Purposive Communication

Chapter 1
Communication Processes, Principles, and Ethics
Communication is a vital human endeavor. Without communication, people
may not be able to comprehend each other, and relationships may not be able to
prosper without it (Aquino, de Guzman, Quioyo, 2018).

Moreover, in the willingness of humanity to meet the demands of the modern

times, communicators are faced with new sets of standards. Standards which
encompass the application of new technologies, changes in tasks and organizational
structures, more perplex customer requirements and an increasing international
dependency of economies of the world (Villacorte, et al, 2018). All of these are
anchored by the necessity of communication.

Target Learning Outcomes (based on CMO):

LO1 - Describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural contexts.
LO10 - Adopt cultural and intercultural awareness and sensitivity in communication of
ideas.

_____________________________________________________
Lesson 1: Nature of Communication
Communication is an important
Learning Outcomes:
human activity. Without it, people may have
At the end of the lesson, you are trouble comprehending one another.
expected to: Furthermore, relationships among humans
1. Describe the nature and may not be realized in the absence of
elements of communication communication (Aquino, de Guzman,
in various communicative Quioyo, 2018). Also, it is a powerful activity
situations; that comes innately like breathing. In
2. Identify the functions of addition, it is said to be a process which
verbal and nonverbal involves the trade and exchange of
communications; and, thoughts, ideas, information, feelings and/or
3. Describe the communication emotions with the use of vocal faculties,
process. non-verbal gestures, behavior, and written
symbols (Villacorte et al, 2018).
Though considered natural, there is
still a need to understand how communication works so that we can carefully deal
with its processes, elements, and forms.

Warming Up (Refer to Worksheet 1 for Lesson 1, page 1)

Deepening your Understanding

The term communication is said to be coming from the Latin expression
“communicare” which aptly means “to share” or “to make common”. Communication

1
 Purposive Communication

is a systematic process which generates meaning by using messages. It is certainly

a process as it is an activity performed, an exchange of ideas, or a set of behavior.
“If we accept the concept of process, we view events and relationships as
dynamic, ongoing, ever changing, and continuous. When we label something as a
process, it is not static, at rest; It is moving. The ingredients within a process interact;
each affects all the others.” (Berlo, 1960).

Components in the Communication Process

1. Sender – The
component who
initiates the
communication
process by coming up
with a message
based on his attitude,
knowledge,
perception, skills, Photo Credits: Pinterest
cultural background
and meaningful experiences. He is the one responsible for the success of the
communication process.
2. Receiver –The one who receives the message. A receiver comprehends the
meaning of a particular message is largely depends on the various influences
such as accessibility of the message, the knowledge level on the topic, the
trust between the sender and the receiver or basically, their level of
relationship. All of the receiver’s possible interpretation of the message is
based on his attitude, knowledge, perception, skills, cultural background and
meaningful experiences.
3. Message – considered as the heart of communication, and is the information
translated through symbols that may be in the form of a gesture, spoken
word, or written language. A message is composed of encoded symbols
forming an idea that is both understood by co-communicators.
4. Channel – the means as to how the message is conveyed. Most channels
are either oral or written, but currently visual channels are becoming more
popularly used as technology continuously invades the communicative
activities. Common channels include telephone, emails, and written formats
like memos, letters, print ads. Adding to the variety of channels of
communication is the rise of social media that flourished as a new form of
channel.
5. Feedback –the reply (if written or printed); the response (if oral or face to
face) or the reaction (if gestures). This is the final link in the chain of the
communication process. After receiving the message, the receiver responds
to the sender. A feedback may be done in various forms such as a spoken
word, a written comment, a long sigh, a gesture, or a smile. In some
instances, even a lack of response, to some sense, is already a form of
feedback (Bovee and Thrill, 1992). Without feedback, the sender may not
confirm that the receiver has interpreted the message correctly.

2
 Purposive Communication

Communication Contexts
1. Intrapersonal Communication – It is the communication that occurs within
one’s own mind. It also includes activities such as one’s solving own
problems or conflict, planning, evaluating oneself and one’s relationships with
others.
2. Interpersonal Communication – the process of using messages to generate
meaning between two or more persons in a situation.
a. Dyadic Communication –is basically a communication between two
persons, i.e., you talking with your parent, an interview with an employer,
or a consultation with a teacher.
b. Small-group Communication –is the process of generating meaning
using messages within a small group of communicators. Example:
interactions with family members, study groups, religious groups, etc.
3. Public Communication – this is the process where a single source utilizes
messages that then transmits these messages to a number of receivers at
once. Public communication or public speaking is recognized by its formality,
structure, and planning.
4. Mass Communication –it is a process of communicating messages in order
to generate meaning through a mediated system. From the source of the
message, it goes to its several unseen receivers. This type of communication
is called “mass” because the messages go to newspaper and magazine
readers, TV viewers, radio listeners and netizens.

Answer Exercise 1 in Worksheet 1 for Lesson 1, page 2.

Elements of Communication
Verbal Communication (Lexical Component) – type of communication that uses
meaningful words or language. When using verbal or lexical communication, one
should try choosing words carefully in advance to be able to make the right
impression. The use of right words is significant in enhancing the message or even
making oneself understood.
1. Words are unique meaningful component of speech. Words may be used
alone or with others to form a sentence.
2. Parts of words denote a single letter, a prefix, or a suffix added to words.
Examples: -s in educators dis- in discomfort -ly in perfectly

Answer Exercise 2 in Worksheet 1 for Lesson 1, page 2

3. Collocations are a pair or group of words that are habitually used
together that they sound correct together.
Examples:
keep a promise break a leg right now
catch a bus keep in touch close together
4. Idioms are combinations of words whose collective meaning is not
predictable from those of the individual words. Meanings created are
usually understood by native speakers of the language.
Examples:
think outside the box (imagine with intense creativity)
touch one’s heart (affect someone emotionally)
spilling the beans (revealing a secret)

3
 Purposive Communication

5. Phrasal verbs are verbs followed by a preposition or an adverb.

Examples:
break up (end a relationship) hang over (to be imminent)
break down (decompose) hang on (wait a moment)
break into (open) hang out (spending time with someone)

Answer Exercise 3 in Worksheet 1 for Lesson 1, page 2

6. Sentence frames are groups of words that provide a structure or a

skeleton for complete sentence.
Examples:
I move to nominate ____________ for the office of _________.
It can be suggested that ______________________________.
It is an honor to introduce to you ________________________.
Nonverbal Communication (Non-lexical Component)
Understanding the proper use of non-lexical codes is an advantage for you as a
communicator. Nonverbal communication refers to the sending of information or
messages aside from the use of language.
Nonverbal Codes –are basically codes of symbols which carries a meaning on its
own and is not in the form of spoken or written words The following are examples of
nonverbal codes (Pearson, J. et al, 2011) :

a. Kinesics –This pertains to the message transmitted by your bodily

movements which includes facial expressions, posture, and gestures. It
comes from the Greek word “kinesis” which means “to move”.
1. Emblems – these are nonverbal actions or movements that is used as a
replacement for words or phrases.
2. Illustrators –pertains to the bodily movements done accompanying a
spoken message in order to reinforce it.
b. Physical Attraction – is a significant nonverbal attribute, sometimes the
media alters realistic views of a physically attractive person. Physical
attraction influences the credibility and ability of a person to persuade its
audience.
c. Proxemics – this refers to the study of distance and space as proposed by
Edward T. Hall (1966). This is a nonverbal means of communication using the
distance from your personal bubble to the person you are speaking with.
1. Intimate distance –this is generally used by people who are close
to you, this distance extends from
you to eighteen inches outward. Let us pause for a reflection
2. Personal distance – ranges from Now that we are in the new
18 inches to 4 feet, it is used for normal, people are advised to
conversation and other non- observe social distance (at least
intimate exchanges. one meter away from another
3. Social distance – this is used in person) whenever we
less personal or formal business communicate.
situations. It ranges from four to Should people be less intimate
12 feet distance. when communicating to others
4. Public distance – this is because of social or physical
commonly done is public distancing?
speaking settings such as at
churches or lecture halls, etc. it exceeds twelve feet distance.

4
 Purposive Communication

d. Chronemics –refers to the manner of organizing and using time and the
messages that are constructed due to the organization and use of it, this is
also called as temporal communication. This can be of two types:
monochronic and polychronic. Monochronic individuals complete a task one
at a time as they view time seriously. Polychronic individuals refers to those
who work many tasks at one time.
e. Tactile Communication (Haptics) – is the use of touch in communication.
Touch holds a significant power in communication (Aguinis, Simonsen, and
Pierce, 1998). It is sometimes associated with pleasure, positivity, and
reinforcement.

Suggested Reading
Handshaking is one the common body movements we use when communicating. But now that
we are in the new normal, people have been prohibited to shake hands with others in the fear of
transmitting the deadly coronavirus. What does this new normal suggests then? Should we start
forgetting handshake as a used-to nonverbal code? Or this is a substitute act for handshaking in
the new normal? Find out the information through this link:

https://bit.ly/3lRLlbP

f. Vocal cues (Paralinguistics) – this does not refer to actual words but to
sounds which has a significant meaning on it. This is composed of volume,
voice quality, rate, pitch, inflection, nonword sounds, articulation, enunciation,
pronunciation and silence. These vocal cues are linked in our minds as we
communicate with the speaker, therefore, adding to the speaker’s personality,
gender characteristics, physical characteristics, and even credibility.
g. Objectics –This refers to the study of how humans use their clothing and
other significant artifacts to communicate nonverbal codes. This is also called
object language. Clothing communicates authority and an individual’s role in
the society. In terms of artifacts, this refers to the adornments or ornaments
that we use and display for communicative potentials such as phones,
watches, shoes, hairstyles, jewelry, automobiles, cosmetics, canes, etc.

Applying your Learning (Refer to Worksheet 1 for Lesson 1, page 3)

Evaluating your Learning (Refer to Worksheet 1 for Lesson 1, page 3)

Lesson 2: Principles of Communication

Recognizing the elements, types and
Learning Outcomes:
contexts of communication is necessary to
At the end of the lesson, you familiarize the effective means of interacting
are expected to: with others through communication.
1. Determine the different However, a communicator still must
principles in enliven several principles of communication so
communication; and that he could honestly say that he has mastered
2. Identify the barriers in the grace of communication in an utmost level.
every communicative This lesson will help you appreciate
situation. communication by understanding and applying
the principles of effective communication.

5
 Purposive Communication

Also, this lesson will help you acknowledge some barriers which could make
or break your communicative activities.

Warming Up (Refer to Worksheet 1 Lesson 2, page 4)

Deepening your Understanding
Communication is a two-
way-process which involves the
giving and receiving of
information through multiple
choices of channels. Whether
one is speaking informally to a
classmate, talking about a
conference or student teaching,
writing a newsletter article or
formal report, there are several
principles to be considered when Photo source: Constant Content.com
one is communicating.

The following are some basic principles that may be considered:

1. Knowing your audience is essential when communicating. Speakers, for

instance, should consider the needs and interests of his listeners. Like the
songs from two different periods, the music lovers of this generation may not
appreciate the kind of musicality old songs have and vice versa. Regardless of
time or season, senders must know to whom they are talking to.
2. Knowing your purpose is also crucial. Knowing your reason for
communicating will help you outline what you say.
3. Knowing your topic is precisely the key and heart of your discussion.
Composers choose a topic to be portrayed in the songs they make. As to
speakers and writers, they must have a rich and wide scope of knowledge so
that what they share to their audience. Today, the issue of expertise is already
catered so that topics given in communicative interplay are trustworthy and
accurate.
4. Anticipating objections from the audience is quite a difficult task to handle.
Nevertheless, presenting ideas not necessarily give acceptance to the others.
Hence, one should be ready in answering challenging questions.
5. Achieving credibility with your audience could be done when a sender
provides authentic and firsthand information. Sharing personal and inspiring
stories, like those of love songs, will motivate listeners and therefore provide a
lasting impression among audience.
6. Presenting information in various ways is the best way of communicating.
As a speaker or writer, you must be creative enough to effectively get the
hearts of your audience. Anything that is unusual catches attention to the
listeners. Rapping has been an interesting example of creativity to the kind of
music for those of you in the Generation Z like.
7. Acknowledging communication barriers. One of the major communication
barriers is ourselves, basically, our own ideas and opinions. When we listen to
a reading or to a person speaking, most of the time, we filter the message of

6
 Purposive Communication

what is being said in a screen of our opinion. Truly, communication is a

complex process.
Barriers to Effective Communication
There are many reasons why interpersonal communication fails. In many
occasions, the message (what is said) may not be received exactly the way the
sender intends. It is important that a communicator asks for a feedback in order to
check is the message is clearly understood by the receiver. There are three key
barriers to effective communication.
1. Physical barriers refer to the natural and environmental factors that serves as
barriers in communication.
a. Noise Pertains to anything that interferes with our ability to focus in the
communication process. The environmental and natural condition also affects
the communication process as it can be in the form of traffic noise or other
people’s conversation.
b. Temperature may sometimes make us unfocused in creating or responding
to messages. When temperature is too high or too low, we tend to not
concentrate with the message that we are sending or receiving. Improper
lighting and ventilation may impair communication.
c. Medium disturbance or technical problem might arise because of a distance,
technical know-how disrupting communication flow.
d. Workplace design may include seating arrangements and physical comfort
that may foster or impair communication. Similarly, the organizational
structure can also serve as a communication barrier.
e. Information overflow may happen when there is too much information and
therefore miss some important points or misinterpret the meaning of the entire
message.
f. Physical disabilities such as hearing problems or speech difficulties may
also affect the quality of communication.

2. Psychological barriers of communication refer to the influences of our mental

condition. It is construed that we are highly influenced by our mental conditions
when sending or receiving information. Our mind is complex and unique and is
not similar to how machines work or in numbers. Communicators matter as
much as the message. For example, if our teacher does not trust us, we may only
send selective information, which makes the communication ineffective.

a. Lack of Attention occurs when our mind is distracted or preoccupied with

other things. For example, while we listen to a lecture, our mind travels back
to the times we were having a quarrel with our parents. If this is the case, we
may lose focus.
b. Poor Retention of information happens when the capacity of our memory of
the brain to store information is a failure. The brain only stores the
information it deems to be useful in the future and does not store all sorts of
information that it will come across. For instance, if we learn something and
we do not use the information, it will be lost. Additionally, the brain also loses
information that is old and not taken as useful with time. Remembering or
tracking it down from our memory lane, the information from our brain is then
processed in the formation of message. Here, the brain tries to recall the

7
 Purposive Communication

required information, the fragments of information of which will be lost, if not

given proper storage.
c. Lack of trust makes us feel and think of negative meaning of the message
as we ignore the message. When we listen to a speaker we do not trust,
every message is useless.
d. Closed Mind and filtering sometimes lead us to choose only the
information we want to receive. This might be due to jealousy, competition,
mistrust, or the view that the message is unimportant and that we are better
than the speakers. If this is the situation, we may not listen anymore
because we close our minds already.

3. Interpersonal barriers refer to the barriers to effective communication in

relation to people.

a. Gender issues May form barriers in communication in several ways. Varied

communication styles may result in barriers as men, women, and those in
between do not form and express themselves in similar manner.
b. Competition in an environment may let the communicators be more
concerned with their own than communicating effectively with others. Power
struggle becomes a results of competition as certain individuals or group of
individuals fail to communicate effectively to each other in an organization.
This can be due to the atmosphere of distrust which makes it difficult for
individuals to collaborate due to the fear of “backstabbing”.
c. Culture. We are living in a multi-cultural world and cultural diversity makes
it difficult for communication to succeed because the mindset of people from
different cultural backgrounds are different. The language, signs, and
symbols are also different which makes communication unlikely to succeed
when people communicate information that they feel like they need to
communicate rather than what they are expected to communicate.

Applying your Learning (Refer to Worksheet 1 Lesson 2, page 5)

Evaluating your Learning (Refer to Worksheet 1 Lesson 2, page 6)

Lesson 3: Ethics of Communication

Learning Outcomes: When we say ethics, we refer to a set

of values or moral principles used in
At the end of the lesson, you are everyday living. Regarding the process of
expected to: communication, we also use ethics---those
1. Comprehend the ethics values or principles which are observed in
involved in communicating human conduct with respect to the
with another person and wrongness and rightness of their actions and
with a group of people; to the badness or goodness of the motives of
and, such actions. Therefore, the principles
2. Assess self on being governing communication, the right or wrong,
ethical as a communicator. good, or bad dimensions of communication,
encompass the communication ethics.

8
 Purposive Communication

Warming Up (Refer to Worksheet 1 Lesson 3, page 7)

Deepening your Understanding

Questions of right and wrong or questions about what is good or bad surfaces
when people communicate which each other. Ethical communication boosts our
dignity and human worth as we foster respect for self and others, personal integrity,
responsibility, fairness, and truthfulness. It is fundamental to decision making and
responsible thinking and the development of good relations within and across
contexts, channels, cultures, and media. To create balance between listening and
speaking, there must be an iota of truthfulness. The following ethical standards may
guide us in communication:

1. Listen attentively when someone is speaking.

2. Speak without prejudice.

3. Speak from your own experiences, thoughts, feelings, needs, emotions, and
perspective.

4. Be understanding

5. Do not slander.

6. Be aware of your own personal boundaries. Do not share something that will
you uncomfortable.

7. Respect other people’s personal boundaries.

8. Do not make side comments when someone is speaking. Do not interrupt.

9. Be truthful, accurate, honest, and reasonable.

10. Promote tolerance of difference, freedom of expression, and diversity of

perspective.

11. Respect and understand others before evaluating and responding to their
messages.

12. Endorse equal access to communication resources and opportunities.

13. Promote communication atmosphere that is caring and understanding.

14. Do not degrade individuals through falsehood, intimidation, violence,

intolerance, and hatred.

15. When you are to make significant choices, encourage sharing of information,
ideas, opinions, and feelings while respecting privacy.

16. Be responsible for the consequences of our communication behaviors.

Applying and Evaluating your Learning (Refer to Worksheet 1 Lesson 3,

page 7

9
 Purposive Communication

Chapter 2
Communication and Globalization

Communication is indeed intertwined with humanity. No matter where we are

and where we go, connecting to people is of much importance for us to be able to
understand and relate with them. In education however, you have been informed
that there are a lot of languages around the globe. Although, it is true that we have
to be loyal to our own native language; we shouldn’t limit ourselves because we are
now living in a globally competent world. The rise of technology made the greatest
influence in making things easier and possible to communicate with people on the
other side of the globe. Today, we need to be competent global communicators and
be able to effectively communicate in a multi-cultural setting.
Target Learning Outcomes
LO2 – Explain how cultural and global issues affect communication
LO9 - Adopt cultural and intercultural awareness and sensitivity in communication of
ideas
LO12 - Appreciate the impact of communication on society and the world.

Lesson 1: Communicating in a Multi-Cultural

Setting

Learning Outcomes: The multi-cultural setting is true

in most industries. It cannot be avoided
At the end of the lesson, you because technology keeps evolving and
are expected to: people are adopting globalization. That is
1. Determine the why, you should learn to observe how
variations of communication works in a diverse
intercultural community or organization especially if you
communication, and will be working in a company that has a
2. Appreciate similarities diverse workforce. You should know how
and differences of to determine facts and not be bias. Also,
different cultures you should look for similarities and
differences in the way people from different
cultures communicate to avoid conflict and
misinterpretation.

Warming Up (Refer to Worksheet 2 for Lesson 1, page 9)

The answers to the preceding questions will tell you that communicating in a
multi-cultural setting is not a mere theory. For you to be able to effectively
communicate you also must be well-rooted on how intercultural communication works.

10
 Purposive Communication

Intercultural competence is crucial for us to live harmoniously despite our differences in

culture.

Deepening your Understanding

Intercultural communication is the sharing of meanings with and receiving
and interpreting ideas from people whose cultural background is different from yours. A
deep understanding of each other’s culture can also lead to earning the respect of the
members of the society.

Variations of Intercultural Communication (Samovar and Porter, 2001)

1. Interracial communication – is the interaction among people of different races.
Example:
A tourist guide conducting a tour for a group of people with different nationalities
2. Inter-ethnic communication – is the interaction among people who have
different ethnic groups.
Example:
An international correspondent interviewing the aborigines of Australia for a
television documentary

3. International communication – is the interaction between persons representing

different political structures.
Example:
The president of a parliamentary government meeting the president of a
democratic government
4. Intra-cultural communication – is a type of communication wherein
members of the same ethnic, racial, or subculture groups interact and
share messages among others.
Example:
The head of the Manobo tribe meeting his constituents
According to Gamble and Gamble (2008), communication style among
cultures differs; it may be high-context or low-context communication.

High-context communication is a tradition-linked communication system which

adheres strongly to being indirect. Low-context communication is a system that
works on straightforward communication

Applying your Learning (Refer to Worksheet 2 for Lesson 1, page 9)

Evaluating your Learning (Refer to Worksheet 2 for Lesson 1, page 10)

11
 Purposive Communication

Lesson 2: The Impact of Communication in Society

and the World

Learning Outcomes:
At the of the lesson, you are expected
to:
1. Identify the impact of
communication in the society,
and
2. Evaluate the impact of
communication in society and
in the world.

Communication has been of great help to the society and the world.
Especially to countries like ours, the English language, being the second
language paved way for globalization that bridges the communication
process in a multicultural or international setting. It helps with the
development education and progress in business, finance, economy, and
the way of living.

Warming Up (Refer to Worksheet 2 for Lesson 2, page 11)

Deepening your Understanding

Few decades ago, communicating with other people overseas was problematic
because of the unavailability of technology. But with the present technology, the said
problem is no more. This breakthrough in communication impacted the cultural,
environmental, economic, and political elements of the world greatly.

1. Increased Business Opportunities – with the help of communication platforms

such as Google Meet, Zoom, Skype, etc., employees and applicants can now be
hired by companies from other countries. This act of outsourcing jobs/services
from other countries helps the operations of the company to be more efficient
and modern.
2. Fewer Cultural Barriers – being able to communicate with other people
frequently and easily results to one person’s better understanding of other
cultures and customs.
3. Creation of a Global Village – according to Marshall McLuhan, a “global
village” is formed when distance and separation is of no more importance. This
“global village” is made possible because of the ability of technology to connect
people.
4. Accessibility and Equitability – due to the availability of online communication
platforms such as Facebook, Google, YouTube, e-books, search engines, online
courses, etc., people are given equal opportunity to access and study the

12
 Purposive Communication

information in the said sources. With this, information and ideas slowly transcend
boundaries and social strata.

Applying our Learning (Refer to Worksheet 2 for Lesson 2, page 12)

Evaluating your Learning (Refer to Worksheet 2 Lesson 2, page 12)

Lesson 3: Characteristics of Competent Global

Communicator

Learning Outcomes:
At the end of the lesson, you are expected
to:
1. Discuss the characteristics of a
competent global communicator
2. Create a media advocacy utilizing
the competence of a global
communicator

Being a competent global communicator requires skills that are

practiced religiously until they become part of your system. The need to be a
competent global communicator has been recognized by a lot of sectors in
our community today and the challenges is how you could be one.

Warming Up (Refer to Worksheet 2 Lesson 3, page 13)

Communication is indeed vital to humanity, but it could also be considered as a
challenge. Considering the demand of the world, it is not easy to properly
communicate effectively but, if you are aware of the characteristics of a competent
global communicator communicating to people will be like a walk in the park.
Deepening your Understanding

There are people that are good in

communication, others are better, and
some are excellent. One of our goals is to
provide and equip you with needed
knowledge and competence for you to
become excellent communicators.
Photo Source: Diplo Foundation.com

Communication Competence Components

13
 Purposive Communication

1. Self-awareness – Observe your own behavior while communicating. Behave

accordingly to the setting of communication.
2. Adaptability – is the ability to adapt to the communication context. That is,
communicate differently to different people. You do not want to communicate
in the same way to your close friends as you would to old people, colleagues,
and high-ranking bosses.
3. Cognitive complexity – this is an idea that suggests that one’s
communication behaviors are affected by different mental and emotional
factors. For example, if you have wronged the person you are talking to, you
may respect him/her to act differently towards you. Also, if the person is
bothered or simply not in the mood, this will also affect the communication
process.
4. Ethics – Communicate in the way that is morally correct. For example, do not
take advantage of people who are mentally challenged to get them to agree
with you.

Characteristics of Competent Global Communicator

1. Tolerance during uncertainty 7. Supportive
2. Contemplative 8. Unbiased or unprejudiced
3. Sensitive 9. Observant
4. Adaptable 10. Does not use slang
5. Polite 11. Watches the humor
6. Avoids negative questions 12. Maintains etiquette
Applying your Learning (Refer to Worksheet 2 Les

Evaluating your Learning (Refer to Worksheet 2 Le

14
 Purposive Communication

Chapter 3
Local and Global Communication in Multicultural
Settings

Local and international businesses nowadays believe that schools should

help students to think more globally. Cultural awareness and understanding global
issues are particularly valued and are as equally important as learning a foreign
language nowadays. If such knowledge and understanding on how the world works is
afforded to the younger generation, it can be an essential skill as far as being
successful in life is concerned (Sutcliffe, 2012).

Target Learning Outcomes (based on CMO):

LO3 -Determine culturally appropriately terms, expressions, and images.
LO10 - Appreciate the differences of the varieties of spoken and written
language.
LO11 - Adopt awareness of audience and context in presenting ideas.

______________________________________________________________
Lesson 1: Varieties and Registers of Spoken and
Written Language
Different communication situations and different
Learning Outcomes:
types of audience call for appropriate use of
At the end of the lesson, you language register be it spoken or written. When
are expected to: there is an appropriate usage of varieties and
1. Distinguish the variety registers of language, it shows the formality and
and register of oral and informality of the language used, thus, showing
written language: and respect, interest, comfort, and professionalism.
2. Use appropriately either Furthermore, we characterize face-to-face
spoken and written
conversation as multi-modal because we can use
languages to fit in the
different registers and we consider the status,
communicative situation
position or the way of living of the person we’re
communicating with in order to know when and where to use or drop the formality.
While in writing, we commonly use the formal register since the construction of
sentences, correct grammar, and appropriate use of words really matter.

Warming Up (Refer to Worksheet 3 for Lesson 1, page 15)

Deepening your Understanding

The Importance of Differentiating Written from Spoken Communication
Knowing the difference between written and spoken communication can help
improve your communication skills. For example, you need to remember that unlike a
written output, that can be read over and over again, effective speaking requires the

15
 Purposive Communication

effective use of clear pronunciation, pausing, and emphasis to ensure the listener
understands the speech the first time it is heard since there is a possibility that the
audience cannot ask the speaker to repeat the speech. For writing, it is acceptable to
compress more words in a sentence whereas in speaking, this should be avoided
since long sentences are harder to understand in speeches.

Comparing Written Communication with Spoken Communication

Some differences between written communication and verbal communication are as
follows:
1. Speaking is a social activity while writing is a private activity.
2. Speaking is universally learned while writing needs to be taught.
3. Writing is generally planned while speaking is usually unplanned.
4. Speaking makes use of gestures and facial expressions while writing uses
punctuation marks.
5. Writing creates a permanent output while speaking does not.

Characteristics of Written Language

1. Planned - this means that there should be an extensive planning of the
written output because the same is often read by the people unknown to the
writer.
2. Organized – since there is a careful planning of the written language, the
written output is expected to have organization of thoughts and ideas from
the writer.
3. Durable – written language/ communication possesses durability or
permanence. It can exist for a long period of time without significant
deterioration.

Characteristics of Spoken Language

1. Variation in speed
2. Loudness or quietness
3. Gestures
4. Intonation
5. Stress
6. Rhythm
7. Pitch range
8. Pausing and phrasing

Crystal (2006) differentiates speech and writing in relation to physical form where
speech uses phonic substance and writing uses graphic substance. In relation to
structure and use, it is also described that speech is “time-bound, dynamic, and
transient” while writing is “space-bound, static, and permanent”.

Principles of Effective Oral Communication

1. Have a clear understanding of your purpose. Knowing by heart your
purpose is a big help as it will help you choose the appropriate topic,
choice of words or manner of delivery for your intended audience. If your
intention of speaking is to entertain, then you should use language and

16
 Purposive Communication

expressions that will spark laughter among your audiences or something

that will lighten their mood or the atmosphere.
2. Make sure that the message you deliver is complete. When promoting a
product for instance, your purpose is to persuade and this can only be
achieved if your claims are supported by facts and essential information.
3. Go straight to the point. Being wordy with your statement may lead to
confusion or misunderstanding. As every minute counts during your
communicative encounter, make your talk or speech brief. Long speeches
also result to boredom
4. Deliver your speech in a natural way. Use appropriate gestures and
movements to give emphasis to important words. Overdoing your
gestures and hand movements can distract your audience’s attention.
5. Have your feedback specific and timely. Feedback and other inputs are
most helpful if they are given or provided on time

Principles of Effective Written Communication: The 7Cs

1. Be clear. To achieve clarity in the delivery of your message, be guided
with your purpose.
2. Be concise. Always stick to the point and do not beat or run around the
bush. Focus on your main point.
3. Be concrete. Support your claims with enough facts. Your readers will
easily know if you are bluffing or deceiving them because there is nothing
to substantiate your claims.
4. Be correct. It is important that you observe grammatical correctness in
your writing. Always have time to revise and edit your work.
5. Be coherent. Your writing becomes coherent only when you convey a
logical message. The ideas should be connected to each other and
related to the topic.
6. Be complete. Include all necessary and relevant information so that the
audience will not be left wanting of any information.
7. Be courteous. The tone of your writing should be friendly. Avoid any
overtone/undertone or insinuation to eliminate confusion and
misinterpretation.

Applying your Learning (Refer to Worksheet 3 Lesson 1, page 16)

Evaluating your Learning (Refer to Worksheet 3 Lesson 1, page 16)

Lesson 2: Varieties of English Language

English is widely spoken in the different parts of the world and is even has the
distinct status of being the official language of many countries. American English and
British English are the two-standard dialect with major variation only in spelling. For
other varieties of English, the dialect or accent enables one to distinguish one from
the other. However, unlike other languages, differences among these varieties are
not prominent.
Learning Outcomes:
At the end of the lesson, you are
expected to:
1. Differentiate American English 17
and British English
2. Explain the distinct features of
the various English language;
 Purposive Communication

Warming Up (Refer to Worksheet 3 for Lesson 2, page 17)

Deepening your Understanding

1. British English
British English is the official language of the United Kingdom. It is
considered as the country’s standard dialect and with variations particularly in
formal written English. An example is the adjective wee which is almost
exclusively used in some parts of Scotland, North East England, Ireland, and
occasionally Yorkshire, while the adjective little is mainly used in other parts
of the country. Nonetheless, there exists a significant degree of uniformity in
written English within the United Kingdom referred to as British English. In
spoken English, however, the uniform concept of British English is more
difficult to apply considering the distinctive variations in many areas of the
world where English is spoken.

It is found out that English has it origin from the Anglo-Frisian

dialects brought to Britain by Germanic colonizers coming from the currently
northern Netherlands and northwest Germany. Basically, it is a West
Germanic language. The language that was generally spoken at this time was
the insular variety of continental Celtic which was influenced by the Roman
colonization – Common Britonic. The variety of languages that cohabited with
English language into the modern period were Welsh, Cornish, and Cumbric.
But with the detachment of these languages to the Germanic languages, their
influence to the English language was particularly limited.

2. American English
This refers to the varieties of English that is native to the United
States of America and is widely adopted in Canada. It has been given official
status by 32 of the 50-state government such that it is the language
commonly used by its federal government. English is considered as a major
language due to its widespread use.

For many reasons, the American English is undoubtedly the most

influential and powerful variety of English in the world today. To cite one, the
United States is considered as the most powerful nation on earth and with
such power brings influence. In fact, the international reach of American films
(movies, of course) and music has extended its political influence through
American popular culture. Its international prominence is also strongly
associated with the extraordinarily quick development of communications
technology.
These two World Englishes are
equal in functionality. /With each English
variety having its own distinctive features,
including those of the United States and
the United Kingdom, it is important that

18

Photo Source: Buzzle.com

 Purposive Communication

one has to adhere to the standard English of his country. These peculiarities include
spelling, punctuation, favored words and expressions, and sometimes grammatical
constructions.
These features include differences in spelling, punctuation, favored words
and expressions, and sometimes grammatical constructions. Below as an example of
some of the differences for American and British English.

Table 1. Differences of American and British English

Aspect American English British English
Punctuation Mary stated,” Paul’s dance Mary stated,’ Paul’s dance
recital tonight will be recital tonight will be
‘fabulous.’ I can’t wait to “fabulous.” I can’t wait to
witness it.” witness it.’
Date December 25, 2021 25 December 2021
Spelling Analyze, acknowledgment, Analyse, acknowledgement,
humor humour
Words French fries, gas, apartment Chips, petrol, flat
Expression/ local A home away from home A home from home
idiom
Grammar Do you have comments? Have you got comments?
Pronunciation Potato (po-tay-to) Potato (po-tah-to)

Applying and Evaluating our Learning (Refer to Worksheet 3 Lesson 2,

page 18)

Suggested Readings
Origin of Philippine English
The story of Philippine English has its historical origins in the US intervention of 1898,
and the American teachers who arrived here toward the end of the Philippine-American War.
These first teachers, known collectively as the 'Thomasites' (after the US army transport ship
Thomas), arrived as early as 1901 and were soon dispersed throughout the islands. They had
an important impact, not only as teachers, but also as teacher-trainers, so that by 1921, 91
percent of all teachers were native-born Filipinos and, thus, 'almost from the beginning,
Filipinos learned English from Filipinos and the seeds of what we now call Philippine English
began' (Gonzalez, 1997: 26-27).
By 1918, the census report noted that around 47 percent of the population claimed to
speak English, and 55.6 percent claimed the ability to read and write the language. Official
American involvement in the teaching of English persisted until the outbreak of war with the
Japanese in December 1941, by which time census results indicated that around 27 percent
of the population claimed to be able to speak English. Judging by the experience of other
colonized nations, the extent to which English had been adopted within the society by that
time was remarkable.

In the post-independence era after 1946, English was retained as an official language
in government and education, but was increasingly used alongside the national language, first
termed Wikang Pambansa ('national language'), then later 'Pilipino', and 'Filipino'. Over the
decades, Philippine English began to develop as a 'variety' of English in its own right,
associated with a distinct accent, a localized vocabulary, and even a body of creative writing

19
 Purposive Communication

by Philippine writers in English. From the 1960s onwards, local linguists began to describe
this localized variety in some detail, despite anxieties among some educators and policy-
makers that the recognition of 'Philippine English' somehow involved the acceptance of a
less-proficient variety of the language (Bautista, 1997). However, the latest results from a
Social Weather Stations (2006) survey suggest that some 65 percent of the population claim
the ability to understand spoken and written English, with 48 percent stating that they write
English, but with only 32 percent reporting that they speak the language. The same report
then goes on to explain that these totals indicate a marked decline in English proficiency
compared to results from 1993 and 2000 (Social Weather Stations, 2006).

Source: Bautista, M. and Bollin, K. (2008). Philippine English: Linguistic and literary
perspectives. Hong Kong University Press. pp. 4-5.

Lesson 3: Language Registers (Formal vs Informal)

Learning Outcomes: Essays in exams and application forms

are usually evaluated based on content,
At the end of the lesson, you are communicative achievement, organization,
expected to: and language. Communicative achievement
1. Identify features of formal refers to one’s ability to write appropriately for
and informal language
a given task using the right register.
registers;
Language register is the level of formality
2. Analyze texts in terms of
with which you communicate. Different
language use and style;
situations and people call for different
3. Determine as to when
formal, informal, and registers. When writing essays and letters,
neutral registers are you as communicator, need to consider your
applicable. target reader for each task using appropriate
style and tone.

Warming Up (Refer to Worksheet 3 for Lesson 2, page 18)

Deepening your Understanding

Types of Language Registers

1. Formal –formal language which is used in a professional context, is highly
structured, impersonal, and more serious in its tone, vocabulary, and
grammar It is common in the workplace, academe, business, trade, and other
industries. Formal language is usually employed when interacting with a boss,
or attending a formal gathering such as conferences, seminars, and the like.
2. Informal – informal language is casual, personal, and more intimate in its
tone, sentence structure, and choice of words. This is appropriate when
communicating with people you know very well such as your family, relatives,
and friends. Informal register is used during informal gathering such as family
dinners, parties, and other informal encounters.
3. Neutral – this is a more factual and non-emotional type of language register.
This is mostly used in highly business-oriented and technical contexts.

20
 Purposive Communication

The following table shows the different contexts and language features for each
register.
Language
Genres and Contexts Language Features
Register
 Business letters  Adheres to rules of grammar and
 Letters of complaint mechanics (punctuation,
 Academic essays abbreviation, spelling, etc.)
 Report  Uses third person point-of-view
 Official speeches (he, she, they, etc.)
 Announcements  Uses sentences in active voice
Formal  Professional emails  No slang
 Job interviews  Less abbreviations and acronyms
 Business meeting (should be spelled out)
 Conferences  Uses complete and more complex
 Public forums sentence
 Personal emails  Does not necessarily adhere to
 Text messages rules and mechanics (punctuation,
 Short notes abbreviation, spelling, etc.)
 Friendly letters  Uses the first person and second
 Most blogs person point-of-view (I, me, you)
Informal  Diaries and journals  Uses sentences in passive voice
 Dating  Slang may be allowed
 Chatting or hanging  Presence of emoticons or “emojis”
out with friends  Uses phrases, fragments,
 Acquaintance parties clauses, or simple sentences
 Coffee table sessions
 Reviews  Almost like formal register though
 Articles it uses more jargons (terms
 Technical writing unique to specific field or
Neutral  Business profession)
presentations
 International
conferences

Applying your Learning (Refer to Worksheet 3 for Lesson 2, page 19)

Evaluating your Learning (Refer to Worksheet 3 for Lesson 2 page 19)

Chapter 4
Evaluating Messages and/or Images

After understanding the concepts of varieties and register of spoken

language, you will then now be trained to be a critical respondent to communication.
As you may have realized by now, language is all around us- from the
moment we wake up, to the way we speak in order to communicate with each other,
to the posts and comments we make on social media, and even as we use our body

21
 Purposive Communication

to give cues and signals of pain, happiness, and excitement, and up to the time we
fall asleep, language is an inevitable part of human lives. As an active participant of
communication, we must be guided by our goals and careful selection of words and
modes on the delivery of message in order to ensure a successful communication
process.
As a part of this world of language, you have to be good in examining how
messages and signs communicate with you in the context of the speaker, purpose,
channel, audience and above all, critical mindedness in evaluating messages.

Target Learning Outcomes:

LO 3 - Determine culturally appropriate terms, expressions, and images.
LO 5 - Summarize the principles of academic text structure
LO 12 - Adopt awareness of audience and context in presenting ideas
LO13 - Appreciate the impact of communication on society and the world

Lesson 1: Messages and Images

Learning Outcomes: In evaluating the effectiveness of our
At the end of the lesson, you are messages, we should ask be able to identify
expected to: the its strengths and weaknesses by
1. Identify what is a message observing its simplicity, specificity, and
and the different purposes structure. In addition, it is important to critically
of encoding message assess pictures you utilize for research,
2. Compare and contrast entertainment, and study. Presentation of
sources of messages pictures ought to be assessed like several
through their content and other sources such as diary, articles, or books
mode of delivery. to decide their quality, reliability, and
appropriateness.
Warming Up (Refer for Worksheet 4 for Lesson 1, page 21)

Deepening your Understanding

Messages and Images

What is a Message?
From what you have just done on the Initial Activity, you were able to critically
analyze a set of images and its message towards its target audience. Let us recall
what a message is. A message, as defined in Module 1, is simply the content of
information that the sender wants to transmit to the receiver.

It may be presented in several forms like spoken words, written words, non-
verbals, pictures, film, advertisement, memes, visual, and performing arts. A
message sent by different sources have their specific purpose.

1. Purposes of Message
In encoding or constructing a message, it is imperative that you have a goal in
mind to successfully share the content of your message. Below are the following
purposes of creating a message:

22
 Purposive Communication

1. To inform or educate. Your message should be neutral and unbiased.

You should be vigilant in identifying or filtering fake news on social media
by using critical thinking. Usual platforms for this purpose of messages
are newspaper articles, magazine features, news blog, travel blogs and
many more.
2. To entertain. Your message should give your audience an enjoyable and
relaxing feeling. In oral communication, your message should be light and
short. Whatever medium it is that you would like to use, always remember
that you are pleasing the audience and holding their attention while
making a point. The message can be humorous, but you do not need to
be funny all the time to entertain. You can share interesting stories or
anecdote. The usual platforms are music, movies, television, sitcoms, and
many more.
3. To persuade. Your message should be able to influence your audience
towards your argument. This is said to be the most challenging purpose of
message because you have to change the mindset of your audience and
let them believe in the idea that you are presenting to them. The usual
platform for persuasion is advertisements, political speeches, political
blogs, and social media posts.

Who Controls the Transmission of these Messages?

After understanding that a message is created with a purpose in mind, it is also
equally important to know where do our sources of messages. These are groups or
individuals have different purposes of encoding message but equally share a
responsibility of truthful and unbiased dissemination of message across audiences.

1. Media Conglomerate
Corporations are called Media Conglomerates. Most of them own different media
platforms that we consume like television, radio, film, music, websites. The
corporate’s main goal is to prosper their respective business. As a consumer of
media, you need to listen, read, and view critically to be able to weigh if the message
you are receiving is serving you best interest or not.

2. Government
This refers to the media funded and produced by the government. As a critical
evaluator of this media, you should be able to carefully assess the propaganda
published by this sector. The government is also known as “State-owned-media”
because its purpose to provide accurate and reliable pieces of information to the
people under its jurisdiction.

3. Individuals
The individuals who create messages for the public consumption has gained
massive following because of the different social media platforms nowadays. They
are highly independent individuals free from the influence of corporations and the
government. With this, they can share any sort of information to a large scale of
audience and varied avenues. This also refers to an independent media.
How to Convey the Message
1. Have an objective- Identify your purpose of communication. Is it to inform,
entertain, or to persuade? Also, identify your expectations from the audience.

23
 Purposive Communication

2. Consider your audience- Look into the group or kind of people that you are
going to share your message with and the best way you may able to share it.
3. Be clear- Keep your messages short and direct.
4. Check for understanding- take note of your audience’s reaction and response.
Answer questions if there are some clarifications or provide evidences if
necessary.
Knowing your purpose is an indispensable part of message construction as it
ensures that the communication is a two-way process where both sender and
receiver understand the content of each message. Moreover, constant practice and
observance of logical thinking is necessary to hone your communication skills.

Ways of Presenting Message

In analyzing our message construction based on purpose, and our audience, the
method of relaying such information is equally significant in the communication
process. You may share your message through the following:
1. Verbal Communication- This type of communication can be narrowed
down into two categories: written and oral communication. Messages in
the forms of chat, email, fax, text message, etc. are examples of written
communication. While oral communication includes video calls, phone
calls, and face-to-face verbal communication.
2. Non-verbal Communication- This type of communication is more on
visual signals such as facial expressions, gestures or body language, tone
of voice, and proxemics or distance between communicators.
3. Visual Communication- This type of communication makes use of
signage, illustrations, posters, graphic designs, graphic designs, etc.

Applying your Understanding (Refer to Worksheet 4 for Lesson 1, page 22)

Evaluating your Understanding (Refer to Worksheet 4 for Lesson 1, page 22)

Lesson 2: Audience Analysis
Learning Outcomes: The communication
At the end of the lesson, you are expected process is a two-way activity
to: which needs mutual satisfaction
1. Determine the different elements in in terms of objective and purpose
audience analysis; for communication. As the
2. Answer guide questions intended communication sender, it is
for audience analysis; and, important that you should also
3. Analyze a target audience in consider your audience in
planning a speech to be delivered. constructing or delivering a
message.
Warming Up (Refer to Worksheet 4 for Lesson 2, page 23)

Deepening your Understanding

Knowing the significance
of our audience in presenting
any given message, we should
be able to analyze carefully
before constructing our
messages. Below is a table that

24

Photo Source: NetBase Quid

 Purposive Communication

can aid you in analyzing your audience before a speech. It is a good practice to
respond to the following questions before giving a talk.

Demographics
Ethnicity What is the group’s common heritage and cultural tradition?
Race What is their common ancestry?
What are their common physical characteristics?
Religion What are the religious beliefs of your audience?
What are the traditions of these beliefs?
Sex and Gender Is there a majority of men or majority of women in your
audience?
Is the majority of your audience masculine, feminine, or
androgynous?
Marital Status Are most of the audience married, single, or separated?
Age Are your audience children, teenagers, young adults,
adults, middle-aged?
Group Affiliation What are the common interests of your audience?
Do they all belong to a specific group?
Occupation/ Socio- Does your audience belong to a particular occupational
Economic Status group?
Regions From what region is your audience?

Psychographics
Motivation Is the attendance of your audience by choice or by
compulsion?
Values What are the cultural influences and life experiences of the
audience?
What is important for your audience?
Level of agreement/ Will your audience support you, oppose you, or remain
Attitude neutral?
Belief What does your audience accept as correct, true, and
valid?

Situational Information
Environmental Factors
Nature of event What is the event all about?
Location Where will the event take place?
Is it conducive for a communication process?
Size of Audience How many people are involved in the event?
Physical What is the physical design of the venue?
Arrangement Which part of the room will the stage be?
Where would the technical people be?
Technology What technology is available at the venue?
Do you need to bring your own equipment?
Temporal Factors

25
 Purposive Communication

Time of the Day Will the event happen in the morning, midday, or evening?
Speaking Order How many speakers will be there?
What is the order of the presentation of speakers
Length of Speech How long is your speech?
Is it enough for the time allotted for you?

Applying and Evaluating your Understanding (Refer to Worksheet 4 for Lesson

2, page 24)

Lesson 3: Critical Reading, Viewing, and Listening

Learning Outcomes:
At the end of the lesson, you are
expected to:
1. Evaluate multi-modal texts
critically to enhance receptive
skills (listening, reading,
viewing)
2. Convey ideas through oral
audio-visual, and/or web-based
presentations for different target
audiences in the local and
global setting using appropriate
registers

To be a purposive communicator, one must bear in mind that it is not enough

to become a good reader nor listener only. He must be capable of evaluating what he
has read, has listened to, or has viewed in the process of communication. Therefore,
being a critical thinker is an essential characteristic for an effective communicator in
whatever manner and situation he may be. In this lesson, you shall consider instilling
the necessity to become “critical” in the quest of a purposive communication.
Warming Up (Refer to Worksheet 4 for Lesson 3, page 25)

Deepening your Understanding

Critical Reading
Reading is an active conversation between the reader and the author of a text.
By letting the ideas flow from the pages to your mind, you become imaginative and
informed at the same time. In the process of unveiling the information from the
reading material, you must be aware of your purpose, imitation of knowledge and
biases in order to be a critical reader. The steps involved in critical reading are
analysis, interpretation, and evaluation.
To be an active, evaluative, and focused reader you may try to consider the following
steps in critical reading:
1. Monitor Comprehension- It does not mean only knowing what limitations are.
You must also be open to upgrade your aptitudes by applying techniques to
settle your limitations.

26
 Purposive Communication

2. Metacognition- You ought to be mindful how you handle thinking. Know the
purpose of your reading before starting to read. Be aware of your pace (how
fast or slow you read) while reading. Try to evaluate how much of the content
you were able to understand.
Steps:
a. Identify what the difficulty is
b. Identify where the difficulty occurs.
c. Restate the difficult sentence in your own words.
d. Look back through the text.
e. Look forward in the text for information that might help you resolve the
difficulty.
3. Graphic Organizers- you may use graphic organizers as aid to understand the
text. These include maps, graphs, frames, clusters, webs, story boards, and
Venn diagrams.
4. Answering Questions- asking questions gives you a purpose for reading
critically. You can start with explicit questions first and implicit questions next.
5. Recognizing Story Structure- this strategy is applicable with fictional stories
where you can identify elements such as characters, exposition, complication,
climax, denouement, and resolution.
6. Summarizing – this is done when writing a research. Determine the main idea
of the text and remove unnecessary details, make sure to be able to connect
your summary with your write-up.
Critical Listening
Being a good speaker is important but being a good listener is more important.
Critical listening is about your ability to analyze words that you have listened to. Just
like critical reading, it involves analysis, interpretation, and evaluation. Try to follow
these strategies for better listening and learning:
1. Be attentive but relaxed
2. Avoid interrupting the speaker and imposing your ideas.
3. Wait for the speaker to pause before you ask for clarifying questions.
4. Pay attention to non-verbal cues and look beyond the spoke message.
5. Keep an open mind and be emphatic.
6. Listen and try to visualize what the speaker is saying.
7. Give the speaker a regular feedback.

Critical Viewing
Just as reading and listening are important receptive skills, critical viewing is also
important. Remember that you belong in a visual generation where your
understanding is reinforced with visual illustrations. Critical viewing entails the use of
analysis, interpretation, and evaluation of the viewing material. In order to be an
evaluative respondent to films, television shows, videos, and vlogs do consider the
following steps:

Before Viewing
1. Know your purpose before viewing
2. If you are viewing a movie, try to predict the sequence of the movie, points of
view of the film maker, etc.
3. Connect the movie or video with other forms of media (novels, books, song,
etc.) that has a similar concept with the movie you are to watch.

27
 Purposive Communication

4. Create a concept map of the movie

5. Create your own guide questions in understanding the media.
During Viewing
1. Try to pause or rewind the movie that you are watching for better
comprehension.
2. Try to re-watch the movie with a new objective and purpose in mind.
3. As you watch the movie, try to come up with relevant questions for
understanding.
4. Come up with meaningful conclusions.
After Viewing
1. Restate what transpired in the story.
2. State the main idea of the viewing material.
3. Try to recollect your emotions and what you were thinking while viewing the
movie.
4. Conclude the social context of the material viewed.
5. Distinguish the implicit and explicit ideas you came up with.

Applying your Understanding (Refer to Worksheet 4 for Lesson 3, page 26)

Evaluating your Learning (Refer to Worksheet 4 for Lesson 3, page 27)

Chapter 5
Communication Aids and Strategies Using Tools in
Technology

28
 Purposive Communication

Being able to communicate is one of the most important life skills. This way,
we can express our feelings, convey our ideas, and deliver our messages.
Communication plays a vital role in society so that each one will understand the
other. The advent of technology is now surging through all aspects in life, and no
doubt, it is revolutionizing different fields of specialization. Technological
improvement has brought faster means of communication in different transactions
and steps. In any professions in our world, technological devices are being utilized to
communicate. Nowadays, being techno-savvy is a must. How are we going to
communicate using different technological tools if we do not know how to use it?

In this chapter, you will encounter different communication aids and strategies
using technological tools. Being able to incorporate the techniques in our way of
communicating will enable us to successfully send our message across.

Target Learning Outcomes

LO6 - Convey ideas through oral, audio-visual, and/or web-based
presentations
for different target audiences using accurate registers.
LO7 - Create clear, coherent, and effective communication materials.
LO11 - Adopt awareness of audience and context in presenting ideas.
LO12 - Appreciate the impact of communication on society and the world.

Lesson 1: Types of Visual Aids

Learning Outcomes: To enhance a presentation,
At the end of the lesson, you should be speakers at times use visual aids.
able to: These visual aids make the discussion
1. Identify the varied communication more interesting in conventions and
aids being used in presenting
conferences. Woods (1997) suggests
ideas;
that when visual texts are incorporated
2. Evaluate the different
in such communicative activities, there
communication strategies
presented in the lesson; are guidelines that one should
3. Describe the tools that technology remember and follow. Rules like in the
offers to communicators; and use of colors, number and size of texts
4. Create a visual aid to be used for a and others must be taken into
presentation. consideration when using visual aids.

Warming Up (Refer to Worksheet

5 for Lesson 1, page 28)

Deepening your Understanding

It is undeniable that with the

use of visual aids, it becomes an

29
 Purposive Communication

immensely powerful tool in enhancing the impact of your presentation. With the use
of visual aids, we are able to present complex information comprehensively and
clearly as well as adding a variety to the technique in delivery. The words and images
presented using various formats appeals directly to the imagination of the audience
and provides power to your uttered words.

According to Shabiralyani, et. al. (2015), “visual aids are those instructional
aids which are used in the classroom to encourage students in the learning process.”
These aids also help students to easily understand and be more interested in the
lesson. With the help of visual aids, lessons become comprehensible to students.
Basically, visual aids serve as a tool in the dissemination of knowledge and in making
teaching effective.

The following are the types of visual aids you can make use of during
presentations:

Types of Visual Aids

1. PowerPoint Presentation – Microsoft PowerPoint or PPT is one of the most

utilized software of Microsoft. This is an application in your laptop, computer, or
phones that we use to create a presentation of a lesson, business, etc. Once
used well, it can be advantageous to you, if used poorly, it can have the exact
opposite effects.
In this computer program, you are allowed to create slide shows to highlight
your presentations. You are able to come up with a unique and powerful
presentations through the combination of texts, graphics, and multi-media
contents.

The general principles on making PowerPoint Presentation:

DO DON’T
Use a big enough font (minimum 20pt) Make it small you can’t read
Keep the background simple Use a fussy background image
Use animations when appropriate But don’t over-do the animation – it
gets distracting
Make things visual Use endless slides of bulleted lists that
all look the same

Source: https://bit.ly/3iDWIlB

2. Flip Chart and Whiteboards –This visual aid is an excellent choice when you do
not have the access to a computer or projector. It is a large pad of paper placed
on a stand; this, typically has a main idea to each sheet of paper. Alternatively,
you can also attach printed charts and graphs in large sizes for your presentation.
It is a very useful and a flexible way of recording information as you present
because it highlights the salient points in your presentation.

3. Video – Video is “recording, reproducing, or broadcasting of moving visuals.” In

using this visual material, you are able to show stimulating visual and auditory

30
 Purposive Communication

information to your audience. This brings pictures, sound, and movement into
your presentation which makes it interesting and captivating to your audience.
Make sure that video material shows relevance to the content of your
presentation.

4. Artifacts or props – Sometimes it can be helpful and useful to use artefacts or

props when making presentation. Artefacts are authentic materials that can be
used in a presentation to make it more realistic and tangible by the audience. If
you are to use this visual aid and bring an artefact with you, you should ensure
that the object or material can be seen all throughout the room and can be
passed around by a small group or can be moved to different areas in a spacious
function room.

5. Paper handouts - Handouts are useful if the information that you are to present
is too detailed and would not fit on a slide as you want your audience to obtain
the full record of your presentation. Handouts are also a type of visual aid
wherein you will put all important information as a guide to the audience while
you are discussing your presentation.

Applying your Learning (Refer to Worksheet 5 for Lesson 1, page 29)

Evaluating your Learning (Refer to Worksheet 5 for Lesson 1, page 29)

Lesson 2: Varied Tools for Communication

Learning Outcomes: For 21st century learners, the

At the end of the lesson, you are challenge is to be multiliterate and
expected to: technology-inclined, coupled with wide
1. Determine aids and strategies knowledge in ICT literacy, use of
for effective purposive technology and digital network. Learners
communication; today are labeled ‘digital natives’ the fact
2. Appreciate the value of
technology in accomplishing
tasks; 31
3. Utilize tools and technology
judiciously for educational
purposes;
 Purposive Communication

that most of their time, they are attached to manipulating gadgets as well as being in
the social media almost every day. The endless exposure of learners in technology
should be well-guided by adult literates so that they can make use of technology to
appropriate means of communicating purposively.

Warming Up (Refer to Worksheet 5 for Lesson 2, page 30)

Deepening your Understanding

In the modern generation, communication can be delivered in so many ways. Not
like before, through writing a letter or telegraph is one way of delivering messages.
We are now living in a more advanced era where technology is taking the spotlight.
Let us take a look at the list of these communication tools provided by Starks (2018)
at Techwalla.com as cited by Bantugan, et al (2019).

1. Cellular Phones or Smartphones – Since the production of cell phones in

the late 1980s, their capabilities have steadily increased. The basic functions
of text messaging now go with other functions such as sending and receiving
email, pictures, and recorded videos. Smartphone owners make up more than
80 percent of internet users. By 2019, the number of smartphone owners is
estimated at 2.5 billion worldwide by 2019. These communication devices
include such cutting-edge features as GPS navigation, voice-activated virtual
assistants, predictive typing and video calling.

2. Skype – You can download this app on Apple store of Google play for free.
This is a downloadable application wherein you can have free messaging and
video calling if you have access to the internet. Skype is very much useful in
education, business, etc. This app also allows users to watch each other real
time while they speak. Everyone can benefit from this app.

3. Instant Messaging – This allows exchange of short written messages

delivered almost instantly after the message is created. Nowadays, we have
the Facebook Messenger wherein we can immediately send to someone
even if do not have the internet data. Millennials are now into this app and
sometimes avoid the built-in messaging app in their smartphones.

4. Twitter – Like Facebook, Twitter has become popular. It is also a social

network but without extraneous information or elaborate weblogs. By
eliminating extraneous information and the elaborate weblogs, Twitter allows
users to stay updated on others people’s posts.
5. Email – In the field of education, teachers and students are using emails to
send and receive important documents and paperwork. As of today, being
able to know how to use email is crucial. Teachers are incorporating the use
of Gmail as an avenue to teach students. They use the google classroom as
their place of sending requirements and activities. Email is very much useful
because it is so convenient and easy to use.
6. Telephone – Alexander Graham Bell invented the telephone which is
beneficial to everyone. Telephone is used to call someone who is far away

32
 Purposive Communication

from you. With this, it would be quite easy for us to communicate or deliver
messages to others. Advances in technology have eliminated the need for
heavy hardware and metal wiring present in the original designs. These
advancements resulted in the shift from landlines to wireless and have
allowed people to communicate from remote locations.

7. Radio – A lot of people have access to radios. Even in our mobile phones
there is a built-in radio where you can listen broadcasts. The creator of the
first sophisticated radio transmitter, Reginal Fersedden sent music and
speech across the airwaves as early as 1906, an immense improvement from
the ideas of Guglielmo Marconi. The reach of broadcasting information has
immensely increased since the invention of the radio.

8. Television – Experiments on the television began as early as the late 1920s.

It was finally introduced to the public in 1946. Television users have increased
steadily, reaching 20 million households in 1953 from only 940,000 in the
beginning. The following decades saw the television elevated to its status as
the predominant source of communication to a wide audience. It had changed
the political and cultural landscape forever. Television is indeed helpful to us
to have a wide range of understanding about social issues. We can watch live
newscast and we can get a broader information.

9. Internet – Another in demand source of information and a way to be able to

communicate is the Internet. Internet is “an electronic communications
network that connects computer networks and organizational computer
facilities around the world.” (Merriam Dictionary, 2020) This enables us to
connect to the world even if it is miles away from you. Internet allows us to
access information from different sources, sometimes for free. However, with
the government monitoring some social networking sites, privacy concerns
have risen along with its proliferation

With these number of tools available for us, it would be very

convenient and easy for us to be connected. These tools of communication will
help us to give needed information to everyone. Still, we need to be vigilant and
careful in using these tools to avoid misinformation and disinformation. Use these
communication tools to spread awareness and to educate people around the
world.
Applying your Learning (Refer to Worksheet 5 for Lesson 2, page 31)

Evaluating your Learning (Refer to Worksheet 5 for Lesson 2, page 32)

Lesson 3: Communication Strategies using Social

Media and Online Platforms

33
 Purposive Communication

In the previous lesson, you

Learning Outcomes: have already been hearing concepts
At the end of the lesson, you are about Facebook and social media in
expected to: entirety. While it is true that social
1. Determine the impact of social media have added a whole new
media to kind of communication dimension to the concept of
in the modern times; communication, it has become the
2. Develop understanding on the most accessible platform in engaging
safe use of social media. to a purposive communication. Though
3. Use social media ethically and it is a trend in communication today, a
responsibly. lot of netizens wrongly use social
media. Truly, it has become a
challenge to maximize the use of social
media.
Warming Up (Refer to Worksheet 5 for Lesson 3, page 32)

Deepening your Understanding

Below is a list of basic pointers to etiquette of communicating in this
overwhelming universe of social media.

1. Learn how each medium works.

How often have you come encountered people who send an
email as if they are chatting with you? The first step is to know how
each medium is supposed to work. Twitter is about posting brief, and
expressive conversations while Facebook comprises of longer rants.
Gmail is focused on professional communications.
2. Learn the norms of professional communication online.
If you hope to create a cultured or sophisticated image in social media,
be sure that you are aware of the norms online. Always be courteous
with people online as well as offline. Avoid using rude and
unprofessional language.
3. Respond and acknowledge if someone has written to you
As a part of being professional and courteous, respond to someone
who messaged you online just like how you would respond to them in
real life. Leaving somebody’s comment or message unanswered is like
when somebody approaches to talk to you then you walk away without
responding.

4. Avoid chat language, especially in formal communication

With the emergence of SMS or text messaging as one of the earliest
forms of digital communication, we have come to think that we can
leisurely use chat language in all forms of online and digital
communication. However, this is not the case. Using informal language
in Gmail is notably unprofessional.

34
 Purposive Communication

5. Use Gmail properly

Gmail is an emerging popular tool for communication. Make sure to
always add a ‘subject’ to your composed email. Always write an introductory
statement with or without your attachments. Always be courteous with your
words in this formal venue for communication.

6. Preferably, message people first to know a good time to call them up

Be mindful in finding a good time to talk with any person you know. It
is preferred that you send first a message informing the other person that you
would like to have a conference before calling. If you still do not get a
response with your message, you may call straight away at a suitable time.

7. Do not assume the right to use online personal information to contact

people out of nowhere
With the enormous amount of personal information on social media,
every person’s information has never been more so accessible for public
consumption. However, we should not use this information to start a
conversation out of nowhere.
8. Follow norms of written English for better communication online
Make sure to write correct words and punctuations in online or digital
communication. With clipped words and abbreviations, the receiver might
misunderstand the content of your message. If you do not follow the norms of
written English, you are then judged as what you put out there which instantly
be related to you and the image you have built.

Applying your Learning (Refer to Worksheet 5 for Lesson 3, page 35)

Evaluating your Learning (Refer to Worksheet 5 for Lesson 3, page 36)

Chapter 6
Communication for Various Purposes

You have just learned about the communication aids and strategies for
communication in the previous chapter. Now, you will be dealing with the various
purposes in communication, which focuses on the purpose of giving speech, being
an active listener, all about voice and preparing and giving a talk. When
communicating or delivering a speech, you must always be guided with its purpose.

35
 Purposive Communication

We must be aware that there are many purposeful uses of communication. People
communicate with various reasons, in a variety of ways.
Target Learning Outcomes
LO6 Convey ideas through oral, audio-visual, and/or web-based
presentations for different target audiences using accurate registers
LO8 Present ideas persuasively using appropriate language registers, tone,
facial expressions, and gestures.
LO11 Adopt awareness of audience and contexts in presenting ideas.

Lesson 1: Purpose of Giving Speech

Learning Outcomes: In this technological world,
At the end of the lesson, you are expected we cannot deny the fact that almost
to: all of us have already our own
1. discuss the different purposes of gadget, even the young ones. It is
speech; already easy also for us to access
2. identify appropriate messages to be in the internet, wherein we are
delivered in specific occasion, and already able to access in the
3. write a speech according to its different media where we are
purpose. influenced of what we see and what
we listen. So, it is vital for us to
evaluate every single word we hear or listen to know its purpose, and try to consider
if we must take or ignore a single speech we have heard.

Warming Up (Refer to Worksheet 6 for Lesson 1, page 36)

Deepening your Understanding

Speech Communication is the process of sharing information, thoughts, and
feelings using both audible and visual codes such as voice, facial expressions,
gestures, movement, posture, and the like. This process involves the following
elements: participants, contexts, messages, channels, noise and feedback.

Novo (2015) cited different purposes of giving a speech. To inform, to

persuade, to entertain and to inspire.

1. To Inform. This is the most

common reason for giving a
speech. The objective is to
gain and to share knowledge,
giving you the opportunity to
present information in a
certain occasion. A speech
with a purpose to inform
provides its audience
relevant information to shed
light to a certain issue or topic.
Photo Source: Wordpress.com

36
 Purposive Communication

2. To Persuade. A speech to persuade primarily intends to influence the

audience’s attitude or behavior. Persuasion is a message designed to alter a
person’s beliefs or behavior. A persuasive message is identified through
appeals to personal motives and behavior. This is the most difficult kind of
speech because the speaker is challenged to convince his audience to agree
with what he is delivering.

3. To Entertain. This kind of speech aims to entertain the audience and capture
listener’s attention and pleasure. A speech to entertain relaxes the audience
which is achieved by creating a pleasant listening experience.

4. To Inspire. Inspiration means to stimulate, to breathe life into something.

Some classic examples of inspirational talks are inaugural speeches,
commencement speech, testimonial speeches and sermons delivered by
priest and pastors. A good example of speech to inspire is success or growth
stories of famous personalities who started from scratch.

Speeches Delivered During Special Occasions

1. Welcome Speech. The main intention of this kind of speech is to make your
audience comfortable and make them feel that they are well-received.
2. Speech of Introduction. Speech of introduction ought to lead us to
information about the speaker who demonstrates his ability for discussing a
topic. It is like “selling” both the topic and the speaker to the audience. Like a
welcome talk, the speech of introduction should be done in the briefest
amount of time.
3. Speech to present Gift or Award. This speech is giving an assurance to the
recipient that he/she is really somebody who deserves an honor. The goal of
this speech is to give fair but not exaggerated tribute to the recipient of the gift
or award.
4. Speech to Accept the Gift or Award. This speech should be shorter than
the speech of presentation. It could be done even without memorizing the
lines.
5. Speech of Tribute (Eulogy). Eulogy is derived from a classical Greek word,
“eulogia” which means a speech or writing in praise of a person especially
one recently dead or retired. Eulogies may also include an expression of
praise or acknowledgement to people who are still alive.
6. Commencement Address. This is the speech delivered by a
commencement speaker on graduation day. The speaker may be an
outstanding member of the university community or an invited guest from
outside the institution.
7. Keynote Speech. A convention usually started with a keynote address, which
highlights the convention/conference objectives and contents and an
overview of the entire proceeding. Motivating, arousing interest and inspiring
the audience are the foremost intention of this type of speech which should
be achieved by the keynote speaker.
8. Commemorative Speech. These are speeches delivered during special
occasions taking place in memory of a person, an event, and so on. Example

37
 Purposive Communication

on this are the foundation of an institution, anniversaries, and admission to an

organization.
Source: https://bit.ly/3iDWgnv

Types of Speech
There are factors that you need to consider in delivering a speech. First, the
preparation, preparing an oral talk is not that easy especially for beginners like you.
Second, how are you going to deliver your speech? Third, where and to whom are
you going to deliver the speech? Lastly, what is your purpose of delivering the
speech?

Padilla, et. al. (2003) stated different types of speech.

Types of Speech According to Preparation and Delivery

1. Memorized Speech. Memorized speech is the most difficult and the least
effective. These speeches are used in oratorical contest and in formal
occasions like eulogies or church rituals and in political situations. They are
learned by heart. Practice is the one and only guideline for a memorized
speech.
2. Impromptu Speech. An impromptu speech is delivered on the spur of the
moment or on top of one’s head without preparation. Day-to-day
conversations are considered impromptu talks.
3. Manuscript Speech. Manuscript speeches are read and delivered from a
prepared text. These speeches are appropriate for precise messages or
subjects to review or to publish. This is the preferred mode of delivery for
ministers, scientists, persons in the mass media and corporate executives.
4. Extemporaneous Speech. This type of speech, though planned and
prepared ahead, is not memorized as it is delivered in direct and spontaneous
manner. The speaker here uses conversational tone with the speech draft or
outline as guide during the delivery.

Applying your Learning (Refer to Worksheet 6 for Lesson 1, page 35)

Evaluating your Learning (Refer to Worksheet 6 for Lesson 1, page 36)

Lesson 2: How to Be an Active Listener

Learning Outcomes: How would you feel when

you are talking in front of your
At the end of the lesson, you are expected
classmates delivering your report,
to: yet no one cares to listen to you?
1. explain the importance of listening in Would you be hurt or just ignore
the art of communication them? I am sure you will get
2. identify situations as to which when disappointed. Listening is an
these different kinds of listening will important skill that everyone should
be used, and
3. differentiate hearing from listening.
38
 Purposive Communication

know and possess. However, you need also to know that listening is different from
merely hearing a message.

Warming Up (Refer to Worksheet 6 for Lesson 2, page 36)

Deepening your Understanding

Communication being a dynamic process requires the active involvement of

the participants. In particular, speech communication demands conscious interaction
between and among the participants. Meaningful interchange of ideas starts only
with the willingness of the speaker and the receiver to listen and to participate.

Listening is a process that is cognitive in nature where meanings are

attached to aural signals. The middle ear and the auditory nerve translate sounds
waves into nerve impulses which are then sent to the brain for interpretation. The
process of interpretation – registration of impulses, assigning them to meaningful
contexts and evaluating them – constitute listening (Mitzel, 2011).

Kinds of Listening
Padilla, et. al. (2003), identified different kinds of listening: emphatic listening,
critical listening, and reciprocal listening.

1. Emphatic Listening. In this kind of listening, you listen to understand the

feelings and emotions of others. This means that we give attention to a
person’s sentiments and in the process, we absorb not only the words of the
speaker but his/her emotions as well as to enable us to better understand and
feel him/her.
2. Critical Listening. This requires full attention of the listener for him to weigh
and analyze what has been said. With the use of his stock or prior knowledge
of the topic/issue, the listener is able to objectively and critically assess the
merit or the veracity of the information received. This is most common in
conferences, seminars, debate, competition and other fora.
3. Reciprocal Listening. Unlike critical listening, reciprocal listening is lighter in
nature and is most common during conversation with friends, peers, family,
officemates and the like. It is termed reciprocal form the word reciprocates as
it requires the participant in a communicative exchange to listen for him to be
able to respond.

Reasons of Listening
Below are the reasons for listening identified by Novo (2015).
 To gain information
 To be entertained
 To be inspired or to be motivated
 To make decisions
 To show politeness

39
 Purposive Communication

Hearing and Listening

Villamarzo et. al. (2003) as cited by Novo (2015) stated the difference
between hearing and listening. They describe hearing as passive because you do not
have to exert effort to do it. A person hears utterances without the concern about the
meanings of what he or she has heard. Example of this is, listening to music without
understanding the lyrics. Listening requires analyzing and interpreting ideas where
conscious attempt is made to understand the speaker. Information received is
processed without letting personal opinions influence the intent of the speaker’s
words.

Traits of Passive and Active Listeners (Novo, 2015)

Passive Listeners Active Listeners
Expect a lecture to be dull Expect to find something in the lecture
that interests them
Assume that information in a lecture will Assume that information from a lecture
not be useful or does not pertain to their will be useful – if not now, then perhaps
lives sooner or later
Look for weaknesses in the speaker’s May notice weaknesses in the
style instead of listening to what the speaker’s style but pay attention to what
speaker says the speaker says
Listen only for main ideas and ignore Listen for main ideas and the details
details and examples that support them
Give in to daydreaming and become Resist daydreaming and ignore
distracted distractions
Tune out when they disagree with the Keep listening even when they disagree
speaker with the speaker
Tune out difficult or technical Try to understand difficult or technical
information; do not ask questions information; ask questions as needed
May doze in lectures if tired Try to stay awake if tired
Do not take good notes Take well-organized notes

Applying your Learning (Refer to Worksheet 6 for Lesson 2, page 37)

Evaluating your Learning (Refer to Worksheet 6 for Lesson 2, page 37)

Lesson 3: All about the Voice

Learning Outcomes: One of the God’s given gifts
is our voice. It is vital in the
At the end of the lesson, you are expected transmission of ideas and feelings. It
to: plays a significant role in
1. identify the different characteristics communicating thoughts. This is the
of voice, and major vocal qualities reason why we should take good
care of our voice, for because of it
and
we are heard or listened to by the
2. apply appropriately various
emotions in delivering speech.

40
 Purposive Communication

people we are communicating with, every second, every minute and every hour of
the day.

Warming Up (Refer to Worksheet 6 for Lesson 3, page 38)

Deepening your Understanding

The Desirable Speaking Voice
Diaz (2005) identified five most desirable characteristics of voice.
1. Audibility. The voice should be loud enough to hear.
2. Pleasantness. It should be pleasing to the ears. It is your natural voice ,
which is low, well-modulated, resonant, and mellow.
3. Clarity. It is clear and distinct enough to be understood.
4. Flexibility. It has already capability for modification or change. This
is readiness in adjusting making it versatile enough to carry the greatest
possible amount of meaning
5. Fluency. It is articulate and effortless. Like fluid, it flows smoothly and easily.

Voice Qualities
Individuals have different voice qualities. There are those who naturally speak
slow, fast, loud or clear. Extra effort is made when people change their normal voice
qualities. According to Falca (1991) as cited by Nano (2015), a person’s voice
reveals his personality.
There are seven major vocal qualities identified by Novo (2015).
Vocal Qualities
Resonance The ability of one’s voice to fill space; intensification and
enrichment of the tone.
Rhythm The flow, pace, and movement of the voice tone.
Speed How fast the voice is used.
Pitch The tightening or relaxing of the vocal cords (e.g. the
nervous laugh); the highness or lowness of sound.
Volume The degree of loudness or intensity of the voice.
Inflection The changes in pitch or volume of the voice.
Clarity The crisp articulation.

Projecting Emotions Vocally

Affection Upward inflection, resonant, low volume, slow speed.
Anger Loud volume, terse speech, irregular inflection
Boredom Moderate to low volume, resonant, somewhat, low speed,
descending
Cheerfulness Somewhat high volume, fast speed irregular inflection.
Impatience Normal to high pitch, fast speed
Joyfulness Loud volume, fast speed, ascending inflection
Astonishment Ascending inflection
Defensiveness Terse speech

41
 Purposive Communication

Enthusiasm Loud volume, emphatic speech

Sadness Low volume, resonant, slow speed, descending inflection,
little clarity
Disbelief High pitch, drawn-out words
Satisfaction Ascending inflection, little clarity

Applying your Learning (Refer to Worksheet 6 for Lesson 3, page 39)

Evaluating your Learning (Refer to Worksheet 6 for Lesson 3, page 40)

Lesson 4: Preparing and Giving a Talk

Learning Outcomes: Are you happy when you are

At the end of the lesson, you are given a speaking job? Or are there
expected to: second thoughts that pull you down?
1. Prepare a talk What is the predominant feeling?
2. Evaluate an oral presentation FEAR? Yes, it is usually the dominant
3. Value the importance of being feeling we fell especially when
prepared before delivering a delivering speech to a huge audience.
speech. But fear is normal. Thus, you need to
cope with that fear. How?

Deepening your Understanding

The critical variable that makes public speaking dreadful for most beginners is
the word “public.” It is said to be the psychological fear of the unknown, fear of an
unreceptive audience, fear of committing mistakes, of being laughed at, and fear of
fear itself. What then can you do about it? Run away? Make excuses or face it
bravely? All you must do is be armed with the five P’s of public speaking:
Perceptions, Positive attitude, Preparation, Practice, and Prayer (Diaz 2005).

Perceptions
The first prerequisite is all in mind. What you think about public speaking and
what you believe it to be may affect your feelings towards the activity. Knowing what
it is not and what it is, will therefore, be a great help.

Positive Attitude
This is the second requirement. You should remove all the bad thoughts and
negative feelings for they will only scare you. You should always think positive. What
is mentally possible can be physically possible. If you think you can, surely you can!

Here are some reminders to boost up your spirit. (Diaz 2005)

1. Stage fright is human phenomenon. It is normal.
2. Capitalize your tensions. Use them to your advantage.
3. Have self-esteem. Believe in yourself and in what you can do.
4. Set your goal and be determined to become a good speaker.

42
 Purposive Communication

5. Be patient with your progress. Learn to labor and to wait.

6. Cultivate other positive attitudes. Develop self-confidence, self-esteem,
determination, patience, sensitivity, enthusiasm, integrity, friendship, and
love.

Preparation
The following will serve as your guideposts in the preparation of a talk:
Elements to be Guide Questions
considered
 What do the organizers of the event expect from you?
 What do they want you to talk about?
 Do you have a choice?
 Do you find it interesting?
Know what is
 Is it something you know a lot about?
expected.  What is the occasion?
 Is there a theme?
 What would be your purpose?
 What is the demographic profile of your audience?
 Do you know their age range, gender, occupation,
Know your educational background, culture, attitudes, needs and
wants?
audience
 How big will your audience be?
 Where will you be speaking, indoors or outdoors?
 Would it be too warm or too cold?
Know where your  Is the room small or big?
 What is the room lay out?
venue is
 Would you be using devices?
 Do research works
Gather your  Find plenty of facts and figures to help you.
materials  Dig out plenty of anecdotes, jokes and quotations to
add color to your talk and lighten the load of hard fact.
 Sometimes you have to talk about yourself
 Anticipate likely questions and have your answers
ready.
Structure your  Plan your ideas logically.
speech  Prepare an outline
 Remember three, five or seven points

Parts of a Speech
1. Introduction
Here are some opening devices you need to consider when making an
introduction of your speech.
 Greet the audience and remind them why they are gathered.
 Catch their attention and amuse them by saying something in character with
the occasion.
 Invite direct involvement of the audience through questions and requests.
 Surprise the audience and challenge their assumptions.
 Thank the organizers for asking you to speak and say how pleased you are to
be there.

43
 Purposive Communication

2. The Body
Giving a speech is likely talking to an audience on a journey, so you must
lead them the way. So, always remember the old maxim:
1. Tell them what you are about to tell them.
2. Tell them what you want to tell them, and
3. Tell them again what you have told them.
3. The Conclusion
 This is considered as the last part of the speech, so it needs to be
memorable.
 Make a lasting impression by serving the audience some food for the mind.
 Pay your remarks with something the audience will long remember.
 Use quotations

Practice for an Effective Speech Delivery

The following guidelines will be helpful.
1. Decide on the style of delivery’
a. Reading Method – is best for beginners
b. Memorized method – is preferred for those with good memory
c. Impromptu method – is for accomplished speakers
d. Extemporaneous method – is for seasoned speakers
2. Allocate practice hours in your time budget.
a. First rehearsal - focus on the content of speech
b. Second rehearsal - focus on delivery, using the voice, the body and language
to the best advantage
c. Third Rehearsal - do the final rehearsal on the verbal and nonverbal
including visual aids, if any
3. Practice aloud
4. Check your posture.
5. Execute appropriate gestures.
6. Know how to use the microphone.
7. Speak in public as often as you can.
8. Practice at the venue or some familiar place.
9. Come to the venue early and warm up.
10. Practice with coach or with a live audience. You can ask some friends for feed-
backing.

Guides in Delivering a Speech

(Novo 2015)
1. Step up
2. speak with confidence and
authority.
3. Get set before you start to
speak
4. Establish eye contact.
5. Provide introduction
6. Start without referring to your
Photo Source: FlowGalindez.com
notecard or prepared speech.

44
 Purposive Communication

7. Avoid using interjections and punctuations.

8. Stop at the end of the idea
9. Maintain good posture and proper gestures.
10. Speak loud enough to be heard.
11. Ending your speech remarkably.

Other tips to ensure an effective speech delivery

1. Feel relaxed
2. Form your words carefully.
3. Use simple words which could be easily understood by the audience.
4. Avoid long, compound – complex sentences
5. Express your ideas in a simple, direct, logical, and coherent manner.
6. Prefer to use the first and second persons.
7. Avoid unnecessary mannerisms.

Applying and Evaluating your Learning (Refer to Worksheet 6 for Lesson 4, page
40.

45
Chapter 7
Communication for Work Purposes

While most of our youth spend their time in schools, others are in the
workplace. What you usually see in the internet and the television are office types of
workplaces, but that is not the end of it. Some workplaces are found in many fields.
For example, marine researchers spend their research hours in the oceans; civil
engineers are found in highways and bridges; and for teachers in the classroom
aside from their offices where they do most of their paper works.
The workplace is indeed a diverse set of industries. Schools, hospitals, law
firms, and business companies are few examples. And in any of these industries,
your workmates may come from different cultures and backgrounds. Thus, the
importance of maintaining a healthy relationship through effective communication.
Target Learning Outcomes:
LO7 Create clear, coherent, and effective communication materials.
LO8 Present ideas persuasively using appropriate language registers, tone, facial
expressions, and gestures.
LO13 Appreciate the impact of communication on society and the world.

Lesson 1: Communication in the Workplace

Learning Outcomes:
At the end of the lesson, you are expected to:
1. Identify if a written or oral communication is formal or casual.
2. Differentiate the three types of communication directions in the workplace.

Warming Up (Refer to Worksheet 7 for Lesson 1, page 41)

Deepening your Understanding

The importance of communication in

the workplace, aside from providing
information, also highlights instruction,
motivation, and inquiry. An efficient
communication in the workplace will provide a
focus with all the members involved and thus
resulting in a coordinated action.

The communication in the workplace

Photo Source: EnterPH.com
can afford many two forms:

 Formal

46
 The interchange of information is done in a deliberate effort, in a
proper way, following conventional speech, dress code, and behavior.
(ex: business meetings, work-related email)

 Casual
This is used when both parties have familiarity with one another, that
is, they interact with each other regularly.
(ex: chat during lunch breaks)
and (in an organizational perspective) it may follow one of the following
directions depending on its source:

 Downward Communication
- The communication flow which starts from a high level to the low level
of the organization.
- This is used to explain policies and procedures, give directions about
a job specification, offer feedback on performances, and to implement
plans and goals.
- Example: Hiring notice from CEO to the Human Resources
Department

 Upward Communication
- From a lower level to a higher level
- Provides information to what is happening at an operational level
- Usually includes progress of plans and complaints
- Example: A report on sales of the new product.

 Lateral Communication
- Refers to the communication flow between and among members of
the organization of the same rank or level, such as communication
between employees or communication among managers.
- This creates an effective coordination to facilitate the work
undertaken.
- Example: Utility workers coordinating which floor of the building they
will clean up.

Globalization has changed many industries and by extension, the

communication within these industries. It has diversified culture in the workplace and
it characterized an effective employee as someone who knows how to communicate
in a multicultural setting. The resulting global communication has two forms:
 External Communication
- Refers to messages sent to audience (either national or international)
outside of the company
- This includes hiring notices, product advertisements, etc.

 Internal Communication
- Refers to messages sent within the company
- This includes all communication (downward, upward, or lateral)
practiced by all employees within the company.

47
Applying and evaluating your Learning (Refer to Worksheet 7 for Lesson
1, page 41)
Lesson 2: Effective Communication and Oral
Presentation in the Workplace
Learning Outcomes:
At the end of the lesson, you are expected to:
1. Familiarize with the different communication skills necessary for different
industries.
2. Assess your communication skills.

Warming Up (Refer to Worksheet 7 for Lesson 2, page 42)

Deepening your Understanding

Different industries with diverse culture of employees require different sets of
communication skills necessary for the job and the audience they cater. Knowledge
of these skills will prove an employee’s efficiency in the workplace. Here are the
following industries and the communication skills they require:

 Health Industry
It is common in our country to see foreign doctors in hospitals and our nurses
working abroad. Here are some helpful tips for effective communication in
healthcare:
 Be accurate in communicating with your colleagues but talk to patients in
simple medical terminologies.
 Avoid using templates when talking to your patients, adapt and adjust to
their personalities.
 Show to your patients that you listen.
 Encourage them to express their concerns and fears.
 Be aware of your non-verbal codes.

 Education Industry
Educational institutions influence the students to be competent and
competitive in their chosen fields among many other industries. Hence, it is
this industry that requires utmost attention to communication. The following
suggestions may help you excel in the workplace:
 Be confident when discussing lessons to the class
 Be warm and neutral when representing the school in phone calls and e-
mails
 Listen and empathize when discussing with parents concerning their child
 Observe professionalism in the content of the school’s digital footprint in
webpages and websites

 Business Industry

48
 Although it looks like the business industry is an endless argument between
the boss and a client, the purpose of communication in this industry is for the
company to reach its goals by presenting and evaluating ideas. To be an
effective communicator, here are some things to remember:
 Practice active listening, that is, to make a conscious effort to identify,
process, and actively respond to a message communicated.
 Be aware of the non-verbal signals sent to you, but always send positive
body language to the people around.
 Always make eye contact to the person you talk to.
 Be firm and confident in presenting your ideas.
 Be sensitive to the culture of the people around you.

 Law Industry
The courtroom is considered as the workplace of a lawyer, however, most of
the communication process—dealing with your clients and colleagues
happens outside it. The following are communication skills necessary to
lawyers.
 Learn to understand the verbal and non-verbal cues you receive.
 Easily build professional relationships with peers and clients.
 Knowledge of which role to play and when.
 Be present and attentive.
 Industry of Science and Technology
Scientists have been badly stereotyped as boring individuals with no social
relations and only does research most of his or her life. In reality, scientists
are also speakers and authors. Communicating effectively is a necessary skill
in being a scientist, otherwise it would be hard to get sponsors for research
funds. Here are some helpful tips in being a successful scientist:
 Assess your audience. Are they your peers? Potential sponsors? Or just
an audience in a talk you are conducting?
 Make your presentations both short and comprehensible.
 Project confidence and credibility in your stance.
 Check for feedbacks from the audience’s non-verbal signals.

Applying and Evaluating your Learning (Worksheet 7 for Lesson 2, page 43)

Lesson 3: Written Communications in the Workplace

Learning Outcomes:
At the end of the lesson, you are expected to:
1. Familiarize with the basics of writing important workplace documents such as
memorandums, minutes, and business letters.
2. Determine the necessary parts and information needed in writing these
communication materials.
3. Write a letter of application.

Warming Up (Refer to Worksheet 7 for Lesson 3, page 44)

49
Deepening your Understanding
Similar to schools, written communication skills are just as important as oral
communication skills in the workplace. Documents such as minutes, memorandums,
business letters, and incident reports are a few common written materials in many
offices.

Minutes
These are written record of meetings conducted by a group of people such as
business partners, investors, stockholders, and etc. It is used in the succeeding
meetings as a reminder of the tasks assigned to specific members; and a source of

information for
individuals
who were not able
to attend the previous
meeting.

Generally, a
formal board meeting
minute follows this
format:

50
Here are a few helpful tips in taking notes for meeting minutes:
 Start with an outline
 Have all attendees sign an attendance sheet
 Be sure to record decisions made for each agenda item
 You may clarify things if needed
 Do not try to write everything. Learn to ignore the unnecessary info.
 You may use an audio recorder if the body allows it.

Memorandums
Memorandums, or memos (for short), are the organization’s formal internal
communication. They are used to convey information regarding:
 problems or solutions to problems,
(example: changes in policy, price increase, etc.)
 call for action,
(example: attending a meeting, change a current production procedure,
etc.)
 announcements.
(example: employee promotion, upcoming seminars, etc.)
Before you write a memo, it would be best for you to do the following:
 Identify the purpose
 Identify the audience
 Write a draft
 Be familiar with the format used by your company
While writing the draft of your memo, remember these helpful tips:
 Label it as a “Memo” so as not have it mistaken as a letter.
 Make it concise and direct to the point.
 Like a letter, it must have an introduction before the body.
 Single-spacing with a space in between paragraphs.
 End your memo with a short “Thank you” or “Sincerely”.
After writing your memo:
 Affix your signature at the bottom of the body.
 Do not forget to proofread before having it sent.
 You may send it in paper or via e-mail.

51
Below is an example of a memo with all the necessary parts labeled.

(Complimentary Close)

Business Letters
This is another formal document used by a company for both internal or
external purposes and the recipients can range from all employees of all ranks to
clients from other companies. It can be written for the following purposes:
 Introducing a new product
 Showing gesture of appreciation
 Thanking clients or business partners
 Providing incentives
 Making a complaint
 Suggesting solutions
 Applying for a position

52
A business letter is composed of the following parts:
 Heading
The complete address of the sender is written here.
 Date
Spell out the name of the month followed by the day and the year.
 Inside Address
Write the name of the recipient (first line),
position of the recipient (second line),
and his or her company and its complete address (third line and so on).
 Salutation
Address the recipient here by writing the abbreviation of his or her
designation followed by his surname (example: Dear Archt. Mosby)
 Introduction
Here you indicate the purpose of your letter so as to inform the recipient.
 Body
Include here all the details of the purpose of your letter. Depending on the
message you want to convey, the body can be more than one paragraph.
 Conclusion
This is where you write the action you would like your recipient to do.
 Complimentary Close
Maintain formality with your recipient. Avoid endearing words if no such
intimate relationship exists.
 Signature
Write your complete name (first line), designation (second line), and affix
your signature atop your name.

Now, an application letter for a position in a company or institution is also

considered a business letter. Similar to a sales letter, in here, you are trying to sell
and endorse your services and you are contending with other individuals. You must
provide the following information in your letter of application:
 For a specific job, identify the job title and state how the hiring notice has
reached you. If you are not applying for a specific job, state that you are
seeking for a particular type of work and that you are writing to the
company if it has any openings.
 Summarize your qualifications for the job. State if you are a student, a
recent graduate, or had little work experience (especially if employed in a
related field). Lead the employer for other important details to your
resume.
 Give out your contact details to show your availability for interview.

The introduction in your application is the most crucial as it has the

opportunity to catch your employer’s attentions. To do that, you may:
 State your objectives and interest in the employment within the
organization:
Example:

53
 I am looking for a responsible position in an engineering department
in which I may use my training in Computer Sciences to solve
engineering-related problems. I would be interested in exploring the
possibility of obtaining such a position within your firm.

Source: https://bit.ly/3iDpdjm

 Name someone from the organization who has told you of the job opening
and then mention your qualifications briefly.
Example:
During the recent NOMAD convention in Washington, a member of
your sales staff, Mr. Dale Jarrett, informed me of a possible opening for a
manager in your Dealer Sales Division. My extensive background in the
office machine industry, I believe, makes me highly qualified for the
position.

Source: https://bit.ly/3iE2CDt

 Once you have caught your reader’s attention with your introduction, your
next goal is to convince him or her that you are highly qualified for the job
you are applying for. In the body of your letter, elaborate more upon the
qualifications you have mentioned in the previous paragraph and add
more qualifications which might be particularly appropriate for the specific
job.
 In your concluding paragraph, directly request for an interview. Let the
employer know of your contact details so you can be called or sent with
notice of your interview schedule. After that, proofread your letter and
make sure it is error-free.
The following are examples of application letters written by different
individuals with different situations. The first is from a recent college graduate, the
next is from a senior college student who is about to graduate, and the last is from
someone who’s been employed before and had years of work experience.

The following examples are application letters by different individuals for

different situations. The first one is written by a recent college graduate, the second
one is from a senior student who is about to graduate in college, and the last one is
from someone who has been employed and had years of work experience.

54
Letter of Application 1

55
Letter of Application 2

56
Letter of Application 3

Applying and Evaluating your Learning (Refer to Worksheet 7 for Lesson

3, page 44)

57
 Chapter 8
Communication for Academic Purposes

The most popular and used type of an academic paper is a research paper.
Writing research has been introduced to you during your senior high school years.
You have been exposed to both quantitative and qualitative researches, so it is
expected you have had a clear understanding of them. Now that you are in college,
research can take many forms depending on the program that you enrolled in.
Whatever the form is, the basic steps to remember in making a technical research
have the same principles to follow. If you think you will get rid of doing research after
graduation, you are wrong because in the workplace and in all walks of life, research
is present. Thus, you must learn to appreciate doing and living with research.

Target Learning Outcomes

LO5 - Summarize the principles of academic text structure.
LO11 - Adopt awareness of audience and context in presenting ideas.
LO12 - Appreciate the impact of communication on society and the world.

Lesson 1: Academic Writing: Definitions and

Principles

Learning Outcomes: Nowadays, fake news has established its

At the end of the lesson, unwanted presence in the factfinding world. Hence,
you are expected to: it is important to be careful and meticulous in
1. Identify the nature, dealing with such information sourcing activities like
process, and features doing research. Why is there a need to do a careful
of writing a research process in doing research? What happens if the
study; information you obtained is not factual? And as a
2. Determine the researcher, what are the things you need to be
appropriate tone, equipped of when writing a research?
style, and
conventions of
academic paper; and, 58
3. Evaluate research
articles considering
the conventions and
 In this lesson, you will be learning how to identify principles in writing a
research, an example of an academic paper. In the issue of fake news, one can
possibly detect whether a source is factual or not by considering the academic nature
of a source. When a paper is said to be academic, it follows certain conventions that
other forms of writing do not. These conventions and principles make academic
papers less doubtful and free from becoming another input of “fake news”. Hence, it
is necessary for a college student to be familiarized on how to evaluate good
research articles.

Warming Up (Refer to Worksheet 8 for Lesson 1, page 44)

Deepening your Understanding

Academic Writing - it is a holistic and intellectual process that demands inquisition,
observation, investigation, interpretation, analysis, and critical reflection of the found
facts or data.
Concepts of Academic Writing
1. Across all professions, academic writing is used by professionals for
other professionals.
2. Academic writing is for topics/issues which are relevant to the academe.
3. Academic writing is informative in nature.
Principles of Academic Writing

1. Clear Purpose 7. Clear and Complete

2. Audience Engagement Explanations
Establishing links
3. Clear Point of View 8. about
From your research, what impressions can give Use of Research
a research paper as compared
to 4.
otherSingular
types of Focus
texts? 9. Use Correct Citation
5. Logical Organization 10. Writing Style
6. Strong Support
Conventions of Writing Academic Papers
1. Write in complete sentences, always. Make it short, clear and complete.
2. Know the functions of your punctuation such as the period, question mark,
comma, colon, dash and hyphen so that you can use them appropriately.
3. Be very keen in selecting appropriate words that would express your
thoughts.
4. Never use contractions (i.e. don’t, I’ll, etc) in academic papers, more
particularly in research documents, unless it is a direct quote from the source.
5. Be certain of when and how you will express your numbers, dates,
abbreviations, acronyms, and capitalization.
6. If it is not a fiction that you are writing as an academic paper, then your tone
should be formal, impersonal, and jargon and cliché free.
7. To note, paragraphs are expected to have a minimum of 50 words and a
maximum of 200 words.
8. Know your transitional devices (i.e., moreover, furthermore, however,
considerably)
9. Be very mindful of your academic paper's organization.

59
 10. Never plagiarize

Applying your Learning (Refer to Worksheet 8 for Lesson 1, page 45)

Evaluating your Learning (Refer to Worksheet 8 for Lesson 1, page 46)

Lesson 2: Developing a Research Study

People do research every day
Learning Outcomes: without even acknowledging it as
At the end of the lesson, you are research already. For instance, when
expected to: we plan an out-of-town or even a trip
1. Discuss the importance of research abroad, we tend to research about the
process in developing a research place, how to go there, what sort of
study; fun or adventure can we experience in
2. Evaluate a research task schedule that place. Also, when an interior
with considerations on time and designer wants to innovate modern
immediacy of accomplished tasks; trends in fashion, research is
and, absolutely done.
3. Create a research working schedule Research, indeed, helps us
for an actual conduct of a research think and arrive at a sound decision.
study. However, doing research is not simply
getting an information from lots of
sources. There are lots of things a research offers, and researchers must consider
when making it.

Warming Up (Refer to Worksheet 8 for Lesson 2, page 47)

Deepening your Understanding

It is vital to determine situations and questions to accomplish the workload in
developing a research study. It is carefully designed and planned from the beginning.
The following tasks must be taken into consideration when you develop a research
study:
1. Designating the Research Task - It is important to develop a scheduler that
will fit to your workload whether it is a group effort or not. A is research done
empirically research –it includes preliminary research to come up with your
research top come up with your research questions.
2. Choose a Topic/interest - This is done through a collective discussion of
the group. A group topic is fuelled from the genuine interest of the
proponents.

60
 3. Do a preliminary research - It is advised to conduct a preliminary research
to narrow down your research topic. One way to begin is to look for
references that are related to your topic.
4. Come up with research questions - List your questions from 1H And 5W’s
(What, where when, why, and how)
5. Schedule interviews, Survey, Observations, and /or other field research
activity - Setting goals to acquire information in a limited time. Make sure to
take note the details of the schedule-time, place, topic, and person.
6. Implementation of necessary field research study - There are various
activities that you can use in field research activity such as interview, survey
questionnaires and observation.
7. Sketch a tentative research outline - Before you write the draft of your
research. It is advised to sketch a rough outline first. A rough outline serves
as the framework and the foundation of the logical sequence of your research
paper.

8. Look for related literature in the library and in the web - It is important to
gear up your study with variety of literature. It is advice to list all the works you
cite alphabetically as preparation to your bibliography.
9. Write the first draft, get additional information and revise - Your first draft
is not your final output mostly the first draft will on for several revisions before
the final draft.
10. Preparation of the bibliography - Bibliography is not a list of books,
journals, and references you used in your research study. Whatever
documentation style you will be required to use (MLA style and APA style).It
is a best to compile and keep track of all the references you used in your
study.
11. Write the final draft - After rigorous revision and process, writing your final
draft would, probably, be the most fulfilling stage of your research study.
12. Establishing the Schedule - It is important to establish a working schedule
or calendar to finish all tasks on or before the set given. Developing a working
schedule is encouraged to be done in the beginning.

The process of writing a research study requires time to complete. Note that each
task demands different amount of time to finish. For example, writing your initial draft
usually takes a longer span of time rather than accomplishing the final draft or
choosing for a topic is but difficult than making a summary of the study so a lot of
time should be given to the former than the latter. This makes it clear that careful
designing of the work schedule is a top skill that researchers must possess.

Applying and Evaluating your Learning (Refer to Worksheet 8 for Lesson 2,

page 47)

Lesson 3: Finding and Evaluating Sources

One of the most difficult parts in doing
Learning Outcomes: a research is accomplishing a well-written
At the end of the lesson, you are
expected to:
61
1. Define and explain the
meaning, nature, kinds of
resources for an academic
research study;
review of related literature and studies. To have limited related inputs to your current
study may reflect a poor study because of weak supporting information to back up
your claims in your study. Therefore, coming up with a rich review of related literature
and studies would entail injecting sufficient literature from various sources.
In the advent of technology, it is said that information is at your fingertips and
answers are just one click away. While information could be retrieved anywhere,
there are still risks when information is not properly sought. In research writing,
research outputs must be filled with a multitude of sources. Nevertheless, it is not
easy as it appears. This lesson aims to provide a wide range of knowledge in finding
appropriate resources for your research study.
Warming Up (Refer to Worksheet 8 for Lesson 3, page 49)

Deepening your Understanding

Your testimonies in the kind of

experience you had in searching for the
different sources value the necessity of the
researcher to be sincere and delicate in
writing a research, particularly in the
presentation of the related literature.
Hence, one must be familiar with
the different kinds of sources.

Kinds of Sources Photo Source: Adobe.com

1. Primary and Secondary Sources – primary sources provide first-hand

information from the sources. It includes historical documents; literacy works;
personal notes such as diaries, journal, and letters; observation and interviews
from field reports and etc. On the other hand, secondary sources are materials
that are already interpreted, curated, and drawn conclusion from the primary
sources.
2. Print and Online Sources – when it comes to finding a source, researchers shall
not base its judgement on how easy the source was acquired. Before searching
online, you should come up with keywords that are related to the specific
information you look for.
3. Reference Works – it is often consulted during preliminary research for overview
and validation of the topic. It includes encyclopedia, dictionaries, almanac,
bibliographies, and others.
4. General Reference – are used for background information.
5. Specialized Reference – authoritative bibliographies can lead you to a more
specific references and literature. You can also ask a reference librarian for
specialized references that might help your study.
6. Field Research – there are three kinds of field research you might want to
explore on your study; interviews, observations, and questionnaires.
•Interview – interviewing is a skill. It should be practiced and prepared,
because you cannot learn interview by simply reading literatures or
watching how-to-casts in the internet.
•Participant Observation – ‘observation is a both humanistic and scientific’.
Participant observation produces information that is mostly qualitative.

62
 •Questionnaires and Survey – whether written or online, questionnaires and
survey are instruments that can gather wide range of data from large
number of respondents.

Evaluating Sources
Finding sources comes hand in hand with evaluating them. One cannot just
pick a source without examining the validity and accuracy of the sources.
Researchers should have the capacity to decide which materials to read. With the
present concern on fake news, one should be able to check for the credibility and
reliability of sources.
Your answer to the following questions will help you determine. Ask yourself
the following questions:
1. Check the Relevance – how is the source relevant to the purpose of my
study? How do its contents contribute to my research?
2. Check the Author’s Credentials – who is the source of the knowledge? What
are his/her qualifications? Is s/he known for a specific stand of an issue? If it
came from online, who is the website host?
3. Check the point of view – does the title suggest or advocate a certain idea?
If it is from a website, check the links that the host subscribe to.
4. Check the Publisher – if it is a book, what is the reputation of the publisher?
What kind of books that the publisher usually published? If it is a journal, what
kind of periodical it appears in?
5. Check the Website Sponsor – who hosted/ sponsor the website? A
government agency? A private institution? An interested group?
6. Check the Date Published – check when the books and articles have been
published. If it is online when the article is published.

Applying your Learning (Refer to Worksheet 8 for Lesson 3, page 50)

Evaluating our Learning (Refer to Worksheet 8 for Lesson 3, page 51)

Lesson 4: Citing, Referencing and Paraphrasing

Sources

Learning Outcomes: There are few issues in

At the end of the lesson, you should be writing a research paper that you
able to: must know. The knowledge that we
4. Cite properly authors of borrow should be given credits to the
sources used in the study ; original source. Plagiarism is
5. Identify and arrange common problem in academic
bibliographical entries using the papers.
APA style; and To maintain the integrity of your
6. Paraphrase pieces of research, this lesson will teach you
information copied from a proper citation and referencing
source. original sources. Furthermore, the
skills of paraphrasing original text
may be essentially practiced by the writers to avoid issues of plagiarism.

63
Warming Up (Refer to Worksheet 8 for Lesson 4, page 52)

Deepening your Understanding

The issues on originality index and plagiarism are just some of the many
complexities in writing a research. However, the anxiety to get plagiarized may be
lessened, if not avoided, if the research writer knows how to acknowledge his
sources and do not copy in verbatim the words for the original text.

Plagiarism is using another person’s idea or exact words without citing the original
source to make it appear as his own.

In addition, plagiarism occurs when (Bullock, 2009):

1. you use the “exact words of the writer without quotation marks”; and
2. when you copy, you do not paraphrase or summarize a work using the
language closest to its original work.

In-Text Citation and Referencing

To avoid committing plagiarism, the skill of proper citing and referencing must
be practiced by research writers. Citing and referencing are used to find information
about something and to tell people where the first-hand information can be found for
purposes of validation and verification.
In the field of social science and education, the use of APA style is highly
followed.

American Psychological Association (APA) Style Guide

 It was established in 1929
 It is-used in the field of Psychology, Education, and in Social Sciences
 Prevention of plagiarism, construction of correct in-text citation, and language
standards are achieved in research through the use of APA style.
 It allows in-text citations, direct quotation and endnotes and footnotes
 The author uses past tense verbs in reportage.
 Brief in-text parenthetical documentation for quotations, paraphrases, or
summaries and more-detailed documentation of list of sources at the end of
the text are the inclusions of the APA Style Guide.

The following are the conventions of the APA style for in-text citation and referencing:

Examples: In-text citations

As Faigley (1992) suggested, "The world has become a bazaar from
which to shop for an individual 'lifestyle' "(p.12)

Reference-list documentation
Faigley, L. (1992). Fragments of rationality: Postmodernity and the
subject of composition. Pittsburg, PA: University of Pittsburg Press.

64
Source: https://bit.ly/3ArxGwa

Structures of an APA Format Citation

1. Structure for one Author Last name of Author (Year)…(page
number).

2. Structure for two Authors Last name of Author 1, and last name of
Author 2 (Year)…(page number).

3. Structure for 3, 4, or 5 Authors Last name of Author 1,last name

of Author 2,
last name of Author 3, last name of
Author 4, and last name of Author 5
(Year)…(page number).

APA for Academic Writing

A. Books
Author last name, first initial, middle initial. (Year published).Title of work. Location:
Publisher. (Note that in articles, the title of the work is italicized.)
Example:
Moriarty, L. (2014). Big little lies. New York, NY: G. P. Putnam’s Son’s

B. Chapters in Edited Books

Last name of chapter Author, first initial, middle initial, (Year published). Chapter title
In first initial, middle initial, last name of Editor (Ed.).Book title (pp. xx-xxx) publishing
city, State publisher. (Note that in articles, the title of the book is italicized.)
Example:

Smith, F. M., (2004) The college student In C. Wood, & M. Meyer

(Eds.).
Cross –cultural education (pp. 75-105). London, Canada:
McMillan

C. Articles: Journals and Periodicals

Authors last name, first initial, middle initial. (Year published). Title of article. Title of
periodical, Volume (Issue), page range. (Note that in articles, the title of the journal is
italicized.)
Example:
Thompson , W. R. (2013). The forum: International studies, Review,15 (3),
396-419

 Newspaper Article
Author last name, first initial, middle initial. (Year Month Day Published). Title
of article. Title of Newspaper, page range

Example:
Frost, L. (2006, September 14). First passengers ride monster jet. The Salt
Lake
Tribune, p.A2.

 Magazine
-Author last name, first initial, middle initial. (Year, Month Published). Title of
article. Title of Magazine, Volume (Issue), page range

65
 Example:
Quammen. D. (2018, December). The man who wasn’t Darwin. National
Geographic
Magazine,214(6),106

D. Websites
Authors last name, first initial. (Year, Month Date Published). Title of webpage.
Retrieved from URL
Example:
Austerlitz, S. (2015, March 3) How long can a spinoff like ‘Better Call Saul’ last?
Retrieved from: https://53eig.ht/3xESL4q

Paraphrasing
In paraphrasing, you have to express the information and ideas of other
sources using your own words. Using synonyms and rearranging the sentence’s
structure are not the only processes involved in paraphrasing. Rephrasing the
sentence substantially while retaining its original meaning and citing the original
source with appropriate referencing are also important in paraphrasing.

Paraphrasing is useful when you wish to refer to a chunk of information

from one part of a source and when you are dealing with facts and definitions.

Here are the Four R's in Paraphrasing:

1. Reword – make use of the synonyms to replace the words originally used.
2. Rearrange – reposition the words and even the ideas that are expressed in
the paragraph.
3. Realize – understand that there are words that cannot be altered (names,
dates, titles, etc.) Changing such words is not possible but you can to
present them in a different manner in your paraphrase.
4. Recheck – the paraphrase should express the same thought as that of the
original text.
Paraphrasing can be done with individual sentences or entire paragraphs. Here
are some examples and observe very well how the original forms have been
paraphrased:

Example of a paragraph
Original text
"At just 8.5 square miles, the Pacific island country of Nauru is one of the smallest countries
in the world. The island was one rich in phosphate, but most of the resource has been mined,
leaving damage to the environment behind. Nauru has a population of about 10,000 people."

Paraphrased text
"Nauru is a Pacific Island country that is only 8.5 square miles in area. It is one of the
smallest countries on the planet and only about 10,000 people live there. Nauru has mined its
once plentiful supply of phosphate. This has damaged the environment on the island."

Source: https://bit.ly/3yEGRc0

Example of sentences
Original text 1
Her life spanned years of incredible change 66
for women.

Paraphrased text 1
Mary lived through an era of liberating reform for women.
Source: https://bit.ly/3jHLvjg

Original text 2
Giraffes like Acacia leaves and hay, and they can consume 75 pounds of food a day.

Paraphrased text 2
A giraffe can eat up to 75 pounds of Acacia leaves and hay every day.

Source: https://bit.ly/2Xc3x5w

Remember: Include a proper citation when paraphrasing and be careful not to

change the author's meaning.

Applying your Learning (Refer to Worksheet 8 for Lesson 4, page 53)

Evaluating our Learning (Refer to Worksheet 8 for Lesson 4, page 55)

67