Colegio de Santa Catalina de Alejandria

Bp. Epifanio B. Surban Street, Dumaguete City

Module

Course Code GE 2
Course Title PURPOSIVE COMMUNICATION
Course Purposive Communication is about writing, speaking, and presenting to
Description different audiences and for various purposes (CMO 20 s 2013). This
course develops students’ communicative competence and enhances
their cultural and intercultural awareness through multi-modal tasks that
provide them opportunities for communicating effectively and
appropriately to a multicultural audience in both local and global
contexts. 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 to be gained from this course may be used
in their other academic endeavors, their chosen discipline, and their
future careers as they compose and produce relevant oral, written and
audio-visual and / or web-based output for various purposes.

Course
Learning  Enhance communication skills in English.
Objectives  To be able to develop their confidence in both verbal and written
communication.

Course Submission of Activity notebook every 2 weeks ( eg. Friday )

Requirements Video conferencing (scheduled)
Project
Major Exams
Exercises/collaborative projects, participation in weekly activities, writing
assignment, final examination
COSCA The total formation of the human person in the quest for knowledge and
Philosophy of truth and search for meaning, enlightened by Faith, the good of the human
Education family and in view of man’s ultimate end.
COSCA We envision COSCA as a Christ-Centered, Premier Diocesan Catholic
VISION Educational Institution, Transformative in Christian Leadership and Service,
Enhancing the Family, Church, and Society in the Midst of a Fast Changing
Word.
COSCA We provide and impart a Catholic education that is Christ-centered and
Mission competency-based, holistic and transformative, through appropriate use of
relevant pedagogy and technology.

We equip students with globally-responsive knowledge, attitudes, and skills

that are based on Christian principles and values.

We engage in research-based community projects for people empowerment

and nation-building.

We advocate and promote the protection and preservation of Mother Earth,

our common home, through responsible stewardship.
COSCA Core 1. Fides, SPES Caritas – We believe, We hope, We love
Values 2. Truth and Wisdom
3. Mission and Evangelization
4. Discipleship
5. Stewardship
 6. Empowerment
7. Christian Service
Course Outline
Nature of Communication
Types of Communication and Principles of Communication
Prelim
Grading Language Register, Genre, and Style
Period Communication in Multi-Cultural Settings
Communication and Globalization
Term Assessment

Midterm
Grading Various Purposes of Communication
Period Modes of Speaking Impromptu Speech and Extemporaneous Speech
Modes of Speaking Manuscript and Memorized Speech
Communication in the work Place

Final Grading Topic Proposal

Period Research Proposal
Related Literature
Data gathering and Analysis
Advocacy Campaign
Vlog Content-Any topic

Grading CS - 60%
System Major Exam- 40%

References. Daud, N (n.d)Business etiquette. Retrieved July 2,2008

Module Presentation
COURSE LEARNING OUTCOMES:
Nature of Communication

Specific Objectives:

1. Define what is communication.

2. Discuss the Models of Communication.
3. Illustrate the Models of Communication.

Module for Prelim Period

Title (Topic) INTRODUCTION

Intended At the end of the lesson, the students are expected to:
Learning Nature of Communication
Outcome/s Specific Objectives:

 Define what is communication.

 Discuss the Models of Communication.
 Illustrate the Models of Communication.

Discussion: Introduction
The word communication has been derived from the Latin word “communis”, which
means common or to share. Communication is a process of making connections with
people through verbal and nonverbal approach. Speaking verbally is the most common
way of communicating and expressing thoughts but not all are limited language
movements and gestures also from nonverbal statement.
Communication goes through stages in the transmission of message. The
communication won’t progress without the other elements.

Elements of the Communication Process

To better understand the communication process, you need to know the
elements of communication. These are the elements of communication process:
 Sender: encodes/sends the message to be sent. He/she formulates ideas,
thoughts, opinions or feelings in his/her mind.
 Message: is the information to be sent by means of a channel or medium.
 Channel: refers to the medium where the sender sends his/her message.
 Receiver: is the person who decodes/receives the message. He/she gives
feedback to the sender.
 Feedback: is the effect/impact of the communication activity. Listener’s
response can be verbal, nonverbal, or in written form.
 Noise: is the barrier or interference in the communication process. There are two
kinds of noise. These are internal and external noise. Internal noise happens
when something is bothering you. External noise is the noise or interference in
the surroundings.
 Context: refers to the situation or setting where communication is taking place.

Models of Communication
Communication models explain the framework on how communication takes place.
The lesson covers the importance of the elements in the communication process and how
effective communication can be achieved. It also discusses how barriers affect
communication.

 Schramm’s Model of Communication

In 1954, Wilbur Schramm (1907-1987) created a model showing that both sender and
receiver can both transmit and receive the message making it a cycle of communication. It
involves encoding where the sender translates the message and decoding where the
receiver creates meaning out of the sent message.
 Aristotle’s Linear Model

Aristotle’s Linear Model was proposed before 300 B.C. and was considered to be
the first communication model. In this model, the speaker has the most vital role
and the only active in which made it known as the “speaker centered model”.
Speaker has the role to the audience which makes them passive and influenced by
the speech. This communication model also shows a one-way process from the
speaker to the receiver. Speech must be organized by the speaker beforehand in
accordance to his/her target audience and occasion. The speech will serve to
persuade and influence the audience therefore it must be clear as the speaker must
have a decent non-verbal communication with the spectators like eye contact.

 ]Gatekeeper Model

The gatekeeper model has its focus on the gatekeepers of persons who control
 the information in the media industry. This idea creates a two-step flow of
communication as introduced by Paul Lazarsfeld (1901-1976) and Elihu Katz (1926-
Present). In 1955, the gatekeepers are publishers and editors of newspapers,
magazines, journals, peer-reviewed publications and books; news personalities of
broadcast stations; and social media moderators and administrators. These
gatekeepers hold and choose information that they show to audience or readers. They
have the power to control or change the messages to be sent out.
 Shannon and Weaver’s Model

Shannon and Weaver model demonstrates the message that was encoded
by the sender and transfers it to the receiver through an industrial channel like
telephone and telegraph. The message was converted by the sender into codes
that are sent through a medium. Decoding of messages was done by the receiver
before understanding and interpreting it. In some cases, a receptor machine can
act as a decoder although a channel can have a noise and the receiver might not
have a capacity to decode which might cause some difficulties in the process.

SUMMARY OF KEY IDEAS:

 Communication is a process of making connections with people through

verbal and nonverbal approach.
 Sender encodes/sends the message to be sent.
 Message is the information to be sent by means of a channel or medium.
 Channel refers to the medium where the sender sends his/her message.
 Receiver is the person who decodes/receives the message.
 Feedback is the effect/impact of the communication activity.
 Noise is the barrier or interference in the communication process.
 Context refers to the situation or setting where communication is taking place.
 Communication Models are frameworks that explain how communication works.
 Schramm’s Model shows both sender and receiver can be the source of
information and can be both receivers of information.
 Gatekeeper Model focuses on the gatekeepers of information which include
news personalities, publishers, editors, social media moderators and
administrators.
 Aristotle Model mainly focuses on the speaker and speech and broadly divided
Speaker, Speech, Occasion, Audience and Effect.
 Shannon and Weaver Model shows that the receiver plays the passive
part in the communication process as sender plays the primary role that
sends messages.

PERFORMANCE TASK # 1.1:

A. Directions: In 3-5 sentences, analyze the following questions and answer them
briefly.
Make sure you will put the label “Performance Task #1.1” if you will choose to put it in a
separate
page.
1. What is the basic goal of communication?
2. Identify the elements of communication and explain each role.
3. How can you get rid of noise or interference in the communication process?

B. Directions: Identify the underlined element of communication in the given situation.

Make sure you will put the label “Performance Task #1.1” if you will choose to put it in a
separate page.
1. Alona reports in class.
2. The newscaster gives update on the typhoon.
3. The State of the Nation Address in viewed online.
4. A quiet response has been witnessed.
5. She answers the phone.
6. Charlene smiled back.
7. The university president announces a new policy.
8. She used radio to advertise.

9. The manager implements strict penalty.

10. An OFW cries on national TV.

PERFORMANCE TASK # 1.2:

A. Directions: Arrange the scrambled letters to produce a word. Make sure you
will put the label “Performance Task #1.2” if you will choose to put it in a separate page.
1. LEODM - ___________
2. ETKPGERAE - ___________
3. RALENI - ___________

4. TFFECE - ___________

5. VBELRA - ___________

B. Directions: Choose among the different types of communication models.

Create at least two scenarios using your chosen model. Draw the model and below it put
an explanation what is happening in the scenario. Make sure you will put the label
“Performance Task #1.2” if you will choose to put it in a separate page. (10pts)

Content – 3pts

Clarity – 3pts

Application – 4pts

Total: 10pts

Week 2: Types of Communication and Principles of

Communication Specific Objectives:
1. Identify the types of communication in relation to communication mode,
context, and purpose and style.
 2. Analyze the type of communication based on the situation.
3. Point out the ethical issues involved in communication.
Types of Communication according to Mode:
A message may be conveyed via these types: verbal - non-verbal and visual.
Though communication is often thought of as verbal, the non-verbal mode is equally
essential as it enhances one’s message.
 Verbal Communication - refers to spoken words of the ability to deliver
messages orally. It is from the Latin word verbum which refers to word.
This is a face to face interaction or can be a mediated form of
communication as in the case of video conferencing or teleconferencing
 Non-Verbal Communication - the delivery of message through non-word
messages is the process of non-verbal communication. According to Velentzas
and Bronin (n,d., p. 121), forms of non-verbal communication are “chronemics,
haptics, gesture, body language or posture, facial expression and eye contact,
object communication such as clothing, hairstyles, architecture, symbols,
infographics, road signs, traffic lights, and tone of voice.”
 Visual Communication - Visual communication, on the other hand, is the type
of communication that uses visuals to convey information and/or messages.
Some examples are signs, symbols, imagery, maps, graphs, charts, diagrams,
pictograms, photos, drawings or illustrations, and even various forms of
electronic communication.

Types of Communication according to Context:

In this sub-section, context in communication is referred to as a composite of
people interacting with each other. Communication may also be classified according to
context:
(1) intrapersonal; (2) interpersonal; (3) extended; (4) organizational communication;
and
(5) intercultural communication.

 Intrapersonal Communication - The Latin prefix intra – means within or inside.

Intrapersonal communication then means talking to oneself. Some label it as self or
inner talk, inner monologue, or inner dialogue. Psychologists call it with other names
such as self-verbalization or self-statement.

 Interpersonal Communication - As opposed to intra, the Latin prefix inter –

means between, among, and together. An interactive exchange takes place as
interpersonal communication takes place. However, as it occurs, a transaction does
not necessarily take place since it can only be a simple interaction such as greetings
getting to know a person, or ordinary conversations that happen between or among
the interactants. This may occur in dyads or small groups, also known as group
communication.

 Extended Communication - Extended Communication involves the use of electronic

media. Unlike before when it only called for the use of television and radio, nowadays,
the description of extended communication may be expanded as to include tele, audio,
or phone conferencing; video-conferencing; Skype calls; and other technological
 means.

 Organizational Communication - With this type, the focus is on the role that
communication plays in organizational contexts. Organization compromise individual who
work for company. When you graduate, for example, you become a professional, either
working for a company or putting up your own. Whichever, you should know that each
organization has expectations that you as a communication professional should meet or
that you as the owner may establish.
Four approaches of organizational communication:
o Downward Communication – type that flows from upper to lower
positions, i.e. president to a manager, a manager to an ordinary staff,
from a superior to a subordinate.
o Upward Communication – type of flow is bottom-up in which the
subordinates send communication to their superior/boss bearing their
views/feedbacks.
o Horizontal Communication – is lateral in approach as it takes place among
people belonging to the same level, i.e. teacher to teacher, student to
student, superior to superior, and subordinate to subordinate.
o Crosswise Communication – it is diagonal in nature as employees from
different units or department working at various levels communicate with
each other i.e. college department to marketing department.

Types of Communication according to Purpose and Style:

 Formal Communication - Employs formal language delivered orally or in
written form. Lectures, public talks/speeches, research and project proposal,
reports, and business letters among others are all considered formal situations
and writings.
 Informal Communication - It certainly does not employ formal language. It
involves personal and ordinary conversations with friends, family members,
or acquaintances about anything under the sun.

Principles of Communication
Since the goal of communication is to create understanding, conflict and
misunderstanding should be avoided. Communication skills should be enhanced in order
to create harmonious relationship. As simple as it may be, communication process should
be given importance since the success or failure of any relationship lies in an open and
good communication.
The following are the four principles of
communication; 1. The message directed is not
certainly the message received.
The number one principle means that are message and the meaning we convey
may not be interpreted exactly as what we intend to. The emotion of the sender can
affect the way he or she delivers the message.
2. Non communication is impossible
 The second principle states that “It is impossible not to communicate” is very true.
Whatever you say and any action or gesture that you do has a corresponding meaning.
3. Messages have content and feeling
The message you send should match with the non-verbal cues that you give to the
receiver otherwise there would be confusion. These non-verbal cues include facial
expression, gesture, paralanguage, or the tone of voice.
4. Nonverbal cues are realistic than verbal cues
If the words don’t match the sender’s action it is most likely that the receiver
believes or weighs more than the non-verbal cues rather than the words that he/she
says. Remember the saying, “Action speaks louder than words.”

Communication Ethics
It’s not enough that we communicate our thoughts, what’s more important is, that you are
communicating it in the right way. Yes, there should be ethical consideration when you
communicate.
Ethics is from the Greek word ethos which means “character”. Ethics guides you to
be a good person. When you observe ethical communication, you should be responsible in
your thinking, in the way you decide and develop relationship within and across cultural
contexts.
The National Communication Association has presented the following principles
of ethical communication:
1. Truthfulness, accuracy, honesty, and reason as essential to the integrity of
communication must be advocated.
2. Freedom of expression, diversity of perspective, and tolerance of dissent to
achieve the informed and responsible decision making fundamental to a civil
society should be recommended.
3. Respect and strive to understand other communicators before evaluating and
responding to their messages.
4. Access to communication resources and opportunities as necessary to fulfill human
potential and contribute to the well-being of families, communities, and society should
be endorsed;
5. as well as the promotion for communication climates of caring and mutual
understanding that respects the unique needs and characteristics of individual
communicators.
6. Communication that degrades individuals and humanity through distortion,
intimidation, coercion, and violence, and through the expression of intolerance
and hatred must be condemned.
7. People needs to be committed to the courageous expression of personal
convictions in pursuit of fairness and justice.
8. Advocacy in sharing information, opinions, and feelings when facing
significant choices while also respecting privacy and confidentiality should be
implemented;
9. And we should accept responsibility for the short- and long-term consequences for
our own communication and expect the same of others because this can lead to a
 healthy and lasting relationship.
SUMMARY OF KEY IDEAS

 According to MODE: Verbal, Non-Verbal, and Visual.

 According to CONTEXT: Intrapersonal, Interpersonal, Extended,

Organizational, Intercultural.

 According to PURPOSE and STYLE: Formal and Informal Language

PERFORMANCE TASK #2.1

A. Directions: Choose the correct answer from the choices below to complete the
questions carefully. Make sure you will put the label “Performance Task #2.1” if you
will choose to put it in a separate page.
INTRAPERSONAL INTERPERSONAL EXTENDED

INTERCULTURAL ORGANIZATIONAL

1. A student journalist is articulating your stand in the school’s newspaper.

2. You are deciding which between Mass Communication course and Medical courses to
be taken next semester.
3. The class valedictorian is giving a speech to her fellow graduates.
4. An employee is asking for a salary increase for his current job.
5. Learning the Nihonggo Language from a Japanese friend.
6. You are facing a mirror to practice your upcoming presentation.
7. You are having a discussion about the outreach program of your group.
8. The student body candidates are having “meeting de avance” for the upcoming
elections.
9. A concerned citizen is sharing news through her Facebook account about the
robbery incident last night.
10. You are reflecting about the choice that you have to make.

PERFORMANCE TASK #2.2

A. Directions: Put a (Y) on the space provided if the statement is beneficial for you as
student and (N) if it can do harm. Make sure you will put the label “Performance Task #2.2” if
you
will choose to put it in a separate page.
___1. Sharing accurate news.
___2. Connecting with relatives abroad.
___3. Accepting friend request of somebody you barely know.
___4. Sharing unverified report.
___5. Share a photo of a friend in the news feed without his/her permission.
___6. Add classmate in a group meant for class discussion.
___7. Make negative comments if you don’t agree with somebody’s post online.
___8. Create dummy account.
___9. Choosing decent profile picture.
___10. Upload educational files.

Week 3-4: Language Register, Genre, and Style Communication in Multi-Cultural

Settings Specific Objectives:
1. Distinguish and explain the varieties of language forms in terms of language
register, genre, and style.
2. Define intercultural communication and discuss its nature and characteristics.
3. Recommend actions in achieving effective intercultural competence.

Register, Genre, and Style:

 Human beings are surrounded by language. From the break of dawn signaled by the
crowning of the rooster and the loud and heated arguments, to early chats over coffee, to
reading articles accounts on the daily newspaper, to watching TV shows, to listening
inspiring seminars, and many other situations that involve expression and interaction – all
these involves the use of language in communication.
Messages in various contexts have their own linguistic forms and characteristics.
Particular modes are used in this course to achieve a fuller understanding of the human
feelings and interactions, and thus contribute to a rational, ethical, and humane
communication (Biber & Conrad, 2009).
The adaptability of communication is central to the idea of the varieties of linguistic
forms which can be analyzed in terms of their register, genre, and style (Biber & Conrad,
2009). These can be explained as follows:
 Register - refers to the purpose of communication or what it intends to achieve in a
particular situation or context. i.e. The Filipino tradition of wearing black or pinning a
black cloth to mourn for the dead is contrary to the Chinese tradition.
 Genre - refers to the convention of language use for specific purpose whether
to inform, convince, influence, or actuate any behavior.
 Style - refers to a technique bound up with the communication presentation. Style is
not based on context or situation because it depends on the material to be
disseminated. It is more based on aesthetic/artistic preferences; often, it is up to the
personality, the knowledge, objective, and skill of a writer with the type of message
being conveyed.

Communication in Multi-Cultural Settings

Before discussing intercultural communication, “culture” must first be defined,
Culture pertains to the characteristic of a particular group of people, defined by
everything including

language, religion, cuisine, social habits, music and arts. The word culture was derived from
the Latin root word cultural which means “cultivation”. Human beings represent their
experiences through symbols and ideas that show distinct ways of how they live as the
outcomes of social interaction within and outside each community.
Intercultural communication. Inter means between, while communication refers to an
exchange of information. Intercultural communication refers to the exchange of information
between people from different cultures (Samovar & Porter, 2000). In essence, the idea of
intercultural communication arises from the diversity of various societies which have
various cultures. The only way to reach understanding is to equip the members of these
societies with communication skills for designed for multi-cultural settings.

Barriers in Intercultural Communication

Intercultural communication faces six stumbling blocks (Barna, 1998) which must be
avoided in order to have a good relationship. Proactive coping strategies and constructive
approaches should be utilized toward creating more favorable encounters and overcoming
inevitable challenges for people of various cultures. The following are the stumbling blocks
that cause problems to arise in intercultural communication.
  Assumption of similarities – some people thinks that humans are all alike,
disregarding of the fact that different people have different values, beliefs, and
traditions. The solution to this misconception is to treat culture as something diverse
individual case with a non-judgmental attitude.

 Language differences – understanding language without referring to connotation

and context is a challenge in intercultural communication. For example, the words
“yes” and “no” can mean differently in various cultures. To some, a “no” is an
expression of courtesy but to many, it means rejection. Adjustment to language
differences will help achieve effective intercultural transaction.

 Non-verbal misinterpretation – different cultures can exhibit various non-verbal

patterns such as gestures, postures, and other body movements on their frames, of
reference have many interpretations. Understanding and developing coping
mechanisms are necessary to understand different non-verbal styles in
intercultural communication.

 Pre-conceptions and Stereotypes – when one culture is over generalized,

stereotypes arise. In some instances, people judge other people based on
stereotypical racial judgement. To solve this problem, cultures should be viewed
objectively considering the complexity of intercultural situation.

 Tendency to evaluate – similar to being pre-judgmental in making statements

regarding someone else’s actions, leading to a communication breakdown. For
example, one should not evaluate a person’s character base on race or gender.

 High anxiety – feelings of stress and tension affect how people behave period.

Intercultural Communication Competence

Intercultural skills help develop healthy interactions without any biases against with
people belonging to different cultures, Intercultural communication competence refers to
the ability to converse or interact with an achievable goal at an appropriate time or location
in a cultural context (Lustig & Koester, 2010). Intercultural communication competence is
manifested when the intentions and context are appropriate.

Intercultural competence can be achieved through the following elements:

o Context – varied meaning of actions depending on cultural events and

practices.
o Appropriateness – behaviors that are acceptable and proper for the
expectations of any given culture.
o Effectiveness – behaviors that lead to the desired outcome being
achieved. o Knowledge – the vast information on the person’s culture
in which another is
 interacting with in order to interpret meanings and understand culture
general and culture specific cues;
o Motivations – emotional associations as participants communicate inter-
culturally with various thoughts, experiences and intentions that guide a
person’s choices, thus directing cultural behavior.
Some tools that can be used to improve intercultural communication
competence are as follows:

o Interest – respect and positive regard of one culture to another

o Orientation – terms people use to explain themselves and their
perception of the world
o Empathy – understanding the world as others do, placing one’s self in the
shoes of
another
o Interaction management – ability to regulate conversations
o Task role behavior – initiating ideas that encourage problem solving
activities o Relational role behavior – interpersonal harmony and
mediation
o Tolerance for ambiguity – ability to react to new cultural situations
with little discomfort
o Interaction posture – responding in a non-judgmental way. The various
factors valuable to intercultural competence deal with language and the use of
polite strategies in making requests and giving out information. Sensitivity to
non-verbal communication behavior of people of other cultures places the
interaction on more positive ground of understanding. It helps raise awareness
regarding the gestures and actions that may be offensive or may mean
something negative to a host culture that is different from one’s home culture.
In a nutshell, the traits that build intercultural communication competence are
flexibility, tolerance to high levels of uncertainty, reflectivity, open-
mindedness, sensitivity, adaptability ways of engaging in divergent and
thinking.

SUMMARY OF KEY IDEAS

 Barriers in Intercultural Communication: assumption to similarities, language

differences, non-verbal misinterpretation, pre-conceptions and stereotypes, tendency
to evaluate, and high anxiety.

 Intercultural Communication Competence: context, appropriateness,

effectiveness, knowledge, and motivations.

 Tools to improve Intercultural Communication Competence: interest,

orientation, empathy, interaction management, task-role behavior, relational-role
behavior, tolerance for ambiguity, and interaction posture.
PERFORMANCE TASK #3.1

A. Directions: Based on the following facts and information on the contribution of

water to the human body, write a short opening paragraph or introduction and conclusion
using formal language. Make sure you will put the label “Performance Task #3.1” if you
will choose to put it in a separate page.
 Drinking 8 glasses of prevents high blood pressure and high cholesterol.
  Cholesterol from animal fat can block blood flow.
 Cholesterol can result is the thickening and hardening of artery walls,
which will lead to heart attack.
 Water thins the blood and helps blood pump more smoothly.
 Water lowers blood pressure. Dehydration causes high blood
pressure (HBP) because when dehydrated, the flow of blood to the
kidney is reduced. It constricts the veins and shots up the blood
pressure to the brain which may cause blood clotting.

Introduction
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Conclusion
_______________________________________________________________________
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_______________________________________________________________________
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PERFORMANCE TASK #4.1

A. Directions: Write an essay about how can we resolve or lessen the barriers in
Intercultural Communication. Make sure you will put the label “Performance Task #4.1” if
you will choose to put it in a separate page.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Week 5: Communication and Globalization Evaluating Communication
Messages with a Purpose
Specific Objectives:

1. Discuss the power of Information and Communication Technology (ICT) in

making global communication a reality.
2. Define globalization and its emergence.
3. Inculcate the values of using Social Media properly through an illustration.

Communication and Globalization

The world phenomenon called globalization can be defined in various ways: “the
disappearance of borders between nations and the rise and increase of international
relations”; “the similarity of values among different cultures”; or “everybody and
everything together.” International communication plays a great role in the process of
globalization.

The Power of ICT

The word technology came from two Greek word techne and logos, which means
“art,” “skill,” “craft,” or “manner” and “word” respectively. Everett Rogers (1986) defined
technology as “a design for instrumental action that reduces the uncertainty in the cause-
effect relationships involved in achieving a desired outcome.” Technology has both a
hardware aspect (the material or physical ware) and a software aspect (the information
base). In computers, the hardware consists of semi-conductors, electrical connection and
the metal frame; while its software consists of the coded instructions that enables users to
utilize this tool. Both the software and hardware are essential aspects of the computer.
Therefore, information and communication technology, otherwise known as ICT, is the
combination of hardware and equipment, organizational structures and social values
through which individuals collect, process, and exchange information with other individuals.

Technology is one of the greatest inventions of mankind. Its power shapes and
evolves society’s thoughts and ways of life. It serves as a tool to make lives more efficient.
Those who know the appropriate application of technology in various fields have managed
to make lives easier for themselves and for others. Its primary benefit lies on the proper use
of the technology to offer good advantages to mankind, veering away from its many
possible disadvantages feared banality. Mankind, being the ruler of innovation and
technology should always be ethical in using technological tools for them to remain
beneficial.
Social Media and Its Applications
Social media refers to the web-based and mobile communication applications that
lets people interact with each other and build networks. Andreas Kaplan and Michael
Haenlein (2010) defined social media as a “group of internet-based applications that built on
the ideological and technological foundations allowing the creation and exchange of user-
generated content”. This communication technique shapes the way organizations,
communities, and even individuals express themselves. Social media take on many different
forms, including online magazines, Internet forums, weblogs, social blogs, podcasts,
photographs, videos, ratings, and social bookmarking. The rise of social media is a key
phenomenon which served as a tool to achieve global communication.
By applying certain capabilities of ICT, particularly in social media (social
presence, media richness) and social processes (self-presentation, self-disclosure),
Kaplan and Haenlein (2010) created a classification scheme for the different types of
social media:

o Collaborative projects (e.g., Wikipedia), blogs, and micro-blogs (e.g.,

Twitter) o Content communities (e.g., Youtube)
o Social networking sites (e.g., Facebook)
o Virtual game worlds (e.g., World of
Warcraft) o Virtual social worlds (e.g.,
Second Life), and
o Other technologies which include picture sharing, vlogs, wall postings, email,
instant messaging, music-sharing, crowd-sourcing, and voice over IP, to
name a few.

Uses of Social Media: The 7 Cs

 Communication objectives can be met through, a diverse number of channels of
social media from Face book to Word Press to Flicker to Foursquare; and so on. But whatever
channel is utilized, the decision to bring the social media idea to life and meet
communication objectives is crucial. With this, it is important to take note the “7 Cs” of
social media according to Richman:
 Communicating – the “conveying of information” as the main function of social
media. It allows users to share messages in multiple directions.

 Cause-support – social media can help solve societal problems through and raise
awareness regarding crusades like messages or support groups aimed to help
calamity victims or empower and advocate a stand regarding an issue.

 Competitive – since 2007, competitions and contests in social media has been a
trend. Participation, judging process, and announcement of winners all happen with
social media sites for the competition themselves are dependent on the functions of
sites like YouTube, Facebook and Twitter.

 Communication research – social media can also be a venue for online or

internet-based research. Certain topics can be further studied from different social
media-based resource databases.

 Connecting others – social media matches people together based on similar

interests. It also allows them to share off-site contact information in a conversation,
with trained moderators for civil participation.

 Client service – social media can be a place where people can market goods or
even file complaint to companies.

 Community service – social media creates a sense of community by “connecting

others” by using shared interests to build communities without a third-party
platform.

SUMMARY OF KEY IDEAS

 Globalization: “the disappearance of borders between nations and the rise and
increase of international relations”; “the similarity of values among different
cultures”; or “everybody and everything together.”

 Information and Communication Technology (ICT): is the combination of

hardware and equipment, organizational structures and social values through which
individuals collect, process, and exchange information with other individuals.

 Social Media: refers to the web-based and mobile communication

applications that lets people interact with each other and build networks.

 7Cs of Social Media: communicating, cause-support, competition, communication

research, connecting others, client service, and community service.

PERFORMANCE TASK #5.1

Directions: In a short bond paper, pick and draw the logo of a social networking site. Put
around it 5 advantages and 5 disadvantages of using it. Make sure you will put the label
“Performance Task #5.1” if you will choose to put it in a separate page.

PERFORMANCE TASK #5.2

Directions: Identify which of the 7Cs below is best exemplified in the given social media
communication situation. Choose the letter that corresponds to your answer.

Make sure you will put the label “Performance Task #5.1” if you will choose to put it in a
separate page.
LETTER D OR E
a. communicating
b. connecting others
c. cause-support
d. client service
c. competition
e. client service
f. communication research
g. community service

___1. Blood donation activity through Facebook.

____2. Search for outstanding writers of 2015 sponsored by a new publishing company.
___3. A move to stop cutting down trees that cause denudation of the forest which can
bring floods to a village at the foot of the mountain, posted by a resident in the area. ___4.
Sending out a message inviting graduates of batch 2010 for a grand reunion.
___5. Obtaining data to find out the effectiveness of social media marketing for a
liquor advertised in the web.
___6. Conveying information on global warming and greenhouse effect.
___7. A group of debaters started a chat Facebook to discuss social issues.

____8. An owner of a slightly used car looking for any potential buyer at Sulit.com
_____9. A call to stop showing crush videos on the internet.
_____10. Second-hand clothes of celebrities being auctioned in Twitter.

Week 6: Term Assessment

Direction: Construct an 800-word essay (introduction, body, and conclusion) regarding
using what you have learned in the previous lessons that you can use to improve one's
communication and how does it affect the world in this time of pandemic.

Rubric:

Content - 30pts

Grammar - 20pts

Clarity - 10pts

Arrangement of Ideas - 10pts

70pts
Midterm Period
MODULAR INSTRUCTIONS FOR PURPOSIVE COMMUNICATION

COURSE CODE: PURPCOMM

COURSE TITLE: PURPOSIVE COMMUNICATION COURSE

DESCRIPTION:

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

and for various purposes (CMO 20 s 2013). This course develops students’ communicative competence and
enhances their cultural and intercultural awareness through multi-modal tasks that provide them
opportunities for communicating effectively and appropriately to a multicultural audience in both local and
global contexts. 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 to be gained from this course may be used in their other
academic endeavors, their chosen discipline, and their future careers as they compose and produce relevant
oral, written and audio-visual and / or web based output for various purposes.

COURSE OUTLINE

Midterm

 Various Purposes of Communication

 Modes of Speaking: Impromptu Speech and Extemporaneous Speech

 Modes of Speaking: Manuscript Speech and Memorized Speech

 Communication in the Workplace: Workplace Communication and Minutes and Memorandum
 Communication in the Workplace: Routine Request and Incident Reports
Term Assessment

ASSESSMENT:

● 70% Performance Task: Quiz, Assignments, Outputs

● 30% Term Assessment

Various Purposes of Communication

Specific Objectives:

At the end of the lesson you will be able to:

1. Know the importance of having good communication skills;

2. Listen, comprehend, critique and respond to live or recorded conversations;

3. Speak in public in confidence;

4. Explain the intended texts in their own words using examples to bolster
their explanation; and
5. Write texts ranging from a simple report to a full length technical or research paper, and
 prepare an audio-visual or web-based presentation on an assigned topic.

DISCUSSION:

Communication serves with different purposes such as to inform, to express feelings, to imagine, to

influence and to meet social expectations. Each of these purposes is reflected in a form of communication

such as informative, purposive, and argumentative.

Types of Informative Communication

Informative speech is one that informs the audience, however, as should be clear; this general definition

demonstrates that there are many ways to inform an audience. Therefore, there are several types of

informative speeches but the main types of informative speeches include definition, descriptive,

explanatory, and demonstrative.

1. Descriptive Speech
The goal of descriptive public speaking is to narrate about an object, event or
phenomenon in a way the audience is able to visualize the image that is
portrayed by the public speaker.

If descriptions are vivid and well-written, they can actually invoke a sensory
response from your audience. For example, your mouth will probably begin to
salivate when asked to imagine biting into a fresh, huge, mouthwatering
hamburger. By describing it, your

audience may be transported to a setting or situation through your given descriptions.

Note:
Your emotions and feelings are the core leading ladies when you prepare. First
write

down all thoughts, memories and rough ideas. All the things that pop and come up

first when you think about a certain candidate speech idea. Let’s say you want to

create a descriptive speech topic about a tallest building you have visited, for

example the Grand Hyatt Manila in Taguig, Metro Manila. The first things that pop

up talking about that mega structure are:

■ The height of the building in yards or meters;

■ The ingenious type of construction;

■ The huge pedestrian mall with cascading pools;

■ The almost unlimited number of levels and elevators;

■ What you see, what you hear and feel when you approach the mighty building:
 ■ The magnificent colors;

■ The lights at night;

■ The general noises;

■ The environment;

■ How you experienced the guiding tour;

■ The fear of heights, and so on.

Allow for a free play of facts, feelings and emotions, that is the essence of
speech writing on a descriptive speech topic. After the inventory do outline the facts
in a text to speech and a few slides. Use imagery and figurative figures of speech;
words and terms that denote all impressions and represent the object or process
being described are important.

2. Demonstrative Speech

A demonstration speech is a form of informative speech where the speaker’s

primary purpose is to teach the audience how to complete a task (or process),
and this is largely accomplished by demonstrating the task (or process) through a
series of steps.

TV Chefs are excellent examples of speakers who often inform through

demonstration. While numerous of them make the process of speaking while
cooking look effortless, it took much practice in order to execute their speeches.

3. Explanatory Speech

An explanatory speech is a speech that explains an idea, a process or an event. An explanatory speech

goes into the details associated with a particular topic and tries to simplify it for an audience.

Naturally they focus on the “how and why” rather than just telling them about the subject. This

leaves the audience with a deeper understanding of the subject matter rather than just a summary.

4. Definition Speech

A definition speech explains the meaning, theory or philosophy of a specific topic that the audience

likely does not know much about. The topics may be general, such as a sport, or very specific, like a

particular person. The main objective of this speech is to educate the audience for them to

understand the main points of this subject.

Speakers can also define a theme or a subject by means of examples or cases, which refer to

situations that are typical of a larger concept. Citing some examples is a good way to repackage

information that’s already been presented to help the audience retain and understand the content of
 a speech.

PERFORMANCE TASK # 1.1:

A. Read and analyze each statement. Underline the word/s that makes it incorrect. On the
space provided before each number, put a check (/) mark if the statement is correct
and X mark if it is wrong.
____1. Communication serves a common purpose.

____2. Informative communication generally focuses on talking about people, events, processes, places,
etc.
___3. The main objective of an informative communication is to provide information regarding specific
time the audience knows about.

_____4. The topics covered in an informative speech should help the audience to understand a subject better.

5. The goal of this topic speech is to control the audience to the speaker point of view.

6. It is important for the speaker to think about how this information will be presented.

7. Pathos is an appeal to the emotions of the audience.

8. Explanatory speeches define, explain and describe.

9. A definition speech explains the meaning, theory and philosophy of a specific topic.

10. Speakers can also define a theme or a subject by means of examples or cases.

A. Read the column article written by Raphael R. Castillo in Inquirer.Net on March 13,
2018 (click on
http://lifestyle.inquirer.net/288724/raw-veggies-even-raw-milk-best/ ). Identify
the type of informative communication demonstrated in each line. Write the letter of the correct
answer on the space before each number.
a. Descriptive speech c. Explanatory speech
b. Demonstrative speech d. Definition speech

1. Doctors now consider the food we eat as part of therapy if we’re ill.

2. “We are what we eat” meaning, our health is highly dependent on the foods we consume.

3. Doctors realize that dietary therapy is more complex than previously thought.

4. The more natural and raw food you eat, the faster and easier you will lower your risk of
countless diseases and regain your health.
5. He advises us to shun “proceed garbage foods' ' instead, we should load our diets with
nutritious fruits, vegetables, nuts, sprouted grains and other superfoods.

6. Heating also denatures the proteins in milk, which has been implicated in some medical
problems.
 7. Processed foods should be totally avoided and consumers should prefer natural, whole
nutrient dense alternatives.

8. The doctor advises, “If you have cravings for some junk foods, always give yourself an alternative
and allow the gradual change to take effect. Take the healthy snacks with you, make you own lunch and get rid
of all temptations at home.”

9. Throw away or donate all junk food you have at home!

10. Making the shift is really a bit challenging, but one has to make a decision, just like the decision
to quit smoking for good.

PURPOSIVE COMMUNICATION

Purposive communication is an interactive way of collaboration to people through writing, speaking, and

presenting. The goal of purposive communication is to build communicative competence, cultural and

intercultural awareness and develop improvement through multimodal tasks that deliver opportunities for

effective communication to a multicultural audience in a local or global context.

Repackaging information is also a good way to appeal to different learning styles, as you can present the

same content in various ways, which help reiterate a point. While this strategy is useful with any speech,

since the purpose of this is teaching, it makes sense to include a focus on learning within your audience

adaptation.

Main Learning Styles of Purposive Communication

There are three main learning styles that help determine how people most effectively receive and process

information: visual, auditory and kinaesthetic also known as VARK learning styles

(Fleming,2012). It is used to determine the dominant learning style.

An explanatory speech is a speech that explains an idea, a process or an event. An explanatory speech goes

into the details associated with a particular topic and tries to simplify it for an audience.

VISUAL

Visual learners respond well to the information shown through visual aids, repackage information using

texts, graphics, charts and other media because they concentrate best by receiving new or difficult

information in written or pictorial form.

AUDITORY

Auditory learners process information well when they hear it. Auditory learners benefit from oral instruction,

either from the teacher or themselves. They prefer to hear or recite the information and aid from auditory

repetition.

KINESTHETIC
 Kinesthetic learners are tactile; they like to learn through movement or “doing”. Kinesthetic learners are most

successful when totally engaged with the learning activity. They acquire information fastest when

participating in a science lab, drama presentation, skit, field trip, dance, or other active activity. Hands-on

teaching techniques are gaining recognition because they address the challenging needs of kinesthetic

learners, as well as the diverse needs of auditory and visual learners.

PERFORMANCE TASK # 1.2:

Briefly discuss the following in 5 sentences.

1. Visual Learners
2. Auditory Learners
3. Kinesthetic Learners

PERFORMANCE TASK # 1.3:

Based on your responses in PT#1.2. Complete the diagram by supplying the words that are appropriate to

describe the persons who manifest the different learning styles.

Can learn better with the use of Can learn better with the use of Can learn better with the use of
i.e. pictographs i.e. music i.e. demonstration

1. 1. 1.

2. 2. 2.

3 3 3

Visual learners Kinesthetic learners

Auditory learners

ARGUMENTATIVE COMMUNICATION

Argumentative communication is considered a constructive communication trait in which two people with

different ideas, personalities and beliefs have produced a disagreement due to a certain topic of different

opinions.

Types of Argumentative Communication

These are the types of argumentative communication:

Assertive Communication

The speaker is dominant and forceful in an assertive communication. Typically, he/she uses aggressiveness to

accomplish personal objectives but creates positive feelings at the same time.

Straightforwardness, refusal of unreasonable demands, denial to be intimidated, absence of social apprehension,

instigation of desires, impulsive lexes, sociability, and conflicting vigorously, rather

than passively are some of the behaviors of assertive people. They also have a tendency to defend their

personal beliefs and are competitive and willing to take a stand.

Hostility Communication

Communication in which people use verbal and non-verbal messages to show irritability, pessimism, anger,

and doubt is a form of hostility. Hostile people characteristics include having a quick temper, little patience,

exhibit moodiness, and become infuriated when something goes wrong. They might be excessively negative

about the probable consequences that others find more beneficial. Hostile people also tend to refuse to

cooperate, and be favorable toward authority, rules and social conventions.

Verbal Aggressiveness

A tendency to attack the ideas of others rather their place in the issues is verbal aggressiveness. Attacks on

other individual’s positions are considered argumentative, while attacks on another person’s self-concept are

considered verbally aggressive.

There are several types of attacks in verbally aggressive communication this includes:

a. Competence Attacks

In this type of attacks, one area can lead that person to lower his/her skill in that area which can instill

upset, discomfort, and humiliation and deteriorate that person’s longing to complete the task.

b. Character Attacks

A result in embarrassment, hurt, and psychological pain. Profanity is pervasive in verbally aggressive

communications and often involves the use of obscene words, epithets, and offensiveness.

c. Teasing and Ridicule Attacks

Teasing is a more playful form of verbal aggression. It may be a result of a person mocking the other

or making fun of his/her weakness that may cause psychological destruction that

may be remembered even years later.

Ridicule is closely related to teasing. It involves spending words or deeds to evoke arrogant laughter

directed at someone else.

 d. Maledictions

Wishing for a person’s ill being and providing the next category of aggressive and harmful behaviors are

called maledictions. Curses and profanities are some of its examples.

e. Threat

It suggests an intention to inflict physical or psychological pain, injury, or some other harm on

another.

PERFORMANCE TASK # 1.4:

Make an example of argumentative conversation showing the different types of argument. (minimum of 350
words)

Rubrics:
Content 15
Organization of ideas 10
Proper use of techniques in writing 15
Word choice 10
50 points

Modes of Speaking: Impromptu Speech and Extemporaneous Speech

Specific Objectives:

At the end of the lesson you will be able to:

1. Articulate at least five reasons why public speaking skills are important;

2. Define and differentiate the modes of public speaking;

3. Know the advantages and disadvantages of each type of public speaking; and
Know the proper ethics of a speaker.
DISCUSSION:
IMPROMPTU SPEECH
Public speaking is also called oratory or oration which is an act of carrying out a speech to a live audience.

This form of speech is purposely structured with three general purposes: to inform, to persuade, and to

entertain.

An impromptu speech is prearranged with little or no preparation, yet more or less always with some

advance familiarity on the topic. When asked to speak on the “spur of the moment,” is commonly

because the speaker is quite informed about the subject.

For example if called to speak in the class; a learner might give a short impromptu speech about a subject that was

in the assigned readings.

ETHICS OF THE SPEAKER

In public speaking, the ethical nature is being a real person in delivering the message to your audiences. The

speaker is responsible for relaying the information regarding a specific topic thus, the speaker is obligated to

be a person of good character and speak the truth. Here are the proper ethics a speaker ought to:

a. Interactivity

b. Eye contact
 c. Voice

d. Gestures

Here are 10 top tips for performing – and presenting – under unexpected pressure.

1. Be confident - Look up, breathe deeply, say to yourself something positive – ‘I’m going to be
fine’.

2. Focus on the audience - Every presentation, including impromptu ones, need to be audience
centric. The audience will be on your side – focus on what will be useful to them.

3. Less is more - Avoid the tendency to ramble. An audience is far more likely to listen if you
stay on target and are succinct. In fact they'll love you for it. Keep it short and to the point.
Remember the Power of 3 – stick to three key points.

4. Have a structure - Tell them what you are going to tell them; tell them; tell them what you
told them. In the main section use a simple structure. For example:

- Past / Present/ future

- Cause / Effect / Remedy

- Before / The Event / The Result

5. Primacy and recency - The audience will remember the first and last things you say. Make
sure these are therefore powerful and linked to your key message.

6. Talk conversationally - Imagine you are speaking to your best friend and let yourself be
authentic and natural.

7. Personalise your speech & have a relevant story - Share from personal experience. No
need to research, no need to investigate, and no need to memorise anything. When in doubt
about what to say, just tell a story from your past related to the situation. Stories are
memorable.

8. Demonstrate powerful body language - Stand tall on both feet, resist the urge to slump or
fiddle, use big gestures, smile and get eye contact with your audience.

9.Use a credible voice tone - Go slowly! Hurrying will increase any feelings of unease you have. Take your time. Breathe
deeply. Deliver your words slowly and use pauses.
10.Turn your impromptu session into a Q&A session - For lengthier impromptu speeches reframe the session as a
Q&A session, which breaks a session up into a series of very small impromptu interventions which will be easier for

you to answer individually. Also, the content comes directly from the audience, so you are guaranteed to deliver
what they are seeking.

PERFORMANCE TASK # 2.1:

Read the statements and classify them as to:

E-Eye Contact I-Interactivity

G-Gesture V-Voice

Write only the letter that represents your answer on the space provided before the number.

1. The speaker uses the hands to address the audience.

2. Speaking naturally but loud enough to be heard.

3. Rather than talking “at” the audience, it’s to be speaking directly “with” the audience.

4. Pronunciation, stress, and emphasis should be considered.

6. Mentally, you should consider the audience as responding.

7. The audience can see through if the speaker is sincere.

8. The speaker glances at the audience once in a while to find out if they are still listening.

9. There should be a give and take between the speaker and the audience.

10. The audience expects the speaker to look them in the eye.

11. Although the speaker is familiar with the topic, the speech may lack details.

12. The speaker knows more about the subject than the audience.

13. The speaker has difficulty thinking of what to say.

14. You can speak directly to the audience just like you were speaking to another in a
conversation.

EXTEMPORANEOUS SPEECH

Extemporaneous speaking is one of the most natural methods of delivering a prepared speech. You can use
extemporaneous speech notes to achieve a more natural tone, flow and style with the audience.

Preparing Speech Notes

 There are two popular methods for creating a graphical representation for notes: outlining and mind or
concept mapping.

An outline is a list of items with each item divided into additional sub-items. Each level in an outline has at
least two subcategories. There are three basic types of outlines: sentence, topic and phrase.

Sentence Outline. Each complete sentence includes the heading or single sentence about the subject of the
outline.

Topic Outline. Each topic is listed and functions as a subtopic of the outline’s subject.

Phrase Outline. Each short phrase entry is a subtopic of the aforementioned main entry. Speaking notes, topic
outlines, and phrase outlines have an advantage over sentence outlines.

Final Period
 Topic Proposal: Components of Topic Proposal
 Research Proposal
 Related Literature
 Data Gathering and Analysis
 Advocacy Campaign for Print, Audio, and Web-Based
Term Assessment

ASSESSMENT:

● 70% Performance Task: Quiz, Assignments, Outputs

● 30% Term Assessment

Topic Proposal: Components of Topic Proposal

Specific Objectives:

At the end of the lesson you will be able to:

1. Explain the importance of communication in the academic field;

2. Explain the importance of communication in an academe; and

3. Create your own topic proposal.

DISCUSSION: TOPIC PROPOSAL

A topic proposal is basically a short sales pitch to submit a certain theme matter to accept
the proposal as applicable to the assignment, and worthy of both time and effort. The topic
proposal’s main goal is to lay out a plan for an essay. Its main goal is to ideally fixate upon a
stable theme, often in the form of the thesis statement.

COMPONENTS OF TOPIC PROPOSAL

Creativity can be used in making a topic proposal. A visual map of concepts with pictures
can help to establish a new topic proposal by stimulating imagination, and then follow up
with explanations and analysis of why those pictures are particularly provocative. Mind-
mapping software can also be used to generate your ideas by attaching your notes and
ideas and doodles.

a. Working Title

b. Tentative thesis statement

c. Explain why the topic interests the researcher and describe any experience
related with the subject

d. Explain why is it important to research this topic

e. Explain how will you collect and analyze the data

f. Identify the target audience for your results

g. Make a preliminary bibliography

HOW TO WRITE A PAPER TOPIC PROPOSAL AND THESIS STATEMENT

Research Proposal

Specific Objectives:

At the end of the lesson you will be able to:

1. Explain the importance of communication in the academic field;

2. Explain the importance of communication in an academe; and

3. Create your own research proposal.

DISCUSSION:

RESEARCH PROPOSAL

The main reason for writing a research proposal is to make sure that your writing or thesis is
guided by an outline. In fact the research proposal is some sort of an outline to guide you
through the research. Remember that research and writing in academia is an uncertain
pursuit in which your mind and ideas will wonder and flicker into areas, which may not be
connected to your thesis, or areas which should be added to your thesis. You will therefore
always need thesis-writing tips to take you through. If you have to either include or exclude
into or out of your thesis, this can only be conveniently done through your research proposal.

In most cases, students will want to single-handedly come up with a research proposal. This
is very common for write-ups at the lower levels of academia like writing an undergraduate
thesis. But in more serious forms of research and writing such as writing a postgraduate
research paper you will be guided on how to write a thesis by a supervisory committee. This
is recommended because research and writing at this level means you are adding something
more scholastic and useful to the whole of academia. The committee is there to make sure
that your proposal has this singular purpose and direction.

In making a good research proposal, you will need to present something feasible. You will
need to identify something endemic. This is because whenever your research proposal has
been approved, either all of it or most sections of the research proposal will become part and
parcel of the final thesis. Remember that most features such as the headings and the data
collection sections of your research proposal will simply be transferred to form part if the
research paper. There is no prescribed length for the research proposal. A research proposal
can normally take between ten and forty pages. However, the research proposal should not
be very long. But
remember that brevity in the length of a research proposal does not determine the length of
the research project.

NON-ACADEMIC RESEARCH PROPOSAL

The goal of the proposal is to gain support for your plan by informing the right people. Your
idea can be easily approved if you can communicate your ideas clearly. It should be concise
and engaging.

Here are some tips in planning a proposal:

1. Identify your audience

2. Define your issue
3. Define your solution
4. Keep the elements of style in mind
5. Make an outline.

ACADEMIC RESEARCH PROPOSAL

An academic proposal is the first step in producing a thesis or major project. Its intent is to
convince a supervisor or academic committee that your topic and approach are sound, so
that you gain approval to proceed with the actual research. As well as indicating your plan of
action, an academic proposal should show your theoretical positioning and your relationship
to past work in the area.

An academic proposal is expected to contain these elements:

● a rationale for the choice of topic, showing why it is important or useful within the
concerns of the discipline or course. It is sensible also to indicate the limitations of
your aims—don’t promise what you can’t possibly deliver.
● a review of existing published work (“the literature”) that relates to the topic. Here
you need to tell how your proposed work will build on existing studies and yet
explore new territory (see the file on The Literature Review).
● an outline of your intended approach or methodology (with comparisons to the
existing published work), perhaps including costs, resources needed, and a
timeline of when you hope to get things done.
Particular disciplines may have standard ways of organizing the proposal. Ask within your
PURPCOM – department about expectations in your field. In any case, in organizing your
material, be sure to emphasize the specific focus of your work—your research question. Use
headings, lists, and visuals to make reading and cross-reference easy. And employ a concrete
and precise style to show that you have chosen a feasible idea and can put it into action.
Here are some general tips:

● Start with why your idea is worth doing (its contribution to the field), then fill in
how (technicalities about topic and method).
 ● Give enough detail to establish feasibility, but not so much as to bore the
reader. ● Show your ability to deal with possible problems or changes in focus.
● Show confidence and eagerness (use I and active verbs, concise style, positive

phrasing). Primary Components of a Research Proposal

Proposals for sponsored activities generally follow a similar format; variations depend upon
whether the proposer is seeking support for a research grant, a training grant, or a
conference or curriculum development project. The following outline covers the primary
components of a research proposal. Your proposal will be a variation on this basic theme.

1. Title Page: Most sponsoring agencies specify the format for the title page, and some
provide special forms to summarize basic administrative and fiscal data for the
project. Titles are brief but comprehensive enough to indicate the nature of the
proposed work.
2. Abstract: The funder may use the abstract to make preliminary decisions about the
proposal. Therefore, an effective summary states the problem addressed by the
applicant, identifies the solution, and specifies the objectives and methods of the
project. This summary should also outline funding requirements and describe the
applicant’s ability.
3. Table of Contents: Brief proposals with few sections usually do not need a table of
contents. Long and detailed proposals may require, in addition to a table of contents,
a list of illustrations (or figures) and a list of tables. If all of these sections are included,
they should follow the order mentioned, and each should be numbered with lower-
case Roman numerals. The table of contents lists all major parts and divisions,
including the abstract.
4. Introduction (including Statement of Problem, Purpose of Research, and
Significance of Research): The introduction of a proposal begins with a capsule
statement and then proceeds to introduce the subject to a stranger. It should give
enough background to enable an informed lay person to place your particular research
problem in a context of common knowledge and should show how its solution will
advance the field or be important for some other work. The statement describes the
significance of the problem(s),
referring to appropriate studies or statistics.
5. Background (including Literature Survey): Be sure to (1) make clear what the
research problem is and exactly what has been accomplished; (2) to give evidence of
your own competence in the field; and (3) to show why the previous work needs to be
continued. The literature review should be selective and critical. Discussions of work
done by others should lead the reader to a clear idea of how you will build upon past
research and also how your work differs from theirs.
6. Description of Proposed Research (including Method or Approach): The
comprehensive explanation of the proposed research is addressed to other specialists
in your field. This section is the heart of the proposal and is the primary concern of the
technical reviewers. Remember as you lay out the research design to:
● Be realistic about what can be accomplished.
● Be explicit about any assumptions or hypotheses the research method rests
 upon. ● Be clear about the focus of the research.
● Be as detailed as possible about the schedule of the proposed work.
● Be specific about the means of evaluating the data or the conclusions.
● Be certain that the connection between the research objectives and the research
method is evident.
● Spell out preliminary work developing an analytical method or laying groundwork
as Phase 1.

At the end of this phase you will be able to report that you have accomplished
something and are ready to undertake Phase 2.

7. Description of Relevant Institutional Resources: Generally this section details

the resources available to the proposed project and, if possible, shows why the
sponsor should select this University and this investigator for this particular research.
Some relevant points may be:

● the institution's demonstrated skill in the related research area

● its abundance of experts in related areas that may indirectly benefit the
project ● its supportive services that will directly benefit the project
● and the institution's unique or unusual research facilities or resources available to
the project
8. List of References: The style of the bibliographical item itself depends on the
disciplinary field. The main consideration is consistency; whatever style is chosen
should be followed carefully throughout the proposal.

9. Personnel: This section usually consists of two parts: (1) an explanation of the
proposed personnel arrangements and (2) the biographical data sheets for each of the
main contributors to the project. The explanation should specify how many persons at
what percentage of time and in what academic categories will be participating in the
project. If the program is complex and involves people from other departments or
colleges, make clear the organization of the staff and the lines of responsibility. Any
student participation, paid or unpaid, should be mentioned, and the nature of the
proposed contribution detailed. If any persons must be hired for the project, say so,
and explain why, unless the need for persons not already available within the
University is self-evident.

10. Budget: Sponsors customarily specify how budgets should be presented and what
costs are allowable. The budget lays out the costs to be met by the funding source,
including personnel, non-personnel, administrative, and overhead expenses. The
budget also specifies items paid for by other funding sources. Includes explanations
for requested expenses.

Guidelines in Making a Research Proposal

PART I: INTRODUCTION

A. Make sure the proposal starts on a general level with some type of introductory
remarks before going into the details of the specific research question you are
 proposing. This can be accomplished by providing a frame of reference, a definition, or
a discussion of the significance of the topic in the field.

B. Provide a statement of the question, issue or general problem that you are
examining. A common problem in research proposals is for the author to delay too
long in stating the specific research question. Make sure the research question is
stated no later than the end of the second or third paragraph. Make sure the research
question is fully stated in one place.

C. Discuss what other studies have said about your research topic and how your
research relates to that of other scholars who have written on the topic.

PART II: LITERATURE REVIEW

PART III: METHODOLOGY / THEORETICAL FRAMEWORK

A. Provide a full description of your general research design, as well as the specific
methods and procedures used in your research project. The methodology should be
sufficiently detailed so that it can be replicated. If you are following a methodological
approach developed by others, cite the relevant studies. Provide diagrams, charts, and
illustrations as appropriate for your discipline. List the instrumentation you used and
provide a diagram of the experimental setup.

B. Describe your theoretical approach or type of analysis, if applicable (feminist,

Marxist, Freudian, etc.). Discuss the types of sources used (primary or secondary
texts, interviews, surveys, personal notes, etc.).

C. Explain the details of your methods. For example: how you made measurements;
the concentrations and amounts you used; how you selected your research subjects;
psychological tests used; a copy of your survey questionnaire; an explanation of
statistics used; a definition of your focus in terms of historical period or framework;
etc.

D. Explain any limitations that your study has in terms of the reliability and applicability
of the results.
PART IV: BIBLIOGRAPHY (Also known as “Works Cited,” “References,” or “Literature
Cited”)

Choose the best answer. Encircle the answer of your choice.

1. True or False: In research proposals, the researcher who is soliciting funds will
want to explain his or her expertise in the subject area proposed.

a. True
b. False

2. Which of the following is not a valid question to ask when considering writing a proposal?

a. Can we do the work requested?

b. Can we show that we can do this work, based on what we have already
done? c. Can we generalize the sections we do not know?
d. Can we do it within the time limit given in the RFP?

3. Which of the following statements is true? Progress reports or status reports:

 a. tell readers how work is progressing on a project
b. are submitted at specific agreed intervals
c. have an immediate purpose to inform the authorizing person of the activities
completed on a project
d. All of the above

4. What term refers to a company's request or invitation for ideas, bids, or services for
work or services it would like performed?

a. Notice of Work Pending

b. Proposal Invitation
c. RFP
d. POR

5. True or False: Proposals are all about content; the appearance is secondary.

a. True
b. False

6. Which one is not found in the main body of the proposal?

a. the proposal's objectives

b. how the objectives will be achieved
c. the author's name and position
d. the cost of the project

7. The Project Description of a technical proposal typically includes which of the

Following?a. introduction and rationale and significance b. plan of the work c. facilities

and equipment d. All of the above

8. True or False: The standard components of a proposal are the summary, the main
body, and the attachments.

a. True
b. False

9. The researcher's background should include:

a. educational background and previous projects successfully undertaken

b. marital status
c. years spent with the company
d. hobbies

10.True or False: Proposals and progress reports can be prepared in a variety of

formats including memos, formal reports, and letters.

a. True
b. False

Week 3: Related Literature

Specific Objectives:

At the end of the lesson you will be able to:

1. Explain the importance of communication in the academic field;

 2. Explain the importance of communication in an academe; and
3. Create your own related literature.
Advocacy Campaign for Print, Audio, and Web-Based

Specific Objectives:

At the end of the lesson you will be able to:

1. Understand the different kinds of advocacy campaign tools;

2. Cite examples of tools used in advocacy campaign; and

3. Execute or use the tools for more efficient campaign.
PRINT ADVERTISING

Print advertising is a form of marketing that uses physically printed media to reach
customers on a broad scale. Ads are printed in hard copy across different types of
publications such as newspapers, magazines, brochures, or direct mail.

Forms of Print Media Advertising

1. Newspaper

Newspaper ads are still highly regarded as a useful marketing tool for getting the message
out to a particular audience. Consumers that read newspapers are proactive and engaging.
Newspaper
ads are also affordable, trustworthy and create a lasting impact.

2. Magazine

Magazine ads can give your brand center stage in popular publications across an immediate
area or the United States. High definition displays can target a specific demographic or
industry and stick with readers long after they close the magazine. Plus, when it comes to
magazine ads, you are only limited by your creativity.

3. Direct Mail

If you do your research, you can target a specific demographic in direct mail. You can also
measure your result using a variety of methods. Direct mail is cost-effective and highly
individualized to the recipient. Plus, there are many flexible options based on your criteria.

4. Brochures

Even in a technology-driven world, few marketing tools put you in direct touch with your
audience as well as brochures. Brochures establish your authority, credibility and brand all in
the same format. They hold lots of information that you can distribute to hundreds of people
in a single sitting. Plus, brochures are among the most affordable ways to get the word out
about your business.

VISUAL COMMUNICATION
Visual communication is the conveyance of ideas and information in forms that can be seen.
Visual communication in part or whole relies on eyesight. Visual communication is a broad
spectrum that includes signs, typography, drawing, graphic design, illustration, industrial
design, advertising, animation, color, and electronic resources.

Visual Aids

Visual aids are items of a visual manner, such as graphs, photographs, video clips etc use
addition to spoken information. Visual aids are chosen depending on their purpose,
forexample, you may want to:

● Summarise information.

● Reduce the amount of spoken words, for example, you may show a graph of your
results rather than reading them out.

● Clarify and show examples.

● Create more of an impact, for example, if your presentation is on the health risks of
smoking, you may show images of the effects of smoking on the body rather than
describing this. You must consider what type of impact you want to make
beforehand - do you want the audience to be sad, happy, angry etc?

● Emphasise what you're saying.

● Make a point memorable.

● Enhance your credibility.

● Engage the audience and maintain their interest.

● Make something easier for the audience to understand.

Types of Visual Aids

There are a variety of different types of visual aids, you must decide which will suit
your presentation and your audience.

PowerPoint

Microsoft PowerPoint is widely used for presentations because it's easy to create attractive
and professional presentations and it's simple to modify and reorganise content compared to
other visual aids. You can insert a range of visual items into the slides which will improve the
audience's focus. Also, the audience can generally see slideshows better than other visual
aids and you don't have to face away from them. However, your presentation can look
unprofessional if this software is used poorly.

Tips:

1. Have a clear and simple background.

2. Avoid using too many different types of fonts or font sizes.

3. Only use animations for a purpose, such as, to reveal the stages of a process,
otherwise this can be distracting and look amateurish.

4. Use a large font size - a minimum of 24pt.

5. Use bullet points to summarise key points.

6. Consider providing handouts of diagrams because the audience will find the
diagrams easier to read.

7. Avoid putting too much text on a slide.

8. Avoid using red or green text as it's difficult to read.

9. There should only be one key point for each slide.

10.Always have a back-up plan in case there is a technical issue and you cannot
show the visuals on the day, for example, bring handouts or a poster.
Whiteboards

Whiteboards are great for providing further explanations, such as, showing the order of a
process, creating diagrams or explaining complex words or phrases. They're often used to
display headings and write down audience suggestions. Whiteboards are also ideal for
displaying important information for the entire duration of the presentation, such as, key
definitions, because the audience can just glance at the whiteboard for a reminder.

Tips:

● Ensure that enough time has passed for the audience to take notes before
rubbing something off of the whiteboard.
 ● Write concisely to avoid facing away from the audience for too long.

● Handwriting must be large and legible.

● Practice beforehand as you may feel nervous about writing in front of an audience at
the time.

Handouts

Handouts are papers that contain key information from your presentation or they may
provide further information. They prevent you from overwhelming the audience as there
will be less information on the slides and therefore less information they need to write
down.

Tips:

You must consider when you want to give the audience the handouts:

● If given at the beginning and middle of your presentation the audience may be
reading rather than listening to you or they might not pay attention to what you're
saying as they already have the information.

● If given at the end of your presentation the audience may be trying to take lots of
notes which may reduce the amount of information they are actually
understanding.
listen to what you're saying to be able to fill in the gaps. Providing the audience with graphs
and charts beforehand is also beneficial because the audience will find them easier to read
than, for example, from a slide.

● Tips on creating handouts for your presentation

Video clips

Using videos are a great wait to engage the audience and increase their interest. Use
video to bring motion, images and audio into your presentation.

Tips: ● Ensure that any videos used are relevant to the presentation's content. ● Only
show as much of the video as necessary. ● Never show a really long clip. ● Videos can be
difficult to fit into the structure of a presentation so ensure that you tell that audience
why you're showing them a clip and tell them what to look for. ● Inform the audience
how long the video will last.
Flip chart

Flip charts offer a low cost and low tech solution to record and convey information as you
speak. They're more beneficial for smaller audiences and they are favoured for brainstorming
sessions as you can gather ideas easily. Flip charts are also widely used for summarising
information and, like with a whiteboard, you can use them to show permanent background
information.

Tips:

● Before your presentation, place the flip chart in a location that you can easily

access. ● Prepare any sheets you can in advance, even if you can only write down

the headings.

● Flip charts can be moved so you can avoid facing away from the audience - stand next
to it and continue to face the audience.

● Have only one main idea per sheet.

● Write legibly, largely and in block capitals so it's more visible.

● Check with the audience that they can read the text - do not use a flipchart if there
is a large audience.

● Only write in black and blue ink. Red ink is good for circling or underlining.
● Using a pencil write notes to yourself beforehand so you remember what to include - the
audience will not see this writing. Also drawing lines in pencil beforehand can keep your
handwriting straight.
● Flip back through the sheets to consolidate points.

● Practice writing on the flip chart advance as you may feel nervous at the time
of presenting.

Posters

Poster boards can be created using a variety of visual devices, such as graphs and images.
They're generally quite portable and you can make them as elaborate as you want. However,
they can be expensive to produce if the poster is quite complex.

Tips:

● One poster per message or theme

● Use colour

● Use block capitals

● Avoid using posters when presenting to large audiences as they will not be able to see the
content Product, objects or artefacts Objects can be useful tools for making an impact or
even for making a dull topic more interesting. Sometimes they'll be needed for technical
and practical reasons, such as, showing a model or conducting an experiment.

Tips:

● If you are presenting to a small audience consider passing the object around but
provide enough time so they won't have to divide their attention between the object
and what you're saying.

● If the audience is large ensure that you move the object around so everyone sees it.

● The audience will be more distracted from what you're saying when they're looking at
the object so keep it hidden until the right time and provide the background
information before revealing it.

● Explain why you're using the object.

● If you are conducting an experiment or demonstration, move slowly with

exaggerated movements so the audience can follow. Also explain precisely what's
going on.

Audio Campaigns

Programmatic audio advertising is automated selling and insertion of ads in audio content
like podcasts, digital radio, and streaming music services by leveraging programmatic audio-
specific publishers like Spotify, Triton, AdsWizz, and TargetSpot. This audio content can be
streamed on a variety of devices like desktop, mobile phones, over-the-top televisions, and
smart speakers.

Similar to other programmatic advertising channels, audio advertising allows you to layer on
other targeting tactics to reach relevant geolocations and target audiences based on your
digital advertising strategy.

Audio advertising is an ideal tactic for brands looking to reach a broad audience, particularly
for telecom, CPG, and retail industries and for awareness campaigns with a reach goal since
there are limitations on clicking within some audio ad environments.

Web/Email-Based Communication

Email (electronic mail) is the exchange of computer-stored messages by telecommunication.

Email messages are usually encoded in American Standard Code for Information Interchange
(ASCII) text. However, you can also send non text files -- such as graphic images and sound
files -- as attachments sent in binary streams. Email was one of the first activities performed
over the internet and is still the most popular use. A large percentage of the total traffic over
the internet is email. Email can also be exchanged between online service provider users and
in networks other than the internet, both public and private.

Email can be distributed to lists of people, as well as to individuals. A shared distribution list
can be managed by using an email reflector. Some mailing lists enable you to subscribe by
sending a request to the mailing list administrator. A mailing list that is administered
automatically is called a list server.

Email is one of the protocols included with the Transport Control Protocol/Internet Protocol
(TCP/IP) suite of protocols. A popular protocol for sending email is Simple Mail Transfer
Protocol (SMTP), and a popular protocol for receiving it is Post Office Protocol 3 (POP3).

Differences between email and webmail

Today, the term email is often used to include both browser-based electronic mail, such as
Gmail and AOL, and nonbrowser-based electronic mail, such as Outlook for Office 365.
However, a distinction was previously made defining email as a nonbrowser program that
requires a dedicated email server and clients. The advantages to using nonbrowser email are
integration with corporate software platforms, enhanced security and lack of advertisements.

Uses of email

Email can be used in a variety of ways, either personally or within an organization, as well as
one on one or among a large group of people. Most people find email to be a beneficial way
to communicate with individuals or small groups of friends or colleagues. It enables users to
easily send and receive documents, images, links and other files. Furthermore, it provides
users with the flexibility of communicating with others on their own schedule. Another
beneficial use of email for one-to-one or small group communication could be sending
professional follow-up emails after appointments, meetings or interviews or reminding
participants of approaching due dates and time-sensitive activities. It also enables users to
quickly and easily remind all meeting attendees of an upcoming event or notify the group of
a time change. This is assisted by the integration of calendars and appointments into most
email service platforms. Furthermore, companies can use email to convey information to
large amounts of employees, customers and potential customers. Email is frequently used for
newsletters, where mailing list subscribers are sent specific, promoted content from a
company, and direct email marketing campaigns, where an advertisement or promotion is
sent to a targeted group of customers. Email can also be used to turn leads into paying
customers or to move a potential sale into a completed purchase. For example, a company
may create an automated email that is sent to online buyers who keep items in their
shopping cart for a specific amount of time. The email may remind the customer that they
have products sitting in their cart and encourage them to complete the purchase before the
items run out of stock.Follow-up emails asking customers to submit a review after making a
purchase are also common. They may include a survey asking customers to review the
quality of service or the product they have recently received.
PERFORMANCE TASK # 5.1: and 5.2

Read and analyze each question. Answer them briefly.

1. What do you mean by advocacy campaign?

2. How powerful is an advocacy campaign?

3. What are the forms of media advertising?

4. Give examples of tools used as visual aids.

5. How powerful is social media?

Draw symbols to represent the terms below.

1. Advocacy campaign

2. Print-media

3. Visual Communication
 4. Audio campaign

5. E- mail based communication

Term Assessment
Part I: Put a checkmark before the bullets of your chosen answer.

1. Which is the official record of the proceedings at a meeting?

○ Minutes of Meeting
○ Meeting Agenda
○ Notice of Meeting
○ Meeting Objectives
2. What is an assembly or conference of persons for a specific business
purpose? ○ Notice of Meeting
○ Business Meeting
○ Meeting Objectives
○ Minutes of Meeting
3. A meeting agenda includes the following except,
○ topics for discussion
○ a time allotment for each topic
○ a presenter or discussion leader for each topic
○ secretary taking the minutes
4. Which does not define the purpose of a meeting agenda?
○ It provides a focus for the meeting.
○ It provides an outline for the meeting.
○ It gives the participants an opportunity to come prepared.
○ It defines exact time of adjournment
5. Which is defined as a list, a plan, or an outline of things to be done, matters to be
acted upon or voted upon in a business meeting?
○ Meeting Agenda
○ Meeting Objectives
○ Background Information
○ Unfinished Business
6. What is the advantage of using word processing software to compose important
messages?
○ It is better at reviewing mails for typos and grammatical problems
than email systems.
○ It allows a wider viewing pane.
○ It showcases several editing tools and tabs.
○ It can be directly synced to email accounts.
7. Which feature of an electronic mail is considered by many business professionals
a breach of privacy?
○ Carbon Copy
○ Blind Carbon Copy
○ Mail Flag
○ Mail Forward
8. Which of the following, when used, is most likely to contribute to email chains?
Prepared by:

RACHAEL P.CAFINO, Ed. D.

_______________________
Instructor
Approved:

CONSOLACION C. UNABIA, PHD MA. LINA R. EPARWA ,Ed D

Dean, Liberal Arts-Education VP , Academic Affairs