘Parents who
smoke are obviously abusing their children’, write ‘Secondhand smoke has some harmful effects
on children’s health’.
Use modality to show caution about your views, or to allow room for others to disagree. For
example, instead of writing ‘I think secondhand smoke causes cancer’, write ‘There is evidence
to support the possibility that secondhand smoke increases the risk of cancer’.
Find authoritative sources, such as authors, researchers and theorists in books or articles, who
support your point of view, and refer to them in your writing. For example, instead of writing
‘Language is, in my view, clearly something social’, write ‘As Halliday (1973) argues, language is
intrinsically social’.
Different disciplines often have quite different expectations about how objective or subjective your
writing can be. For example, in some fields it is fine to use first person, such as 'my view is that...',
while in other fields this is not acceptable. You should look at the convention used in published
articles in your discipline area, and check with your lecturer.
Technical language
As well as using formal language, you also need to write technically. This means that you need
to develop a large vocabulary for the concepts specific to the discipline or specialisation you’re
writing for. To do this, take note of terminology used by your lecturer and tutor, as well as in your
readings.
Be careful about the meaning of technical terms. Often the same word has a different meaning in
another discipline. For example, ‘discourse’ is a technical term used in multiple disciplines with
different meanings.
Make sure you also understand and use the key categories and relationships in your discipline,
that is, the way information and ideas are organised into groups. For example, in the discipline of
Law, law is separated into two types: common law and statute law. Knowing these distinctions
will help you structure your writing and make it more technical and analytical.
This entry originally appeared in https://www.sydney.edu.au/students/writing.html#formal

Samples of Academic Meetings and Events

Symposium is a formal gathering in an academic setting where participants are experts in their
fields. These experts present or deliver their opinions or viewpoints on a chosen topic of
discussion. It would be correct to label a symposium as a small scale conference as the number
of delegates is smaller. There are the usual discussions on the chosen topic after the experts
have presented their speeches. The chief characteristic of a symposium is that it covers a single
topic or subject and all the lectures given by experts are completed in a single day. A Symposium
- prestigious conferences, generally leading venues in their respective fields.

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Conference refers to a formal meeting where participants exchange their views on various topics.
Conference can take place in different fields, and it need not be academic in nature all the time.
Thus, we have parent teacher conferences, sport conferences, a trade conference, a conference
of journalists, conference of doctors, a conference of research scholars, and so on. A conference
is a meeting that has been prearranged and involves consultation and discussion on a number of
topics by the delegates. Conference and symposium are similar events where speakers come
together and give their opinions on a chosen subject. Symposium can be described as a smaller
conference that gets over in a single day with a lesser number of delegates.
Seminar is a form of academic instruction, either at a university or offered by a commercial or
professional organization. It has the function of bringing together small groups for recurring
meetings, focusing each time on some particular subject, in which everyone present is requested
to actively participate. The Instructor has prepared the concepts and techniques they will present
and discuss through a combination of visual materials, interactive tools or equipment, and
demonstrations. It includes some take home material for the participants that relates to the lecture.
A full laboratory phase is not a requirement.
Workshop includes all the elements of the Seminar, but with the largest portion being
emphasized on “hand-on-practice” or laboratory work. The Lab work is designed to reinforce,
imprint and bring forward an immediate functioning dimension to the participant’s eye and hands
by implementing and practicing the actual concept or technique that was taught through the
lecture and demonstration process.
Congress would typically be held once a year per discipline, highlighting the achievements,
notable results in that field. These are typically attended by leaders in that field, and feature a
series of invited talks
Colloquium is a Latin derivative that refers to an informal meeting or seminar which is usually of
an academic nature where different scholars/lecturers/specialist deliver lectures on different
topics at each meeting. Each presenter will then entertain questions based on their delivery. The
meeting is of a dual nature where an address is followed by a question and answer session/forum.
This entry originally appeared in
• Tabish, S A. (2014). Re: What is the difference between Conference, Seminar,
Symposium & Workshop?. Retrieved from:
https://www.researchgate.net/post/What_is_the_difference_between_Conference_Semi
nar_Symposium_Workshop/53bcdf54d039b1e55b8b45bf/citation/download
• https://evenues.com/event-planning-guide/what-is-a-colloquium

Tips for Effective Academic Presentation

Tip #1: Use PowerPoint Judiciously
Images are powerful. Research shows that images help with memory and learning. Use this to
your advantage by finding and using images that help you make your point. One trick I have
learned is that you can use images that have blank space in them and you can put words in
those images.
Tip #2: There is a formula to academic presentations. Use it.
Once you have become an expert at giving fabulous presentations, you can deviate from the
formula. However, if you are new to presenting, you might want to follow it. This will vary slightly

41
by field, however, I will give an example from my field – sociology – to give you an idea as to what
the format should look like

• Introduction/Overview/Hook
• Theoretical Framework/Research Question
• Methodology/Case Selection
• Background/Literature Review
• Discussion of Data/Results
• Analysis
• Conclusion

Tip #3: The audience wants to hear about your research. Tell them.
One of the most common mistakes I see in people giving presentations is that they present only
information I already know. This usually happens when they spend nearly all of the presentation
going over the existing literature and giving background information on their particular case. You
need only to discuss the literature with which you are directly engaging and contributing. Your
background information should only include what is absolutely necessary. If you are giving a 15-
minute presentation, by the 6th minute, you need to be discussing your data or case study. At
conferences, people are there to learn about your new and exciting research, not to hear a
summary of old work.
Tip #4: Practice. Practice. Practice.
You should always practice your presentation in full before you deliver it. You might feel silly
delivering your presentation to your cat or your toddler, but you need to do it and do it again. You
need to practice to ensure that your presentation fits within the time parameters. Practicing also
makes it flow better. You can’t practice too many times.
Tip #5: Keep To Your Time Limit
If you have ten minutes to present, prepare ten minutes of material. No more. Even if you only
have seven minutes, you need to finish within the allotted time. If you write your presentation out,
a general rule of thumb is two minutes per typed, double-spaced page. For a fifteen-minute talk,
you should have no more than 7 double-spaced pages of material.
Tip #6: Don’t Read Your Presentation
Yes, I know that in some fields reading is the norm. But, can you honestly say that you find yourself
engaged when listening to someone read their conference presentation? If you absolutely must
read, I suggest you read in such a way that no one in the audience can tell you are reading. I
have seen people do this successfully, and you can do it too if you write in a conversational tone,
practice several times, and read your paper with emotion, conviction, and variation in tone.
This entry originally appeared in https://www.wiley.com/network/researchers/promoting-your-
article/6-tips-for-giving-a-fabulous-academic-presentation

Activities/Assessments:
1. Why is academic writing important in our society?
2. What makes academic writing and presentation unique compare to other forms of writing
and presentations?
3. As students, what do you think is the most challenging part in doing academic writing
and presentation?

42
 MODULE 3: Communication Strategies and Purposes
Lesson 5: Professional Documents and Communication Channels
OBJECTIVE: Identify the different professional documents and channels used internal and
externally.
For effective communication to take place in the workplace, it is important to know their corporate
culture and organizational culture.
Corporate Culture is the total sum of the values, customs, traditions, and meanings that make a
company unique (Montana & Charnov, 2008)
“Organizational culture is a system of shared assumptions, values, and beliefs, which governs
how people behave in organizations. These shared values have a strong influence on the people
in the organization and dictate how they dress, act, and perform their jobs.”
Communication in the workplace
Exchanging information and ideas, both verbal and non-verbal between one person/group and
another person/group within an organization is called workplace communication. It includes e-
mails, text messages, notes, calls, etc. Effective communication is critical in getting the job done,
as well as building a sense of trust and increasing the productivity of employees.

Business Communication
Business communication is used to promote a product, service, or organization; relay information
within a business; or deal with legal and similar issues. It encompasses a variety of topics
including: consumer behavior, advertising, public relations, corporate communication, research
and measurement, reputation management, and event management. Business communication
may also refer to internal communication: a communications director will typically manage internal
communication and craft messages sent to employees. It is vital that internal communications are
managed properly because a poorly crafted message could foster distrust or hostility among
employees.

Audiences in Professional Setting

There different ways to categorize intended audiences in professional context. One can be
based on their professional background or technical skills and another is based on their
involvement and how the organizational activities can affect them.

The audiences based on professional background are:

• Homogenous
o A discourse community with the same level of technical knowledge,
o A group of people with the same assumptions about what channels, formats, and
styles to use for communication, what topic to discuss and how to discuss them,
and what constituents’ evidence (Locker and Kienzler, 2013)
o For example, when writing for professionals that consist of doctors, lawyers,
engineers, and architects.
• Audiences from different technical background
o Aim for words and diction that will be understood by everyone
o Technical terms should be explained

43
Audiences can also be referred to as stakeholders or any group or individual who can affect and
is affected by the achievement of the organization’s objectives. They are many ways to
categorize stakeholders but they can be basically group into:

• Internal- Employees, investors, shareholders

• External-Customers, Suppliers, Communities, Government

Main Types of Professional Documents and Communication Channels

• Business letters
A document that conveys information to member of one organization from someone
outside of that organization There are letters that you, as an individual, originate and
write to a company.
o Sales letter
o Inquiry letter
o Letter of recommendation
o Cover letter or Letter of application
o Order letter
o Congratulatory letter
o Resignation letter

• Memorandum or Memo
o A document written by a member of an organization to one or more members of
the same organization.
o Typically, one to three paragraphs
o Subject line is of the prime importance

44
 o Good news memo highlights the good news in the subject line
o Bad news memo uses a more neutral subject line

• Minutes of the Meeting

o The written or recorded documentation that is used to inform attendees and non-
attendees about what was discussed and what happened during a meeting.
o Ideally, meeting minutes are disseminated to meeting participants electronically
at the end of the meeting.
o Minutes usually include:
▪ the names of the participants or attendees
▪ the agenda items covered
▪ decisions made by the participants
▪ follow-up actions committed to by participants
▪ due dates for the completion of commitments
▪ any other events or discussions worth documenting for future review or
history

45
 • Work Email
o Like memos and business letters, email messages should be warm and friendly,
but not too conversational or emotional.

• Business reports
o A business report is an evaluation of a particular issue, set of circumstances, or
financial operations that relate to the performance of a business. Its main purpose
is to communicate relevant information succinctly and efficiently. It is often written
in response to an executive of the company, and often takes the form of a memo
with the report attached.

• Communication Plan
o A communication plan is an important part of every company’s management
toolkit. With a plan in place, a company’s management will be well positioned to
announce changes or events relating to the business, including acquisitions and
property closures, personnel changes and layoffs, and corporate reorganizations.
o It may include the following:
▪ Communication Objectives
▪ Audiences
▪ Communication Channels
▪ Messaging
▪ Key dates

This entry originally appeared in

• https://study.com/academy/lesson/what-is-organizational-culture-definition-
characteristics.html.

46
 • https://www.feedough.com/what-is-workplace-communication-why-does-it-matter/
• https://www.avondale.edu.au/Departments/Library/Writing-a-Business-Report.pdf
• https://writing.wisc.edu/Handbook/Bus/BusinessLetter.html
• http://www.professional-business-writing.com/types-of-business-letters.html
• https://www.slideshare.net/stevepiko/sample-business-introduction-letter
• http://gameis.us/memo-template/sample-memo-memorandum-sample-business-word-
memo-memo-template-inside-memo-template
• https://images.sampletemplates.com/
• https://www.thebalancecareers.com/what-are-meeting-minutes-and-who-records-them-
1918733
• Communication Plan: A Template for Organizational Change by Amy Newman

Activities/Assessments:
1. Why is it important to be familiar with the different business documents used in a
company?
2. What do you think are the most important quality of business documents and other
communication channels in the company?

47
 MODULE 3: Communication Strategies and Purposes
Lesson 6: Guidelines in Professional Writing and Presentation
OBJECTIVE: Understand the effective ways of how to write and present professionally.
Same with academic writing and presentation, communicating for professional purpose also
require following guidelines. Keeping these in mind will help in establishing and maintaining the
company’s favorable reputation as well as creating your own professional image.
Difference Between Academic Writing and Professional Writing
Academic Writing Professional Writing
• Main purpose is to generate new • Main purpose is to get something
knowledge in a particular discipline or done with or within an organization.
field. • Writers may know more about the
• Readers have sufficient knowledge document, report or proposal being
about the topic being discussed communicated than the intended
• Depth, logic, clarity, unity, grammar, readers.
and critical thinking are criteria for • Clear and simple organization of
evaluating academic papers. ideas in a format that meets the
• Traditional term paper writing style is needs of busy readers (Pfeiffer, 2013)
more formal. Less first second • Writing is meant to sound
pronouns (I, we, you) and use words conversational, meaning it sounds like
such as one, individuals, or people, or a real person talking (Locker &
researchers. Kienzler, 2013).
• Short and simple words with no local
expressions and slang words.

Professional Writing Style

1. Effective professional writing should be reader-centered.
• Style of writing should look at things from the reader’s point of view. It should use
the You-Attitude.
I-Attitude You-Attitude
If I can answer any of your queries, I am If you have any questions, feel free to ask.
perfectly willing to do so.
We delivered the order to the provided Your order was shipped to your address this
address this morning morning.
I am happy to tell you that… You’ll be happy to hear that…
2. Effective professional writing should emphasize on the positive.
• Focus on what the reader can do rather than on what the writer will not or cannot
let the readers do.

Negative Wording Positive Wording

We cannot process your reimbursement Your reimbursement request will be
request because your documents are not processed as soon as you submit all the
complete. required documents.

48
 We do not reply to emails on weekends. You may contact us via email at any time
from Monday to Friday.

We can’t give you the list of books because You will receive the completed book
we have not yet finished taking inventory. inventory by tomorrow morning.

3. Professional writing should use bias-free language

• Use language that does not discriminate against people on the basis of sex,
physical condition, race, age, or any other category (Locker & Kienzler, 2013)

Biased Bias-Free
chairman chairperson/chair
salesman sales representative/rep/staff
stewardess flight attendant
fireman firefighter

Professional Language
1. Polite language is essential to the context wherein there are power asymmetries. Use
expressions like “please”, “thank you” or “kindly” to soften impositions of power.
2. Personal and overly friendly language should not appear in workplace correspondence
3. It should go without saying that professional communication should exhibit grammatical
accuracy in the use of Standard English.
4. Professional communication should be made clear and direct by the avoidance of what
is called “business jargon.”
5. Emojis and emoticons and shortcuts that are commonly used in text messages and
electronic communication should be avoided.

Tips for Effective Professional Presentation

1. Know your audience.
Consider who you will be delivering your presentation to. How much do they know
already? Think about the types of questions that they might have – try to prepare for
these in advance.
2. Know your material.
If you know very little about the subject, this will add to your anxiety. Spend time
researching and thinking about the information you wish to share. Remember, this
information has to be engaging and you simply cannot present everything you know. By
sticking to the key points, you will ensure that you do not bore your audience. Consider
other ways to engage, perhaps by asking the audience a question.
3. Structure the presentation.
Create an order for your information and stick to it. Minimize nerves by using cue cards,
notes or slides. A word of warning – memorizing everything that you intend to say may
result in a robotic and/or monotone delivery.

49
 4. Practice.
Once you have devised your structure and written your notes/cue cards or slides, you
should run through the presentation. Ensure that you are speaking clearly and slower
than your usual pace. This will also help you to assess your timings.

5. Final preparations.
If the presentation is in your place of work, try to practice delivering in the room before
the real thing, or at the very least familiarize yourself with the space. This too can help
settle nerves.

6. Manage your nerves.

• Walk around during the presentation. This helps to use up some of the nervous
energy that you have.
• Take deep breaths throughout (see Week 3, Activity 4).
• Have a drink of water close to hand. All the talking could give you a dry mouth
(which will not help your nerves).
• Remember to smile, which will help you and others to relax.

This entry originally appeared in

• Communication for Society: Purposive Communication by Marikit Tara A. Uychoco and
Maria Lorena Santos (2018)
• Communicate Today: English For Academic & Professional Purposes For Senior High
School By Jessie S. Barrot, Philippe John F. Sipacio
• open.edu/openlearn/ocw/mod/oucontent/view.php?id=98509&section=_unit5.4.1

Activities/Assessments:
1. What do you think is the biggest challenge when writing for professional purposes?
2. What do you think makes professional writing style unique?
3. As advertising students, what do you think is the main key when it comes to
effectively presenting creative ideas to professional audiences (for example, a
client)?

50
 FINALS REQUIREMENT

In 2004, Dove (under Uniliver) launched a worldwide marketing campaign on "Real Beauty" which
promotes "embracing yourself" and advocate beauty equality. The campaign shows the "real"
beauty of women - accepting all flaws, imperfections, and diversity - with the messaging: "to make
women feel comfortable in the skin they are in, to create a world where beauty is a source of
confidence and not anxiety."

The promotional activities include consumer-centric advertising in video and print formats,
billboards, and events.

Construct a similar campaign proposal centered on Mental Welfare.

1. Give it a theme/title.

2. Situational Analysis: Establish the situation and the need.

3. What is the message you are trying to communicate? What is the "Big Idea?"

4. Plot the strategic dates.

5. Enumerate your promotional activities.

Example:

"Keep In Mind"

The recent COVID 19 incident has placed millions in difficult and stressful situations. The Philippines
reported an increase of mental health related concerns in the course of 6 months.

(Further explain the situation, the problem, the need.)

To help promote mental health awareness and sensitivity during these trying times, "Keep in Mind" will
launch a help-line that helps everyone affected. The main goal is for people to "realize their mental health
matters."

(Discuss your strategy, idea, and activities)

The campaign will run from December 1, 2020 to March 2021. The initial launch will be on the first day of
December (explain why). A TV ad will be aired starting December 15, 2020 to January 15, 2021.

(Enumerate and explain the important dates)

A dedicated Facebook and Instagram page will be created.

Vlogs will be posted every week blah blah.
(Detail and explain each promotional material and/or activity.

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NOTA BENE: This Instructional Material is not entirely written by the faculty but is just a
compilation of reading materials only for the purposes of research and study of this
subject during pandemic 2020. The attached materials are credited to the author of said
articles as properly acknowledged in the reference, respectively. This material is not for
sale. Students are not allowed to reproduce or duplicate the same. For strict
confidentiality and compliance.

52