Cor. Leon Kilat & P. del Rosario, Sts.

, Cebu City, Philippines

PURCOM: PURPOSIVE COMMUNICATION

Version 3
Prepared by: Greece M. Ibanez, Jenelyn L. Jacobo, Jonna Grace S. Lardes

Coverage: Prelim (week 1)

Topics:
1. Definition and Elements of Communication
2. Process of Communication
Learning Objectives:
1. Research the nature and elements of communication
2. Elucidate the role of each of the elements in the communication process
3. Apply the learned information from the notes in answering the given activity
4. Illustrate the diagram of the process of effective communication
To do list:
1. Researching on the topics
2. Online Interaction
3. Writing activity
Lectures:
1. Discussion on the Definition and Elements of Communication
2. Discussion on the Process of Communication
Activities:
1. Research the definition and the elements of communication
2. Writing activity: Recall a particular experience, the so-called failed communication
transaction with a family member, a friend, a teacher, or a stranger. What caused
the miscommunication? What should have been done to make it effective? Write
a paragraph or two about that experience.

Topic 1: The Definition and Elements of Communication

Introduction:
Communication (came from the Latin term ‘commūnicāre’ which means to share) is the
act of conveying meaning to a person or group of people using a mutually understood symbols,
gestures, behaviors, and semiotic rules. Some scholars relate the term communication with the
English word community. Community members have something in common with each other;
communities are formed with the tie of community. Hence, where there is no communication,
there can’t be a community. It is a process of sharing and conveying messages or information
from one person to another within and across messages, contexts, media, and cultures.
Lecture / Discussion:
Communication is important to develop a variety of skills depending on its purpose, as
well as to know how to interpret conversation and information coming from others. Knowing
your audience and understanding how they need to receive information is equally important as
knowing ourselves. Communication process is composed of several elements, each of which
offers potential barriers to successful communication.

These are the elements of communication:

1. Sender – the source of information or message

2. Message – the information, ideas, or thoughts conveyed by the speaker in words or in actions.
3. Encoding – the process of converting the message into words, actions and expressions that
the speaker and receiver understand.
4. Channel – the medium or the means, such as personal or non-personal, verbal or non-verbal,
in which the encoded message is conveyed.
5. Decoding – the process of interpreting the encoded message of the speaker by the receiver.
6. Receiver – the recipient of the message, or someone who decodes the message.
7. Feedback – the reactions, responses, or information provided by the receiver.
8. Context – the reactions, responses, or information provided by the receiver.
9. Barrier – the factors that affect the flow of communication.

Topic 2: The Process of Communication

Introduction:
The process of communication refers to the transmission or passage of information or
message from the sender through a selected channel to the receiver overcoming barriers that
affect its pace. The process of communication is a cyclic one as it begins with the sender and ends
with the sender in the form of feedback. It takes place upward, downward and laterally
throughout the organization. The process of communication as such must be a continuous and
dynamic interaction, both affecting and being affected by many variables. Communication
process consists of certain steps where each step constitutes the essential of an effective
communication.
 THE COMMUNICATION PROCESS

Writing Activity / Reflective Assessment

A. (This activity can be accessed via SAMS)

B. Complete the table by writing the four basic components of the communication process.

C. Illustrate the diagram of the process of effective communication.

Coverage: Prelim (week 2)
Topics:
1. The Principles of Communication
2. The Ethics of Communication

Learning Objectives:
1. Research and study how individual perception/ cultural differences affect the
decoding of the message.
2. Apply principles of communication in daily communication
3. Evaluate a speech based on the principles of communication.
To do list:
1. Researching on the topics
2. Online Interaction
3. Watching a video presentation
4. Writing activity about the video
Lectures:
1. Discussion on The Principles of Communication
2. Discussion on The Ethics of Communication
Activities:
1. Research the Principles and Ethics of Communication
2. Evaluating Rick Rigby’s commencement speech @
https://www.goalcast.com/2017/10/06/rick-rigsby-the-wisdom-of-a-third-grade-
dropout/

Topic 1: The Principles of Communication

Introduction:
Be specific when offering and receiving information. Often, our meaning gets lost,
twisted, or misunderstood because we haven’t been specific in our communication, or we
haven’t asked clarifying questions. Conversations demonstrate the value of being specific in
communication.
To become a more effective communicator, let us learn these communication principles
which are fundamental with communication with others one on one, in groups or teams, or when
making a professional presentation to an audience.

Lecture / Discussion:
Interpersonal communication is the process of exchange of information, ideas, and
feelings between two or more people through verbal or non-verbal methods.
It often includes face-to-face exchange of information, in the form of voice, facial
expressions, body language and gestures. The level of one’s interpersonal communication skills
is measured through the effectiveness of transferring messages to others.
The Key Principles of Communication

• Interpersonal communication is inescapable.

• Interpersonal communication is irreversible.
• Interpersonal communication is complicated.
• Interpersonal communication is contextual.

In other words, communication does not happen in isolation. There is:

✓ Psychological Context- refers to the state someone is in (e.g., moods, emotions).
Depending on what you are feeling and what your audience is feeling will have a
significant impact on the communication that is taking place.
✓ Relational Context- refers to the degree of depth you have with the other person.
Consequently, we naturally adapt our communication behavior based on the nature
of the relationship.
✓ Situational Context- deals with the psycho-social "where" you are communicating. An
interaction that takes place in a classroom will be very different from one that takes
place in a bar.
✓ Environmental Context- deals with the physical "where" you are communicating.
Furniture, location, noise level, temperature, season, time of day, all are examples of
factors in the environmental context.
✓ Cultural Context- includes all the learned behaviors and rules that affect the
interaction.

Topic 2: The Ethics of Communication

Introduction:
“Questions of right and wrong arise whenever people communicate. Ethical
communication is fundamental to responsible thinking, decision making, and the development
of relationships and communities within and across contexts, cultures, channels, and media.
Moreover, ethical communication enhances human worth and dignity by fostering truthfulness,
fairness, responsibility, personal integrity, and respect for self and others.”
-National Communication Association Credo-

Lecture / Discussion:
• The Nature of Ethics
The word ethics is derived from the Greek word ethos, meaning character. Being
ethical means doing what is right to achieve what is good. In communication, what is right
refers to the responsibility to include information in your messages that ought to be there.
What is good refers to the result of communication. The ethical result is to strive for the
highest good attainable for all those involved in communication. Therefore, ethical
communication strives for the highest good for all involved and provides information that
is fully adequate for the circumstance, truthful in every sense, and not deceptive in any
way.
• Ethics as an Integral Part of Communication
Because communication is relational, communication brings us face to face with
questions that contain ethical judgment.

• Ethical Communication
To make the best decision in our communication, to communicate ethically, we must
give thought to the manner in which we communicate.
✓ Ethical communicators are respectful of their audiences.
✓ Ethical communicators consider the consequences of their communication.
✓ Ethical communicators respect truth.
✓ Ethical communicators use information properly.
✓ Ethical communicators do not falsify communication.
✓ Ethical communicators respect the rights of others to information.

• Ethics in Communication
Deirdre D. Johnston (1994) pointed out 10 ethics in communication that you should
bear in mind to avoid being labelled “unethical” (as cited in Chase & Shamo, 2013, pp.
140-141)
✓ Mutuality- Pay attention to the needs of others, as well as yours
✓ Individual Dignity- Do not cause another person embarrassment or a loss of dignity.
✓ Accuracy- Ensure that others have accurate information. Tell them everything for they
have a right and need to know, not just what is true.
✓ Access to Information- Never bolster the impact of your communication by
preventing people from communicating with one another or by hindering access to
the supporting information.
✓ Accountability- Be responsible and accountable for the consequences of your
relationships and communication.
✓ Audience- As audience or receiver of the information, you also have ethical
responsibilities. A good rule of thumb is the “200% rule” where both the sender and
receiver have full or 100% responsibility to ensure that the message is understood,
and that ethics are followed. This is a 100/100 rule, not a 50/50 rule.
✓ Relative Truth- As either sender or receiver of information, remember that your own
point of view may not be shared by others, and that your conclusions are relative to
your perspective, so allow others to respectfully disagree or see it differently.
✓ Ends vs. Means- Be sure that the end goal of your communication and the means of
getting to that end are both ethical although no rule can be applied without
reservation to any situation.
✓ Use of Power- In situations where you have more power than others (e.g. a teacher
with a student, a boss with a subordinate, a parent with a child), you also have more
responsibility for the outcome.
✓ Rights vs. Responsibilities- Balance your rights against your responsibilities even if
you live in a wonderful society where your rights are protected by law; not everything
you have a right to do is ethical.
Writing Activity / Reflective Assessment:

A. (This activity can be accessed via SAMS)

B. How would you respond to the following situation?

1. A friend comes to you and asks, “How do you like this shirt?” and you think the shirt is hideous.
How do you balance the conflict between sparing the person’s feelings and saving the person
from public embarrassment? What do you say or do?

2. A friend reveals to you that she has bottles of beer hidden in her dormitory room, and you
both know alcohol is prohibited by regulation in your dormitory. Later, the landlady comes to you
and asks if you know of anyone on the floor who has alcohol in her room. What would you say or
do in response? How would you frame your communication with your friend and the landlady?
Coverage: Prelim (week 3)
Topics:
1. The Functions of Verbal and Non-verbal in Various and Multicultural Contexts
Learning Objectives:
1. Research and study the functions of verbal and nonverbal communication in
multicultural contexts
2. Research and study the types of nonverbal communication.
3. Show consideration and understanding to the different cultural nuances of other
cultures to achieve effective communication
4. Watch and write a comment about the video

To do list:
1. Researching on the topics
2. Online Interaction during discussion
Lectures / Discussion
1. Discussion on The Functions of Verbal and Non-verbal in Various and Multicultural
Contexts
Activities:
1. Research the Functions of Verbal and Non-verbal in Various and Multicultural
Contexts
2. Watch a video on TED Talks Ted.com
3. Comment on the chosen video

Topic 1: The Functions of Verbal and Non-verbal in Various and Multicultural Contexts

Introduction:
All humans can communicate in an effective and appropriate way through spoken
language, nonverbal actions and symbols. Verbal communication is composed of sounds, words
and language which has a direct relationship with culture. Nonverbal communication is defined
as “those actions and attributes that have socially shared meaning, are intentionally sent or
interpreted as intentional, are consciously sent or consciously received, and have the potential
for feedback from the receiver.” Nonverbal communication plays different functions in order to
convey personal identity, express relationships, replace, emphasize or repeat a statement, help
to relay awkward messages, regulate interactions, displaying emotions and finally it is used in
rituals. There is a strong connection between language and nonverbal codes in order to create
an effective communication, since they both share symbols and behaviors learned over time
since primary socialization.

Lecture / Discussion:

Types of Nonverbal Communication

The many different types of nonverbal communication or body language include:

• Facial expressions
The human face is extremely expressive, able to convey countless emotions without
saying a word. And unlike some forms of nonverbal communication, facial expressions are
universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are
the same across cultures.

• Body movement and posture

Consider how your perceptions of people are affected by the way they sit, walk, stand, or
hold their head. The way you move and carry yourself communicates a wealth of information
to the world. This type of nonverbal communication includes your posture, bearing, stance,
and the subtle movements you make.

• Gestures
Gestures are woven into the fabric of our daily lives. You may wave, point, beckon, or use
your hands when arguing or speaking animatedly, often expressing yourself with gestures
without thinking. However, the meaning of some gestures can be very different across
cultures. While the OK sign made with the hand, for example, conveys a positive message in
English-speaking countries, it’s considered offensive in countries such as Germany, Russia,
and Brazil. So, it’s important to be careful of how you use gestures to avoid misinterpretation.

• Eye contact
Since the visual sense is dominant for most people, eye contact is an especially important
type of nonverbal communication. The way you look at someone can communicate many
things, including interest, affection, hostility, or attraction. Eye contact is also important in
maintaining the flow of conversation and for gauging the other person’s interest and
response.

• Touch
We communicate a great deal through touch. Think about the very different messages
given by a weak handshake, a warm bear hug, a patronizing pat on the head, or a controlling
grip on the arm, for example.

• Space
Have you ever felt uncomfortable during a conversation because the other person was
standing too close and invading your space? We all have a need for physical space, although
that need differs depending on the culture, the situation, and the closeness of the
relationship. You can use physical space to communicate many different nonverbal messages,
including signals of intimacy and affection, aggression or dominance.

• Voice
It’s not just what you say, it’s how you say it. When you speak, other people “read” your
voice in addition to listening to your words. Things they pay attention to include your timing
and pace, how loud you speak, your tone and inflection, and sounds that convey
 understanding, such as “ahh” and “uh-huh.” Think about how your tone of voice can indicate
sarcasm, anger, affection, or confidence.

Writing Activity / Reflective Assessment

A. Choose one video on TED Talks Ted.com. Log in to comment and write a comment in 3-5
sentences about the speaker’s verbal and non-verbal communication. Use the hashtag
#Principlesofcomunication. Print screen your posted comment and submit it to your instructor
via google classroom.

B. Answer the following:

1. Why can words heal or harm? How may either one happens?
2. Which is more difficult to interpret, verbal or nonverbal? Why?
3. How may a person’s needs affect his communication with others?
4. React to this sentence: Once you have uttered something, you can never take it back and its
effect remains.”
Coverage: Prelim (week 4)
Topics:
1. Local and Global Communication in Multicultural Settings
Learning Objectives:
1. Communicate effectively with people from different cultures
2. Show consideration and understanding on the different cultural nuances of other
cultures to achieve effective communication
3. Roleplay a scenario or write a script
To do list:
1. Researching on the topics
2. Online Interaction
3. Writing activity
Lectures:
1. Discussion on Local and Global Communication in Multicultural Settings
Activities:
1. Research Local and Global Communication in Multicultural Settings
2. Answer questions about communicating with diverse cultures

Topic 1: Local and Global Communication in Multicultural Settings

Introduction:
To effectively communicate, we must realize that we are all different in the way we
perceive the world and use this understanding as a guide to your communication with others.
-Tony Tobbins-

Lecture Discussion:

Determine the message of this picture. What does it tell us?

The picture above mirrors globalization. Globalization is the increasing economic,

political, and cultural integration, and interdependence of diverse cultures -- the worldwide
integration of humanity. Globalization requires that we pay attention to the related concept-
diversity-the recognition and valuing of difference encompassing such factors as age, language,
gender, race, ethnicity, ability, religion, education, marital status, sexual orientation, and income.
Effective communication and the ability to understand cultural differences are skills that are
deficient in today’s society.
Culture is the set of shared attitudes, values, goals, and practices that characterizes an
institution or organization. It also refers to the set of values, conventions, or social practices
associated with a particular field, activity, or societal characteristic. When a person from one
culture sends a message to a person from another culture, cross-cultural communication takes
place. Cross-cultural communication continually involves understanding caused by
misconception and misinterpretation.
Cultural background affects how individuals view the world, what they value, and how
they interact with others.
The Core Cultural Dimensions:
a. Race and Ethnicity- The concept of “race” is the division of humans into groups based on
a variety of physical characteristics, along with the process of giving those groups social
value. A specific ethnic group's culture, which encompasses its language, ancestry,
religion, and customs, is referred to as its "ethnicity”.
b. Gender Roles- A gender role, often referred to as a sex role, refers to a set of behaviors
and attitudes that are considered acceptable, desirable, or proper for a person of a
particular gender. The definitions of what male and female signify are the foundation for
gender roles.
c. Age Diversity- It refers to variations in age distribution, is a term used to describe the
composition of a work group or an organization as a whole. Working with individuals of
varying ages and, most importantly, generations entail a diverse age group.
d. Physical Disability- is inclusive and encompasses a wide range of conditions and health
problems. Physical limitations or impairments fall within that range when they prevent a
person from meeting the same developmental milestones as their age-mates.

Writing Activity / Reflective Assessment:

A. (This activity can be accessed via SAMS)

B. With the topic discussed, answer these questions:

1. Do you feel prepared to communicate in a society that is a nation of minorities? Why?

2. Do you have the understanding and sensitivity you need to interact in a global community in which other
people may look, act, and think differently than you do? Explain.
3. Are you ready to embrace diversity? How?
Coverage: Prelim (week 5)
Topics:
1. Local and Global Communication in Multicultural Settings
Learning Objectives:
1. Read an article with comprehension
2. Write a reaction paper to the article being read
To do list:
1. Researching on the topics
2. Reading an article
3. Writing activity
4. Reaction paper
Activities:
1. Read Flight from Conversation by Sherry Turkle @
https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-
conversation.html?pagewanted=all

The Flight From Conversation

By SHERRY TURKLE

WE live in a technological universe in which we are always communicating. And yet we have
sacrificed conversation for mere connection.
At home, families sit together, texting and reading e-mail. At work executives’ text during board
meetings. We text (and shop and go on Facebook) during classes and when we’re on dates. My
students tell me about an important new skill: it involves maintaining eye contact with someone
while you text someone else; it’s hard, but it can be done.
Over the past 15 years, I’ve studied technologies of mobile connection and talked to hundreds of
people of all ages and circumstances about their plugged-in lives. I’ve learned that the little
devices most of us carry around are so powerful that they change not only what we do, but also
who we are.
We’ve become accustomed to a new way of being “alone together.” Technology-enabled, we are
able to be with one another, and also elsewhere, connected to wherever we want to be. We want
to customize our lives. We want to move in and out of where we are because the thing we value
most is control over where we focus our attention. We have gotten used to the idea of being in
a tribe of one, loyal to our own party.
Our colleagues want to go to that board meeting but pay attention only to what interests them.
To some this seems like a good idea, but we can end up hiding from one another, even as we are
constantly connected to one another.
A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk; he
doesn’t call. He says that he doesn’t want to interrupt them. He says they’re “too busy on their
e-mail.” But then he pauses and corrects himself. “I’m not telling the truth. I’m the one who
doesn’t want to be interrupted. I think I should. But I’d rather just do things on my BlackBerry.”
A 16-year-old boy who relies on texting for almost everything says almost wistfully, “Someday,
someday, but certainly not now, I’d like to learn how to have a conversation.”
In today’s workplace, young people who have grown up fearing conversation show up on the job
wearing earphones. Walking through a college library or the campus of a high-tech start-up, one
sees the same thing: we are together, but each of us is in our own bubble, furiously connected
to keyboards and tiny touch screens. A senior partner at a Boston law firm describes a scene in
his office. Young associates lay out their suite of technologies: laptops, iPods and multiple
phones. And then they put their earphones on. “Big ones. Like pilots. They turn their desks into
cockpits.” With the young lawyers in their cockpits, the office is quiet, a quiet that does not ask
to be broken.
In the silence of connection, people are comforted by being in touch with a lot of people —
carefully kept at bay. We can’t get enough of one another if we can use technology to keep one
another at distances we can control: not too close, not too far, just right. I think of it as a
Goldilocks effect.

Texting and e-mail and posting let us present the self we want to be. This means we can edit. And
if we wish to, we can delete. Or retouch: the voice, the flesh, the face, the body. Not too much,
not too little — just right.
Human relationships are rich; they’re messy and demanding. We have learned the habit of
cleaning them up with technology. And the move from conversation to connection is part of this.
But it’s a process in which we shortchange ourselves. Worse, it seems that over time we stop
caring, we forget that there is a difference.
We are tempted to think that our little “sips” of online connection add up to a big gulp of real
conversation. But they don’t. E-mail, Twitter, Facebook, all of these have their places — in
politics, commerce, romance and friendship. But no matter how valuable, they do not substitute
for conversation.
Connecting in sips may work for gathering discrete bits of information or for saying, “I am thinking
about you.” Or even for saying, “I love you.” But connecting in sips doesn’t work as well when it
comes to understanding and knowing one another. In conversation we tend to one another. (The
word itself is kinetic; it’s derived from words that mean to move, together.) We can attend to
tone and nuance. In conversation, we are called upon to see things from another’s point of view.
FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we communicate on our
digital devices, we learn different habits. As we ramp up the volume and velocity of online
connections, we start to expect faster answers. To get these, we ask one another simpler
questions; we dumb down our communications, even on the most important matters. It is as
though we have all put ourselves on cable news. Shakespeare might have said, “We are consum’d
with that which we were nourish’d by.”
And we use conversation with others to learn to converse with ourselves. So our flight from
conversation can mean diminished chances to learn skills of self-reflection. These days, social
media continually asks us what’s “on our mind,” but we have little motivation to say something
truly self-reflective. Self-reflection in conversation requires trust. It’s hard to do anything with
3,000 Facebook friends except connect.
As we get used to being shortchanged on conversation and to getting by with less, we seem
almost willing to dispense with people altogether. Serious people muse about the future of
computer programs as psychiatrists. A high school sophomore confides to me that he wishes he
could talk to an artificial intelligence program instead of his dad about dating; he says the A.I.
would have so much more in its database. Indeed, many people tell me they hope that as Siri,
the digital assistant on Apple’s iPhone, becomes more advanced, “she” will be more and more
like a best friend — one who will listen when others won’t.
During the years I have spent researching people and their relationships with technology, I have
often heard the sentiment “No one is listening to me.” I believe this feeling helps explain why it
is so appealing to have a Facebook page or a Twitter feed — each provides so many automatic
listeners. And it helps explain why — against all reason — so many of us are willing to talk to
machines that seem to care about us. Researchers around the world are busy inventing sociable
robots, designed to be companions to the elderly, to children, to all of us.
One of the most haunting experiences during my research came when I brought one of these
robots, designed in the shape of a baby seal, to an elder-care facility, and an older woman began
to talk to it about the loss of her child. The robot seemed to be looking into her eyes. It seemed
to be following the conversation. The woman was comforted.
And so many people found this amazing. Like the sophomore who wants advice about dating
from artificial intelligence and those who look forward to computer psychiatry, this enthusiasm
speaks to how much we have confused conversation with connection and collectively seem to
have embraced a new kind of delusion that accepts the simulation of compassion as sufficient
unto the day. And why would we want to talk about love and loss with a machine that has no
experience of the arc of human life? Have we so lost confidence that we will be there for one
another?
WE expect more from technology and less from one another and seem increasingly drawn to
technologies that provide the illusion of companionship without the demands of relationship.
Always-on/always-on-you devices provide three powerful fantasies: that we will always be heard;
that we can put our attention wherever we want it to be; and that we never have to be alone.
Indeed our new devices have turned being alone into a problem that can be solved.
When people are alone, even for a few moments, they fidget and reach for a device. Here
connection works like a symptom, not a cure, and our constant, reflexive impulse to connect
shapes a new way of being.
Think of it as “I share, therefore I am.” We use technology to define ourselves by sharing our
thoughts and feelings as we’re having them. We used to think, “I have a feeling; I want to make
a call.” Now our impulse is, “I want to have a feeling; I need to send a text.”
So, in order to feel more, and to feel more like ourselves, we connect. But in our rush to connect,
we flee from solitude, our ability to be separate and gather ourselves. Lacking the capacity for
solitude, we turn to other people but don’t experience them as they are. It is as though we use
them, need them as spare parts to support our increasingly fragile selves.
We think constant connection will make us feel less lonely. The opposite is true. If we are unable
to be alone, we are far more likely to be lonely. If we don’t teach our children to be alone, they
will know only how to be lonely.
I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At home,
we can create sacred spaces: the kitchen, the dining room. We can make our cars “device-free
zones.” We can demonstrate the value of conversation to our children. And we can do the same
thing at work. There we are so busy communicating that we often don’t have time to talk to one
another about what really matters. Employees asked for casual Fridays; perhaps managers should
introduce conversational Thursdays. Most of all, we need to remember — in between
texts and e-mails and Facebook posts — to listen to one another, even to the boring bits, because
it is often in unedited moments, moments in which we hesitate and stutter and go silent, that we
reveal ourselves to one another.
I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes that
Thoreau once walked. Not too long ago, people walked with their heads up, looking at the water,
the sky, the sand and at one another, talking. Now they often walk with their heads down, typing.
Even when they are with friends, partners, children, everyone is on their own devices.
So I say, look up, look at one another, and let’s start the conversation.

2. Answer the following questions about the article.

3. Write a reaction paper about the article.

Writing Activity / Reflective Assessment:

1. Answer the following questions about Flight from Conversation:

a. What is the main idea?
b. How does the author support the main idea?
c. What is the difference between conversation and connection based on the article?
d. What does being alone together mean? Cite specific instances.
e. What does Flight from Conversation do to us?
f. What does the writer suggest so we can make room for conversations?
g. What new culture is introduced by technology?
h. Does communication become more effective with this new culture?
i. Explain the line “We expect more from technology and less from one another.”
j. How do you see our society ten years from now as a user of technology?
2. Write a reaction paper about Flight from Conversation.
Be mindful of these guidelines in preparing the reaction paper:
Introduction: (1st paragraph)
Sentence 1: Title, author, publication/ source of the material
Sentence 2, 3, 4: Brief summary of the material
Sentence 5: Statement that makes your opinion (focus statement)
Body: (2nd paragraph)
How do I feel about what I read?
Do I agree or disagree with the author/ writer?
Are there points I agree or disagree with? Why or why not?
Can I identify myself with the situation?
How is the material related to my life and my experiences?
Conclusion: (3rd paragraph)
Restatement of what you have said in the paper or the overall reaction

Criteria: Organization – 40, Grammar – 30, Writing Conventions – 30 = 100 pts.

Note: Use short bond paper (1-2 pages), spacing 1.5 bet. sentences, double space bet.
paragraphs, Arial 12, black ink, 1-inch margin both sides
END OF PRELIM MODULE