COLEGIO DE STA. ANA DE VICTORIAS, INC.

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Prelim Module
#1

GECC 217:
PURPOSIVE
COMMUNICATION

Shelly P. Pama
FACULTY

DISTRIBUTION CENTER

NAME OF STUDENT

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GECC 217: PURPOSIVE COMMUNICATION

Prepared by: Ms. Nikki-Lynn L. Agtoto

Overview
This course is about writing, speaking, and presenting to different audiences and for various
purposes (CMO 20 s 2013), that develops students' communicative competence and enhances
their cultural and intercultural awareness through multimodal tasks that provide them opportunities
for communicating effectively and appropriately to a multicultural audience in a local or global
context. It equips 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
responsibly. 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.

Learning Objectives
At the end of the semester, the students should be able to:
A. Cognitive Aims
1. Describe the nature, elements, and functions of verbal and non-verbal communication in
various and multicultural contexts
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills;
5. Summarize the principles of academic text structure
B. Skills
1. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers
2. Create clear, coherent and effective communication materials
3. Present ideas persuasively using appropriate language registers, tone, facial
expressions, and gestures
4. Write and present academic papers using appropriate tone, style, conventions, and
reference styles
C. Value Aims
1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas
2. Appreciate the differences of the varieties of spoken and written language
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world

Course Outline
Prelim
Module 1: Communication Processes, Principles and Ethics
Communication and Globalization
Module 2: Local and Global Communication in Multicultural Settings
Varieties and Register of Spoken and Written Language
Midterm
Module 3: Evaluating messages and/or images of different types of texts reflecting different
cultures
Module 4: Communication Aids and Strategies using tools of technology
Pre-Final
Module 5: Communication for various purposes
Module 6: Communication for work purposes
Final
Module 7: Communication for academic purposes
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Grading System
40% - Performance Tasks
40% - Periodic Examinations
20% - Quizzes
100% - Total
Classroom Policies
 Observe politeness and respect at all times, even in oral and written interactions.
 Send your academic concerns through email rather than FB messenger.
 Announcements and updates will be posted in Google Stream.
 Activities, quizzes, and exams are also posted in Google Classwork.
 Deadlines should be strictly observed.

(DURING CLASS)
 Google Meet is used for synchronous class.
 Mute/unmute yourself when necessary. If your audio is unavailable, you can make use
of our chat.
 Attendance and recitation are highly observed.
 Observe appropriate attire and posture during class time.
Course Requirements
 Examinations
 Quizzes
 Individual Performances
 Reaction and reflection Papers
 Output

TEXTBOOK REFERENCES:
● Adler, R., Elmhorst, J.M., & Lucas. Communicating at Work: Strategies for Success in
Business and the Professions. NY: McGraw Hill, 2012.
● Bullock, R. and Goggin, M. The Norton Field Guide to Writing. 3rd ed. W. W. Norton and
Company, 2013.
● Chase, R. and Shamo, S. Elements of Effective Communication. 4th ed. Washington,
Utah: Plain and Precious Publishing, 2013
● Dainton, M. and Zelley E. Applying Communication Theory for Professional Life. A
Practical Introduction. 3rd ed. Sage Publications, 2015
● Mariveles, H. Purposive Communication. 2nd ed. Quezon City: Wiseman's Books Trading,
Inc., 2021
● Searles, G. Workplace Communication: The Basics. 6th ed. Boston: Allyn & Bacon, 2014
● Uychoco, M. & Santos, M. Communication for Society: Purposive Communication.
Manila: Rex Book Store, Inc., 2018
● Wakat, G., et. al. Purposive Communication. Manila: Lorimar Publishing, Inc., 2018
WEBSITE REFERENCES:
● Guidelines on Affirming Transgender and Gender Non-Conforming (TGNC) Students'
Names, Pronouns, and Titles. Retrieved from: https://tinyurl.com/updovcaatgnc , Mar 15,
2021
● Dananjaya Hettiarachchi - World Champion of Public Speaking 2014. Retrieved from:
https://www.youtube.com/watch?v=bbz2boNSeL0
● How to use rhetoric to get what you want - Camille A. Langston. Retrieved from:
https://www.youtube.com/watch?v=3klMM9BkW5o

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MODULE 1
Lesson 1: Communication Processes, Principles and Ethics

Communication is understood as the two-way process of meaning-making through a

channel or medium. It comes from the Latin communicares, meaning to share or to make ideas
common.
Study the photo below.

All types of communication can happen at the same time and place. For example, the boy
is thinking about going outside; the thoughts, emotions, and reflections are forms of intrapersonal
communication.
The teacher is directly talking to the boy which is formal, interpersonal and verbal
communication. The boy didn’t respond to the teacher but his facial expression shows that he is
not really interested, a form of non-verbal and informal communication.

The Components of the Communication Process:

1. Source – It refers to the sender who crafts or creates the message. The sender may be
anyone or anything, as long as it sends meaning.
2. Message – It is the reason behind any interaction. It is the meaning shared between the
sender and the receiver. Message take many forms. They could mean words, signs &
symbols, images, music, videos, etc.
3. Channel – the means by which a message is conveyed. When we answer a phone call, the
phone and the network is the channel. It is the responsibility of both the sender and the
receiver to choose the best channel for the interaction.
4. Receiver – the person who receives the transmitted message. The receiver may be a part of
an audience in a public event, a reader of a letter, or a driver who sees a road sign.
5. Feedback – In any communication setting, a feedback is essential to confirm recipient
understanding. Feedbacks, like messages are expressed in varied forms like written,
spoken, or acted out.
6. Environment – The place, the feeling, the mood, the mindset and the condition of both
sender and receiver are called the environment. It can involve physical set-up of a location,
the space, and the surrounding.
7. Context – involves the expectations of the sender and the receiver and the common or
shared understanding through the environmental signals.

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8. Interference/Barrier – Also known as barrier or block that prevents effective communication

to take place.
Kinds of Interference/Barriers
a. Psychological barriers are thoughts and mental or emotional hindrances that prevents the
message to be interpreted correctly.
b. Physiological barriers refers to the impairment, disability, and other medical or bodily
restraints that affects communication.
c. Physical barriers include weather, space between the elements, environment, sound,
lighting, and other external elements.
d. Linguistic and Cultural barriers pertain to the language and the speakers’ cultural
background and environment.
e. Mechanical barriers are those raised by channel breakdowns including cellphones, laptops,
and other gadgets, devices, and machines used in communication.
Communication Principles
A. If you are the speaker:
1. Knowing your audience
2. Knowing your purpose
3. Knowing your topic
4. Anticipating objections from the audience
5. Achieving credibility with your audience
6. Following through on what you say
7. Presenting information in various ways
B. If you are the receiver:
1. Listen when others speak
2. Understand thoroughly, be very careful when interpreting
3. Clarify or ask questions if you have doubt or misunderstood.
4. Manage your own personal boundaries.
5. Respect the personal boundaries of others.
Lesson 2: Communication and Globalization

How was communication back then, and now?

When the printing press was invented in the 1400s, everyone thought it was what modernity
was all about, only to find out that the invention of telegraph soon followed. Soon after, telephone
began to invade homes and offices all over the world which made communication even faster and
more convenient.
Photography was invented 150 years ago followed by the television, 100 years ago.
Television dominated modern media until the cyber-world was born.
Globalization
Globalization is the communication and assimilation among individuals, ethnicities, races,
institutions, government of various nations supported by technology and compelled by
international trade.
Globalization has affected us in numerous ways. Living in a globalized world, you encounter
people with diverse cultural background both in person and, because of internet, virtually. Now,
the world seems to be shrinking continually. One can communicate internationally in a matter of
seconds, whether one is sending an email, chatting in social media, or sending a text message.
One can read about different cultures and have access to films, media and connect to people
around the world and vice versa.

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Due to globalization, the more you become exposed to diversity – the valuing of the
uniqueness or differences in gender preference, color, age, religious affiliation, ethnicity,
education, social or economic status and political beliefs.
The following are possible cultural barriers to effective communication in a global environment:
1. Cultural relativism - is the idea that a person's beliefs, values, and practices should be
understood based on that person's own culture, rather than be judged against the criteria of
another.
2. Cultural ignorance is the lack of knowledge of others’ culture
3. Discrimination and harassment - This is when you are treated differently because of your
race or culture.
a. Direct discrimination - This happens when someone treats you worse than another
person in a similar situation because of your race. For example: if a letting agency would
not let a flat to you because of your race, this would be direct race discrimination
b. Indirect discrimination - This happens when an organization has a particular policy or
way of working that puts people of your racial group at a disadvantage. For example: a
hairdresser refuses to employ stylists that cover their own hair, this would put any
Muslim women or Sikh men who cover their hair at a disadvantage when applying for a
position as a stylist
Sometimes indirect race discrimination can be permitted if the organization or employer
is able to show to show that there is a good reason for the discrimination. This is known
as objective justification. For example: a Somalian asylum seeker tries to open a bank
account but the bank states that in order to be eligible you need to have been resident in
the UK for 12 months and have a permanent address. The Somalian man is not able to
open a bank account. The bank would need to prove that its policy was necessary for
business reasons (such as to prevent fraud) and that there was no practical alternative
c. Harassment - Harassment occurs when someone makes you feel humiliated, offended
or degraded. For example: a young British Asian man at work keeps being called a
racist name by colleagues. His colleagues say it is just banter, but the employee is
insulted and offended by it
d. Victimization - This is when you are treated badly because you have made a complaint
of race related discrimination under the Equality Act. It can also occur if you are
supporting someone who has made a complaint of race related discrimination. For
example: the young man in the example above wants to make a formal complaint about
his treatment. His manager threatens to sack him unless he drops the complaint.
4. Language Difference - Language and culture are intertwined. A particular language usually
points out to a specific group of people. When you interact with another language, it means
that you are also interacting with the culture that speaks the language. You cannot
understand one's culture without accessing its language directly.
Virtual Communication (Pojuner, 2015)
Virtual communication, is when people communicate without being face-to-face. An example of its
usage is in training sessions, i.e., e-learning. Instructors can communicate and provide lessons
from anywhere and anytime, as long as they (and the audience) have the right tools.

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MODULE 2
Lesson 1: Local and Global Communication in Multicultural Settings
Global community - refers to the people or nations of the world, considered as being closely
connected by modern telecommunications and as being economically, socially, and politically
interdependent.
What is cultural awareness? – It is knowing that there are multiple different cultures – based
on religion, ethnicity, nationality, and other factors - that have different attitudes and outlooks.
What is cultural sensitivity? – It involves accepting those differences without insisting your
own culture is better, or that everyone should do it your way. (Sherman, 2018)
Cultural awareness & sensitivity guidelines
1. View human difference as positive and a cause for celebration;
2. Have a clear sense of your own ethnic, cultural, and racial identity;
3. Be aware that in order to learn about others, you need to understand and be prepared to share
your own culture;
4. Be aware of your own discomfort when you encounter differences in race, color, religion, sexual
orientation, language, and ethnicity;
5. Be aware of the assumptions that you hold about people of cultures different from your own;
6. Be aware of your stereotypes as they arise and develop personal strategies for reducing the
harm that they cause;
7. Be aware of how your cultural perspective influences your judgments about what appropriate,
normal, or superior behaviors, values, and communication styles are;
8. Accept that in cross-cultural situations, there can be uncertainty, and that uncertainty can make
you anxious. It can also mean that you do not respond quickly and take the time needed to get
more information;
9. Take any opportunity to put yourself in places where you can learn about differences and create
relationships; and
10. Understand that you will likely be perceived as a person with power and racial privilege (or the
opposite), and that you may not be seen as unbiased or as an ally.
Gender Sensitivity
It refers to the aim of understanding and taking account of the societal and cultural factors
involved in gender-based exclusion and discrimination in the most diverse spheres of public and
private life.
What is gender-sensitive language? – It is the realization of gender equality in written and
spoken language. It is attained when women and men and those who do not conform to the binary
gender system are made visible and addressed in language as persons of equal value, dignity,
integrity, and respect.
Gender-neutral words
1. ancestors, forebears (instead of forefathers)
2. Artificial, manufactured (instead of man-made)
3. Average/ordinary person (instead of common man)
4. Chair, chairperson, coordinator (instead of chairman)
5. Courteous, (instead of ladylike)
6. First-year student (instead of freshman)
7. Flight attendant (instead of stewardess)
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8. Human resources (instead of manpower)

9. legislator, representative (instead of congressman)
10. Mail carrier, letter carrier, postal worker (instead of mailman, postman)
11. people, human beings (instead of mankind)
12. person, individual (instead of man)
13. Police officer (instead of policeman)
14. Solidarity (instead of brotherhood)
15. To operate, to cover, to staff (instead of to man)
Political Correctness
It is used to describe language, policies, or measures that are intended to avoid offense or
disadvantage to members of particular groups in society.
Some words that may be used for political correctness are as follows:
1. academic dishonesty (instead of cheating)
2. aesthetically challenged (instead of ugly)
3. darker complexion/skin tone black (negra)
4. comb-free (instead of bald)
5. differently abled (instead of disabled)
6. drug dependent (instead of drug addict)
7. dysfunctional family (instead of broken home)
8. economically marginalized (instead of poor)
9. elderly, senior (instead of old)
10. ethnically disoriented (instead of dishonest)
11. Hearing impaired (instead of deaf)
12. Informal settlers (instead of squatters)
13. Intellectual disability, intellectual development disorder (instead of mental retardation)
14. Intellectually impaired (instead of stupid)
15. Little people (instead of midget)
16. Morally challenged (instead of a crook)
17. Nondiscretionary fragrance (instead of body odor)
18. Outdoor urban (instead of homeless)
19. People of mass (instead of fat)
20. Rape survivor (instead of rape victim)
21. sexually dysfunctional (instead of perverted)
22. Socially misaligned (instead of psychopath)
23. Technologically challenged (instead of computer illiterate)
24. Vertically challenged (instead of short)
25. Visually challenged (instead of blind)
Lesson 2: Varieties and Register of Spoken and Written Language
Language Varieties
A variety refers to any variant of a language which can be sufficiently delimited from one another.
They are heavily influenced by social, historical, spatial factors or a combination of these.
1. Pidgin - is a new language which develops in situations where speakers of different
languages need to communicate but do not share a common language. - A lexifier is a
particular language where the vocabulary of a pidgin comes from. Examples: ✘ Nigerian
pidgin ✘ Bislama (spoken in Vanuatu)
2. Creole - is a pidgin that becomes the first language of the children and the mother tongue of
a community. Examples: ✘ Gullah ✘ Patwa (Jamaican creole) ✘ Pidgin (Hawai’I Creole
English)

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3. Regional Dialect - is not a distinct language but a variety of a language spoken in a

particular area of a country. Examples: ✘ Hillbilly English (from the Appalachians in the
USA) ✘ Geordie (from the Newcastle upon Tyne in the UK)
4. Minority Dialect - is a variety used as a marker of identity, usually alongside a standard
variety, by the members of a particular minority ethnic group. Examples: ✘ African
American Vernacular English in the USA ✘ London Jamaican in Britain ✘ Aboriginal
English in Australia
5. Indigenized Varieties - are spoken mainly as second languages in ex-colonies with
multilingual populations. Examples: ✘ Singlish (spoken in Singapore)
Language Register
According to Nordquist (2018), a register is:
- defined as the way a speaker uses language differently in different circumstances
- determined by factors as social occasion, context, purpose, and audience
- determine the vocabulary, structure, and some grammar in one’s writing and even in one’s
oral discourse.
1. Frozen - it refers to historic language or communication that is intended to remain unchanged,
like a constitution or a prayer. Examples: The Holy Bible, National Anthem
2. Formal - 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.
Examples: a TED talk, a business presentation, the Encyclopedia Britannica, a Textbook
3. Consultative - is used in conversation when they are speaking with someone who has
specialized knowledge or who is offering advice. Tone is often respectful (use of courtesy titles),
but may be more casual if the relationship is longstanding or friendly. Examples: going to a doctor
for a check-up, customer service
4. Casual - is used when they are with friends, close acquaintances and co-workers, and family.
Examples: a birthday party, a class section
5. Intimate - is reserved for special occasions, usually between only two people and often in
private. Examples: an inside joke between two college friends or a word whispered in a lover’s ear
*** Take note that it is considered as a rude or inappropriate behavior if you are skipping the level
of registers in a communication. Example: Frozen to Intimate, Casual to Formal, etc.

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MODULE 3
Evaluating messages
Lesson 1: The Message
What is the Message?
The message is the heart and content of any communication processes. There are at least
three types of messages:
a. Primary Messages are the intentional content, both verbal and nonverbal. These are the
words or ways we choose to express ourselves and communicate our message. For
example: John is hungry and want Anne to accompany him to the school canteen, he can
say: “Anne, let us go to the canteen now. I am hungry already.”
b. Secondary Messages refer to the unintentional content, both verbal and nonverbal. Our
audience will form impression of our intentional messages, both negative or positive, over
which we have no control. Perceptions of physical attractiveness, age, gender, or ethnicity
or even mannerisms and patterns of speech may unintentionally influence the message.
For example: Anne and Jasmine are both inside the classroom. John invited Anne to go
with him, leading to an unintentional message that my mean John likes Anne and not
Jasmine.
c. Auxiliary Messages refer to the intentional and unintentional ways a primary message is
communicated. These may include vocal inflection, gestures, posture, and rate of speech.
When we convey a message, it is important to consider the:
a. Attention includes the statement used to capture the attention of our receiver. While it may
be used anywhere in our message, it is especially useful at the beginning of our
conversation. One of the many ways to attract attention is the “what’s in it for me” strategy:
telling them how our message can benefit or concern them.
b. Residual message is the thought that stays with our audience after the communication
encounter. Example: “What do you want your listeners to remember?” “What do I want the
audience to do?”
What is the Purpose of the Message?
The first step is deciding exactly what the essence of a message we want to convey. Once
we have selected the goal, it is then easy to tailor the message in order to reach our audience.
 To inform means to give someone information about something. Examples: news reports,
research papers, encyclopedias, school newsletters, instructions, maps, timelines,
schedules, charts, graphs
 To persuade means to try to convince someone to think the same way you do. Examples:
advertisements, newspaper editorials, posters
 To entertain means to amuse someone. Examples fictional stories, comics, poems, jokes,
riddles
How is the Message Conveyed?
In conveying the message to the intended recipient, we have to be very careful with the
paralinguistic techniques associated with our verbal expression. Aside from our body language
and facial expressions, we have to note that message carries with it the tone and voice. They help
create the mood and feeling of a message.

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Who is the Target Audience of the Message?

You must identify and most importantly, understand your intended receivers or target
audience. To be able to know your target audience, you must:
1. Do your Research. In cases where you are tasked to address a specific person, a group
of people, a segment of the society, or an organization, the first thing that you should
always do is to research information about them. You can start by browsing the net, asking
trusted people, and if possible, learning information from members of the audience prior to
the communication engagement.
2. Determine Specifics. Once you have identified your target audience, you can get more
specific information.
3. Determine Necessities. It is time for you to understand their needs. Remembers that
regardless of how good your message is, if it does not address the need of your target
audience, then your message does not serve its purpose.
4. Strategize. Consider your medium of communication, the timing of your delivery, and the
relevance of your message.
Lesson 2: Key Concepts of Media Literacy
The Key Concepts of Media Literacy framework serves as a basis for developing a critical
understanding of the content of mass media, the techniques used and the impact of these
techniques. The term “text” includes any form of written, spoken, or media work conveying
meaning to an audience. It may also be in oral, print, visual, or electronic forms.
Key Concepts Guide Questions
1. All Media are “constructed.” a. What is the message of the text?
b. How effectively does it represent reality?
c. How is the message constructed?
2. Media have embedded values and point a. What lifestyles, values, point of views are
of views. represented in the text?
b. Who or what is missing?
3. Each person interprets messages a. What message do you perceive from the
differently. text?
b. How might others understand it differently?
Why?
4. Media have commercial, ideological, or a. What is the purpose of the text?
political interests. b. Who is the target audience of the text?
c. Who might be disadvantaged?
d. Who created the text and why?
5. Media messages are constructed using a. What techniques are used and why?
a creative language having its own b. How effective are the techniques in
rules. supporting the messages or themes of the
text?
c. What are other ways of presenting the
messages?

Additional references:
 What is Media Literacy? https://www.youtube.com/watch?v=AD9jhj6tM50
 MEDIA LITERACY https://www.youtube.com/watch?v=oQMSKRrDjB4

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Picture Analysis. Below are examples of advertisements and magazine entrees that show
offensive and inappropriate messages.

This print advertisement features a “better” groomed black man about to throw into the air an
image of his old self across the football field.

This ad shows three women standing in front of a wall split into "before" and "after" panes. The
issue: The women become gradually lighter in skin (and, some have pointed out as an aside,
thinner) from left to right.

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The advert for Cadbury's Bliss range of Dairy Milk chocolate bars used the strapline "Move over
Naomi, there's a new diva in town".
Confectionery giant Cadbury has apologized to Naomi Campbell after the supermodel claimed an
advert comparing her to one of its chocolate bars was racist.

A controversial ad posted at Reebok gyms in Germany has been taken down after it went viral,
causing thousands of angry girlfriends to complain.
"Cheat on your girlfriend, not on your workout," was only posted at Reebok's partner gyms in
Germany.

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This ad is posted by a tie company: Van Heusen.

This ad is trying to play on the emotions that even if you don’t have hair, you can use this hair
dryer because it is fun. It backfired on them because most people without hair are people fight
cancer and most people hate the fact that they are losing their hair because of Chemotherapy.

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MODULE 4
Communication Aids and Strategies using tools of technology
Communication Aids
A communication aid helps an individual to communicate more effectively with people around
them.
Unaided Communication and Aided ommunication.
 Unaided communication does not use additional equipment. Body language, gesture,
vocalization, signing are typically used.
 Aided communication uses equipment, but this ranges from low-tech to high-tech methods,
with pictures and symbols often used instead of, or together with words and with alternative
hardware options available to provide access. An electronic communication aid can be a
dedicated device built for that job, which are increasingly being used to help people
communicate.
Types of Communication Aids
Visual aids are items of a visual manner, such as graphs, photographs, video clips etc used in
addition to spoken or written information. Visual aids are chosen depending on their purpose.
 PowerPoint - Microsoft PowerPoint is probably now the most commonly used form of visual
aid. Used well, it can really help you in your presentation; used badly, however, it can have
the opposite effect.
 Overhead projector slides/transparencies – these are displayed on the overhead projector
(OHP) - a very useful tool found in most lecture and seminar rooms. The OHP projects and
enlarges your slides onto a screen or wall without requiring the lights to be dimmed. You
can produce your slides in three ways: pre-prepared slides, spontaneously produced slides,
or a mixture of each.
 White or black board - this can be very useful to help explain the sequence of ideas or
routines, particularly in the sciences. Use them to clarify your title or to record your key
points as you introduce your presentation. Rather than expecting the audience to follow
your spoken description of an experiment or process, write each stage on the board,
including any complex terminology or precise references to help your audience take
accurate notes.
 Paper handouts - Handouts are incredibly useful. Use a handout if your information is too
detailed to fit on a slide or if you want your audience to have a full record of your notes.
 Flip chart - A flip chart is a large pad of paper on a stand. It is a very useful and flexible way
of recording information during your presentation - you can even use pre-prepared sheets
for key points.
 Video – this gives you a chance to show stimulating visual and audio information. Use video
to bring movement, pictures and sound into your presentation. Always make sure that the
clip is directly relevant to your content.
 Artefacts or props - Sometimes it can be very useful to use artefacts or props when making
a presentation. If you bring an artefact with you, make sure that the object can be seen and
be prepared to pass it round a small group or move to different areas of a large room to
help your audience view it in detail.

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Multimodal Aids
A multimodal text conveys meaning through a combination of two or more modes, for example, a
poster conveys meaning through a combination of written language, still image, and spatial
design. Each mode has its own specific task and function (Kress, 2010, p. 28) in the meaning
making process, and usually carries only a part of the message in a multimodal text.
 Written Mode - Conveyed through written language via handwriting, the printed page, and
the screen.
 Spoken/oral mode - Conveyed through spoken language via live or recorded speech and
can be monologic or dialogic.
 Visual mode - Conveyed through choices of visual resources and includes both still image
and moving images.
 Audio - Conveyed through sound, including choices of music representing different cultures,
ambient sounds, noises, alerts, natural/unnatural sounds, and use of volume, beat, tempo,
pitch, and rhythm.
 Spatial mode - Conveyed through design of spaces, using choices of spatial resources
including: scale, proximity, boundaries, direction, layout, and organization of objects in the
space.
 Gestural mode - Conveyed through choices of body movement; facial expression, eye
movements and gaze, demeanor, gait, dance, acting, action sequences. It also includes
use of rhythm, speed, stillness and angles, including ‘timing, frequency, ceremony and
ritual’.
Types of multimodal texts
Multimodality does not necessarily mean use of technology, and multimodal texts can be paper-
based, live, or digital.
 Paper-based multimodal texts include picture books, text books, graphic novels, comics,
and posters.
 Live multimodal texts, for example, dance, performance, and oral storytelling, convey
meaning through combinations of various modes such as gestural, spatial, audio, and oral
language.
 Digital multimodal texts include film, animation, slide shows, e-posters, digital stories,
podcasts, and web pages.

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MODULE 5
Communication for various purposes
Lesson 1: Public Speaking
Public speaking is a process of speaking in a structured, deliberate manner to inform, influence
or entertain an audience.
Speech is the term used to refer to the spoken expression of information and ideas. A
speech may be delivered in any of the following modes below. The choice of mode is determined
by factors such as the length of preparation, complexity of message, purpose, and occasion.
 Reading from a Manuscript is appropriate when the speech is long and when details are
complicated and essential such as that they need to be given completely. Reading is also
appropriate when one is asked to deliver a prepared speech in behalf of another speaker.
When a message is delivered through reading, the force, naturalness, and eye contact may
be diminished because the eyes have to travel from page to the audience and vice versa.
 Memorized speech requires a speaker to commit everything to memory. This method is
excellent for short messages although it is also used for long pieces in oratorical,
declamation, and other literary contests. Just like a read speech, a memorized speech also
poses challenge naturalness. The worst experience one could have in delivering a
memorized speech is to forget the lines and fail to shift smoothly to another mode of
delivery.
 Extemporaneous speech may have a short or a long preparation. The speaker may an
outline to guide him through his speech to achieve better organization and to avoid leaving
out details. But unlike reading, extemporaneous speaking necessitates the speaker to
formulate his sentences while he is speaking. Extemporaneous is a method that most
lecturers and teachers use.
 Impromptu means speaking at the spur of the moment. Since there is a very minimal or no
time for preparations given for impromptu, the content and organization may suffer.
Impromptu may not deliver the best though in the best way but it brings out the most natural
thing to say at the moment.
Interview – a special type of purposive
conversation. Interviews are classified into
types according to purpose, but basic to all
types of interviews is to obtain desired
information. An interview requires real time
for both the interviewee and interviewer.
Interview reminders:
 Remember that if you are seeking for
information from people, make
appointments with your interviewee
at their most convenient time.
 Prepare the list of questions.
 Be punctual and wear appropriate attire.
 Conduct the interview politely, clearly, and attentively.
 Allow the interviewee sufficient time to answer.
 Rephrase questions to clarify vague points.
 Acknowledge answers of the interviewee to assure him of your attention.
 Ask the interviewee to validate your notes.
 Graciously thank the interviewee for his/her time.

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Debate (Argumentative Communication) – an assertive utilization of the language for reasons of

advocacy, security, or discrediting points of views. It can either be individual direct contentions,
such as that of dialogues, or open deliberations, such as that of an editorial writing. To be able to
create argumentative speech, one can be guided by the proposed format of Toulmin (1958) in the
uses of argument that contains six interrelated components:
 Claim – A statement of conclusion delivered by the speaker that needs to be accepted as
true, and demands a setting up of legitimacy. Ex. If the speaker wants to convince an
audience about being proud of his/her roots, the claim would be: “I am a Filipino.”
 Ground – It is the reason to the claim. It can either be just a made up story or a factual
information that is used to establish what the speaker claims to be true. Information,
especially one that is solely facts, gravitate the level of acceptance of the audience to the
claim stated. Ex. To strengthen the claim, the speaker will deliver his supporting
information, “I was born in the City of Manila.”
 Warrant – A statement used to justify the claim by developing or furthering the information
given. This can be a minute statement, an explanation, or an argument pursuing the claim.
It can be on-point, implied, or even tacit. Ex. To warrant the claim of being a Filipino, given
the ground that he was born in Manila, he would state, “Anyone born in the Philippines is a
Filipino.”
 Support - A statement made for the purpose of backing and ensuing that the warrant given
is communicated. This is presented more particularly when the warrant seems to fail in
convincing the audience. Hence, this should be firm enough to withstand any doubt the
audience have of the warrant and claim. Ex. The speaker would further, “Under the Malolos
Constitution, by virtue of jus soli as the principle of citizenship, it is declared that the
Filipinos included: all persons born on the Philippine territory.”
 Qualifier – This is a statement containing strong expression words that restricts the
comprehensiveness of the claim. Such expressions include, but are not limited to, “surely”,
“definitely”, “without doubt”, and “most likely”. These expressions may either state the claim
as correct or incorrect, depending on the context of the statement. To qualify the claim of
being a Filipino, the speaker would state, “With this being said, I am most certainly a
Filipino.”
 Rebuttal – This is a counter argumentative statement that reveals the perceive limitations
of the claim. This is best delivered earl in the stage of the presentation but may also still be
given at any point of the discussion. Ex. To rebuttal the claim of being a Filipino, he would
mention, “However, should I migrate to another country like the United Kingdom for
example, and choose to be naturalized British, then I lose my being a Filipino.”
To note, the first three components: claim, ground, and warrant are requisite components, while
support, qualifier, and rebuttal are supplement components.
Rhetoric is the art of speaking or writing effectively. According to Aristotle, rhetoric is: "the ability,
in each particular case, to see the available means of persuasion."
Judicial rhetoric (or forensic) refers to communications that are intended to accuse or defend
someone. Judicial rhetoric is about the past–its goal is to deliberate about what someone did or
said and whether or not their actions were justifiable. We often think of judicial rhetoric as the kind
of discourse that happens in a courtroom–where lawyers, judges, defendants, plaintiffs, and juries
deliberate over whether actions were legal or ethical. Lawmakers use judicial rhetoric to determine
laws and best practices. More broadly, though, judicial rhetoric is really about justifying someone’s
actions, so it could be as simple as trying to convince your mom that your decision to stay out late
actually kept you safer.
Examples of Judicial Rhetoric:
 Courtroom proceedings

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 Lawyer statements
 Jury deliberations
 Written laws
Epideictic rhetoric (demonstrative) is the kind of communication we use to praise (or sometimes
blame) a person for their actions or accomplishments. Epideictic rhetoric is about the present–its
goal is to highlight and identify the qualities and characteristics of a person or thing that make
them great (or, sometimes, not great). When we talk about epideictic rhetoric, we’re thinking of
times when we praise or laud individuals, like in nomination speeches or even at funerals.
Examples of Epideictic Rhetoric:
 Obituaries
 Eulogies
 Letters of recommendation
 Nomination speeches
Deliberative rhetoric refers to communications that are intended to persuade or dissuade a person
to think or act in a certain way. Deliberative rhetoric is about the future–its goal is to persuade
people that if they do or think something now, things will either be in their favor or against them.
You will hear deliberative rhetoric in political speeches, in proposals, in presentations, and in
social justice campaigns. You might even consider some advertising as a form of deliberative
rhetoric since advertising is often trying to either persuade someone to buy or do something or
dissuade them from buying other products or brands.
Examples of Deliberative Rhetoric:
 Political speeches
 Formal presentations
 Proposals
 Social justice campaigns
 Advertising
According to Aristotle, there are three persuasive appeals: ethos, logos, and pathos.
Ethos is appeal based on the character of the speaker. An ethos-driven document relies on the
reputation of the author.
Logos is appeal based on logic or reason. Documents distributed by companies or corporations
are logos-driven. Scholarly documents are also often logos-driven.
Pathos is appeal based on emotion. Advertisements tend to be pathos-driven.
Additional References: (How to use rhetoric to get what you want - Camille A. Langston)
https://www.youtube.com/watch?v=3klMM9BkW5o

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MODULE 6
Communication for work purposes
The Application Letter
“A job well-deserved is a job which considers your own merits and not the influential people
around you.”
 also called as “cover letter”.
 introduces and emphasizes special points from your resume and shows how a particular
skill or qualification is suited to a particular job.
Classification
1. A solicited application letter is written in response to an advertisement.
 write immediately
 be sure to meet the requirements needed
 follow the specific instructions and details like where and to whom to address the letter
2. Also called prospecting or called application, this is written in the belief that there is an opening
in an agency or heard from someone about the opening.
 be sure to consider the credibility of your source/person
Sections
1. Attracting Attention or Establishing Contact
 tell how you have known about the opening and the type of position you are applying
for.
 illustrate here your knowledge of the company and its goals
Example:
2. Dear Mr. Cruz,
I have always been hearing good things about the institution especially how every employee is
respectfully and humanely treated. Hence, I am blessed when Mrs. Rona Calimag, one of the
school’s coordinators, informed me of a vacancy in your Publication Office which I am now
applying for.

Creating interest and desire

Dear Mr. Cruz,
I have read in the Daily Star that your company needs a new Publication Officer, which I am
now applying for.

 mention your qualifications (education and work experiences related to the job you
aspire.
 emphasize the positive side of your personality

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I am a graduate of Bachelor of Science in Computer Science at Data Computer College, Laoag

City. I am 29 and proficient in the use of computer. I have been the Stock and Inventory
Computer Clerk at Venvi Group of Companies for 8 years.
These experiences has taught me to be hardworking and passionate about my work, and I am
willing to learn new skills that are useful to my career.

3. Convincing the reader

 mention enclosed documents like resume, portfolio, etc.
 mention references you want to include to testify for your character

I have attached my resume and training certificates for your reference. You can also contact
my previous manager, Mrs. Stephanie Mendez, should you need any feedback about my
character.

4. Stimulating action
 request for an interview
 mention how you would be contacted by the addressee like e-mail, phone, or telephone
number

Should you need to contact me or invite for an interview, you can call me at 09091234567. I
am looking forward to your positive response.

Resume
This is an outlined formal summary of one’s background in a clear and precise format.
Ideally, this should not be more than a page. Together with the letter of application, they have the
function of introducing yourself to the prospective employer.
Formats:
1. Chronological - This presents the experiences of the applicant arranged in time sequence. This
emphasizes work history of the applicant which is related to the desired position, arranged from
the most recent to the first job. This resume reveals work experiences and stability, and
promotion record of the applicant.

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Highlights of Chronological Resume

2. Functional – This focuses on the skills and accomplishments of the applicant. This is ideal for
fresh graduates and applicants with lesser work experience.

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Highligh

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3. Combination – This combines the features of the first two kinds of resume. As such, this
highlights job history as well as capabilities.

Highlights of Combination Resume

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Resume Components
Although there is no hard and fast rule regarding resume layout or content, the following are
commonly included:
1. Personal Information
 Includes age, sex, civil status, birthday, citizenship/nationality, language or dialects
spoken, and other personal information you are comfortable in sharing.
 Career objective/summary or a short sentence describing what you hope to attain can
also be included here.

General:
To secure a challenging position in a reputable organization to expand my learnings,
knowledge, and skills.
To attain a responsible career opportunity to fully utilize my training and skills, while making a
significant contribution to the success of the company.
Specific:
To build a long-term career in graphic design with opportunities for career growth.
To obtain an entry-level position as a criminologist that will allow me to utilize the skills gained
at Colegio de Sta. Ana d Victorias and build a long-term career in this profession.
To obtain an entry-level teaching position at a respected organization and utilize the
educational qualifications I’ve obtained at Freedom State University.

2. Educational Qualifications
 Can also be labeled Academic Preparation or Professional Training
 State the degrees obtained and the schools where these degrees were obtained. If you
graduated with honors, specify them.
 Grades or averages can also be stated here to reinforce your academic profession.
3. Employment Records/ Work History
 Must start with the latest employment
 Can also include your volunteering opportunities
 Membership and officership in organizations
 Can also include internship opportunities
4. Summary of Skills
 This can also be labelled as Skills and Abilities, Special Skills, Highlights of Skills.
 Special skills such as computer know-how are mentioned here.
 Mention here the seminars or trainings you underwent in connection to your special
skills
Examples:
- Proficient - Good
- Skilled - Competent
- Expert - Excellent
- Experienced - Talented
- Practiced - Capable of
- Trained - Adept
- Knowledgeable - Qualified
- Able to - Best

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5. Character References
 As a courtesy, be sure to ask permission from people you will use as your character
references and notify them of the position and company you are applying for. Ideally,
three or four credible individuals who may be past instructors and employers who know
what type of person you are and who are familiar with your work. Include their full
names, appropriate titles, agencies/company, addresses and contact numbers.

6. Testimonials
 This is a new feature of a resume which contains complimentary quotations from
notable people regarding the applicant’s behavior or habits.

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MODULE 7
Communication for Academic Purposes
PROPOSALS
A proposal is a bid or an offer to perform particular project for someone. Other elements
are also included in the proposals like technical background, survey results, recommendations,
information about feasibility etc. The main aspect of the project proposals is to approve the funds
or grant from the audience which ensures their permission to conduct the proposed project.
Project proposals must include information that enables the audience in making decision
about the approval of the considered project as well as hiring of the proponent of the project as
project manager. When the project proposals are written, the writer must consider himself as the
audience or receiver of the proposal and try to predict the required information that will motivate
the audience for approval of the project.
A company may send out a public announcement requesting proposals for a specific
project. This public announcement—called a request for proposals (RFP)—could be issued
through websites, emails, social media, newspapers, etc.
Types of Proposals
1. Internal. A proposal to someone within your organization (a business, a government
agency, etc.) is an internal proposal. With internal proposals, you may not have to include
certain sections (such as qualifications) or as much information in them.
2. External. An external proposal is one written from one separate, independent organization
or individual to another such entity. The typical example is the independent consultant
proposing to do a project for another firm.
3. Solicited. A solicited proposal is one in which the recipient has requested the proposal.
Typically, a company will send out requests for proposals (RFPs) through the mail or
publish them in some news source.
4. Unsolicited. Unsolicited proposals are those in which the recipient has not requested
proposals. With unsolicited proposals, you sometimes must convince the recipient that a
problem or need exists before you can begin the main part of the proposal.
5. Pre-Proposal. A pre-proposal (sometimes called a white paper, letter proposal, letter of
intent, preliminary proposal, pre-application, or concept paper) is a short description of the
proposed project. Usually, the purpose of a pre-proposal is to inform and interest the
potential sponsor in the project, resulting in a request for a more detailed formal proposal.
Components of a Project Proposal
1. Introduction/Background/Rationale of the Project
The introduction, the first part of a project proposal, will be the topic of this lesson. This is
where you state the specific need of your community. Based on it, you state the purpose of the
proposal. It should also tell why you think the need is important.
A need is something that is lacking. It is something that you would like to have in the future.
This part must be brief, clear and direct to the point. It should include a description of your
community and how the proposed project can respond to the community need you have identified.
It should also give reasons why the community deserves to be given funds for the project.
Barangay Mabuhay has a population of about 60000 with 975 households. The barangay’s main

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sources of livelihood are fishing and agriculture. However, a large number of people are skilled
in making certain handicraft such as buri mats and piña cloth. Most of them work at home. But
there are many unemployed people who are interested in learning crafts and other livelihood
skills.
Because of this, there is a great need for a barangay livelihood center where craftsmen can
work and perhaps train those who are interested to learn. It has become an urgent need
therefore that a building be put up to accommodate them. This way they will also have a
common commercial outlet wherein they can display and sell their goods. This building can also
provide them a place where they can work together and share ideas and resources with each
other. This will also be a very good venue for livelihood training and group meetings. With a
livelihood center, large equipment can be purchased such as a weaving loom or buri drying
machine for everyone to use. Such center can be put up in the vacant lot behind the barangay
chapel.

2. Problem Statement and Proposal Objectives

The problem statement identifies the need the project aims to meet. It also tells why the project is
important. Objectives are what we want to accomplish. They provide descriptions of the goals of
the various activities in our proposal. Knowing the problem and what you need, you can now state
your objective.
Problem: Increasing number of drug addicts among the youth
Need: Basketball court
Objective: To provide a basketball court where the youth can spend their leisure time to lessen
the incidence of using drugs.

I would like to humbly ask of the government, that it give this proposal the utmost attention, for it
is indeed worthwhile to know that our community is without a police station. We are in terrible
need of a station due to the fact that there is never a designated place for us to file our
complaints in nor is there a unified system operating from one location for all transactions
dealing with police matters. In addition, crime rates have increased and citizens feel unsafe
nowadays.
Problem: No designated place for citizens to file complaints and location for police matters.
Need: Police Station
Objective: to provide a police station in the area for citizens to process their police related
matters.
To designate a place with the authority to lessen the crimes rates in the area.

3. Plan of Action and Schedule of Activities

After listing down your objective, you can now make your plan of action. List down the steps you
will take to solve the problem.
Your plan of action should be clear. It must include all the activities you plan to do to complete the
project in proper order as well as the personnel needed for each activity. Your plan of action must
be realistic and must consider your available resources such as time and money. You may also

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state in your plan of action how your method differs from other methods. Stress its effectivity
considering your community’s present situation.
Plan of Action for the Barangay Mabuhay Livelihood Center
A. Approval and release of budget (5 days)
B. Bidding for the construction of the livelihood center (2 weeks)
1. At least three contractors to be invited to give sealed bids for the building construction
2. Contractors to propose structural and architectural plans for the building
C. Choosing a building contractor and approval of architectural design (1 day)
1. To be done by a barangay council committee chosen at a council meeting
2. The approved design and building contractor chosen to be announced in the regular
barangay meeting and posted on the barangay hall bulletin board
D. Construction of the building under barangay council supervision (6 months)
E. Assignment of building personnel (2 days)
1. Appointment of 2 full-time personnel for the building, a building caretaker and a
livelihood trainer/specialist by the barangay council
2. Orientation and training of the building personnel
F. Formulation of a livelihood project implementation plan (1 week)
1. Formulation by a committee headed by the livelihood trainer/specialist and proposed to
the barangay council for approval
2. Initial one-year project implementation plan to be presented and approved in a
barangay council meeting
G. Dry run of building operations (1 month)
1. Introduction of the services of the livelihood center to the community through project
promotions
2. Dry run to last for one month
3. Evaluation of community response to dry run
H. Formal opening of the facility and start of full livelihood center operations (1 day)

4. Budget for the Project

Projects require money. You have to purchase materials for your project in order to realize your
objectives. In planning a project, a budget must be specified. A budget is a list of estimated
expenses needed to achieve your objectives. This list must be carefully evaluated. Do not include
items that are not necessary for the project’s completion.
Budget Proposal for Barangay Mabuhay Livelihood Center

Cost
Building Construction P 564,567.25
Based on a bid submitted by
XYZ Construction Company
(for a one-story, three-room,
concrete structure with basic
structural components)

Salaries 156,000.00
Livelihood Trainor/specialist
P 5000/month for 2 years P 120000.00
Building caretaker
P 1500/month for 2 years 36000.00
Personnel Training Expenses 15,500.00
Training Equipment 104,913.42

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Weaving loom
P 12000.00 × 3 P 36485.32
Buri drying machine 34050.10
Dyeing Machine 34378.00
Furniture and Fixtures 78,000.00
Office Supplies 10,000.00
Computer 8,000.00
Operations Expenses 130,000.00
Opening Ceremonies 15,560.00
________________
TOTAL P 1,082,540.60

5. Importance of the Project

The conclusion should show why approving the project is a good decision. It is directly related to
the first part—problem statement. You must evaluate and show that your proposal will benefit the
community. In this part, you should indicate everyone who will benefit from your proposed project
as well as what they will gain.
Examples of beneficiaries:
1. Mothers
2. Children
3. Fathers
4. Businessmen
5. Poor people
6. Farmers
7. Police officers
A community center would be beneficial to all the members of our community—housewives,
children, youth, professionals and businessmen. Investing in this project would ensure a safe
place for children to hang out and play as well as learn from the facilities provided by the center.
Housewives and mothers no longer have to worry that their children might be wandering in the
streets because they are safe at the center. Fathers and mothers can simply gather and talk
with friends, have a few drinks and maybe even a party with all the other families in our
community. Farmers and others can also use the center’s rooms for their seminars and general
meetings. People can go there and have fun for free. It could even be a free learning center to
educate those who want to learn but cannot afford to go to school. Even businessmen can earn
by setting up small stores or canteens inside the center, which would provide food and other
kinds of services for everyone. The benefits from a center are so varied that they can well
accommodate almost every community member’s needs.

Developing and Delivering Presentations

Presentations are one of the most visible forms of professional or technical communication
you will have to do in your career. Because of that and the nature of being put “on the spot,”
presentations are often high pressure situations that make many people anxious. As with the other
forms of communication described in this guide, the ability to present well is a skill that can be
practiced and honed.
When we think of presentations, we typically imagine standing in front of a room (or
auditorium) full of people, delivering information verbally with slides projected on a screen.
Variations of that scene are common. Keep in mind, though, that the skills that make you a strong
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presenter in that setting are incredibly valuable in many other situations, and they are worth
studying and practicing.
Effective presentation skills are the ability to use your voice confidently to communicate in “live”
situations—delivering information verbally and “physically,” being able to engage your audience,
and thinking on your feet. It also translates to things like videos, which are a more and more
common form of communication in professional spheres. You will have a number of opportunities
during your academic career to practice your presentation skills, and it is worth it to put effort into
developing these skills. They will serve you well in myriad situations beyond traditional
presentations, such as interviews, meetings, networking, and public relations.
Process for Planning, Organizing, and Writing Presentations
Similar to any other piece of writing or communication, to design a successful presentation, you
must follow a thoughtful writing process that includes planning, drafting, and getting feedback on
the presentation content, visuals, and delivery (more on that in the following section).Following is a
simple and comprehensive way to approach “writing” a presentation:
Step 1: Identify and state the purpose of the presentation. Find focus by being able to clearly
and simply articulate the goal of the presentation—what are you trying to achieve? This is helpful
for you and your audience—you will use it in your introduction and conclusion, and it will help you
draft the rest of the presentation content.
Step 2: Outline major sections. Next, break the presentation content into sections. Visualizing
sections will also help you assess organization and consider transitions from one idea to the next.
Plan for an introduction, main content sections that help you achieve the purpose of the
presentation, and a conclusion.
Step 3: Draft content. Once you have an outline, it’s time to fill in the details and plan what you
are actually going to say. Include an introduction that gives you a chance to greet the audience,
state the purpose of the presentation, and provide a brief overview of the rest of the presentation
(e.g. “First, we will describe the results of our study, then we’ll outline our recommendations and
take your questions”). Help your audience follow the main content of the presentation by telling
them as you move from one section of your outline to the next—use the structure you created to
keep yourself and your audience on track.
End with a summary, restating the main ideas (purpose) from the presentation and concluding the
presentation smoothly (typically thanking your audience and offering to answering any questions
from your audience). Ending a presentation can be tricky, but it’s important because it will make a
lasting impression with your audience—don’t neglect to plan out the conclusion carefully.
Step 4: Write presentation notes. For a more effective presentation style, write key ideas, data,
and information as lists and notes (not a complete, word-for-word script). This allows you to
ensure you are including all the vital information without getting stuck reading a script. Your
presentation notes should allow you to look down, quickly reference important information or
reminders, and then look back up at your audience.
Step 5: Design supporting visuals. Now it’s time to consider what types of visuals will best help
your audience understand the information in your presentation. Typically, presentations include a
title slide, an overview or advance organizer, visual support for each major content section, and a
conclusion slide. Use the visuals to reinforce the organization of your presentation and help your
audience see the information in new ways.
Don’t just put your notes on the slides or use visuals that will be overwhelming or distracting—your
audience doesn’t need to read everything you’re saying, they need help focusing on and really
understanding the most important information.

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In summary, successful presentations

 have a stated purpose and focus;
 are clearly organized, with a beginning, middle, and end;
 guide the audience from one idea to the next, clearly explaining how ideas are connected
and building on the previous section; and
 provide multiple ways for the audience to absorb the most important information (aurally
and visually).
Developing a Strong Presentation Style
Since presentation are delivered to the audience “live,” review and revise it as a verbal and visual
presentation, not as a piece of writing. As part of the “writing” process, give yourself time to
practice delivering your presentation out loud with the visuals. This might mean practicing in front
of a mirror or asking someone else to listen to your presentation and give you feedback (or both!).
Even if you have a solid plan for the presentation and a strong script, unexpected things will
happen when you actually say the words—timing will feel different, you will find transitions that
need to be smoothed out, slides will need to be moved.
More importantly, you will be better able to reach your audience if you are able to look up from
your notes and really talk to them—this will take practice.
Characteristics of a Strong Presentation Style
When it comes time to practice delivery, think about what has made a presentation and a
presenter more or less effective in your past experiences in the audience. What presenters
impressed you? Or bored you? What types of presentation visuals keep your attention? Or are
more useful?
One of the keys to an effective presentation is to keep your audience focused on what matters—
the information—and avoid distracting them or losing their attention with things like overly
complicated visuals, monotone delivery, or disinterested body language.
As a presenter, you must also bring your own energy and show the audience that you are
interested in the topic—nothing is more boring than a bored presenter, and if your audience is
bored, you will not be successful in delivering your message.
Verbal communication should be clear and easy to listen to; non-verbal communication (or body
language) should be natural and not distracting to your audience. The chart below outlines
qualities of both verbal and non-verbal communication that impact presentation style. Use it as a
sort of “rubric” as you assess and practice your own presentation skills.
Verbal
 Volume: Project your voice appropriately for the room. Make sure everyone can hear
easily, but avoid yelling or straining your voice. If using a microphone, test it (if possible),
check in with your audience, and be willing to adjust.
 Pace: Don’t rush! Many people speak too quickly when they are nervous. Remind
yourself to speak clearly and deliberately, with reasonable pauses between phrases and
ideas, and enunciate carefully (especially words or concepts that are new to your
audience).

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 Dynamics & tone: Speak with a natural rise and fall in your voice. Monotone speaking is
difficult to listen to, but it is easy to do if you’re nervous or reading from a script.
Remember that you are speaking to your audience, not at them, and try to use a
conversational tone of voice.
 Filler words: Limit the number of “filler” words in your speech—”uh,” “um,” “like,” “you
know,” “so,” etc. These are words that creep in and take up space. You might not be able
to eliminate them completely, but with awareness, preparation, and practice, you can
keep them from being excessively distracting.
Non-verbal
 Location: Position yourself where your audience can see you, but do not block their view
of the visuals.
 Eye contact: Look at your audience. You should have practiced the presentation enough
that you can look up from your notes and make them feel as though you’re talking to
them.
 Posture: Stand comfortably (do not lean on the wall or podium). Depending on the
setting, you might move around during the presentation, but avoid too much swaying or
rocking back and forth while standing—stay grounded.
 Gestures: Use natural, conversational gestures; avoid nervous fidgeting (e.g., pulling at
clothing, touching face or hair).

As you plan and practice a presentation, be aware of time constraints. If you are given a time limit
(say, 15 minutes to deliver a presentation in class or 30 minutes for a conference presentation),
respect that time limit and plan the right amount of content. As mentioned above, timing must be
practiced “live”—without timing yourself, it’s difficult to know how long a presentation will actually
take to deliver.
Finally, remember that presentations are “live” and you need to stay alert and flexible to deal with
the unexpected:
 Check in with your audience. Ask questions to make sure everything is working (“Can
everyone hear me ok?” or “Can you see the screen if I stand here?”) and be willing to adapt
to fix any issues.
 Don’t get so locked into a script that you can’t improvise. You might need to respond
to a question, take more time to explain a concept if you see that you’re losing your
audience, or move through a planned section more quickly for the sake of time. Have a plan
and be able to underscore the main purpose and message of your presentation clearly,
even if you end up deviating from the plan.
 Expect technical difficulties. Presentation equipment fails all the time—the slide advancer
won’t work, your laptop won’t connect to the podium, a video won’t play, etc. Obviously, you
should do everything you can to avoid this by checking and planning, but if it does, stay
calm, try to fix it, and be willing to adjust your plans. You might need to manually advance
slides or speak louder to compensate for a faulty microphone. Also, have multiple ways to
access your presentation visuals (e.g., opening Google Slides from another machine or
having a flash drive).
Developing Strong Group Presentations

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Group Presentations come with unique challenges. You might be a confident presenter
individually, but as a member of a group, you are dealing with different presentation styles and
levels of comfort.
Here are some techniques and things to consider to help groups work through the planning and
practicing process together:
 Transitions and hand-off points. Be conscious of and plan for smooth transitions
between group members as one person takes over the presentation from another. Awkward
or abrupt transitions can become distracting for an audience, so help them shift their
attention from one speaker to the next. You can acknowledge the person who is speaking
next (“I’ll hand it over to Sam who will tell you about the results”) or the person who’s
stepping in can acknowledge the previous speaker (“So, I will build on what you just heard
and explain our findings in more detail”). Don’t spend too much time on transitions—that
can also become distracting. Work to make them smooth and natural.
 Table reads. When the presentation is outlined and written, sit around a table together and
talk through the presentation—actually say what you will say during the presentation, but in
a more casual way. This will help you check the real timing (keep an eye on the clock) and
work through transitions and hand-off points. (Table reads are what actors do with scripts
as part of the rehearsal process.)
 Body language. Remember that you are still part of the presentation even when you’re not
speaking. Consider non-verbal communication cues—pay attention to your fellow group
members, don’t block the visuals, and look alert and interested.

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