Module 2: Communication and Globalization

Course Objectives:
 Explain how cultural and global issues affect communication
 Appreciate the impact of communication on society and the world

Overview:
This module talks about intercultural communication and globalization. It defines
globalization and its types. The strategies to become effective communicator, ethics across
cultures, communication approach to intercultural communication, barriers to intercultural
communication, and characteristics of intercultural communication
Communication has since been increasingly global, blurring national boundaries. The
ability to communicate effectively in a global context, a general understanding of the differences
in conducting communication from one country to another or from one culture to another helps
avoid miscommunication.
People’s belief and experiences influence their view of the world and the values, beliefs,
and behavior patters assumed to be good.
Watch:
https://www.youtube.com/watch?v=t7Xr3AsBEK4&t=339s
Course Materials:
What is Globalization:
It is the communication and assimilation among individuals, ethnicities, race institutions,
governments of various nations supported by technology and compelled by international trade.
Due to globalization, the more you become exposed to diversity – the valuing of
uniqueness of differences in gender preference, color, age, religion, affiliation, ethnicity,
education, social, economic status, and political beliefs,
Watch:
https://www.youtube.com/watch?v=JJ0nFD19eT8
Types of Globalization:
1. Financial Globalization
2. Economic Globalization
3. Technological Globalization
4. Political Globalization
5. Cultural Globalization
6. Sociological Globalization
7. Ecological Globalization
8. Geographical Globalization
Strategies to Become Effective Communicator
 Review communication principles
 Analyze the message receiver
 Be open to accepting other’s culture
 Learn about cultures and apply what is learned
  Consider language needs
Ethics Across Cultures (Kale, 1997)
 Ethical communicators address people of their cultures with the same respect that they
would like to receive themselves. Intercultural communicators should not demean or
belittle cultural identity of others through verbal or non-verbal communication.
 Ethical communicators seek to describe the world as they perceive it as accurately as
possible. What is perceived to be the truth may vary from one culture to another, truth is
socially constructed. This principle means that ethical communicators do not deliberately
mislead or deceive.
 Ethical communicators encourage people of other cultures to express themselves in their
uniqueness. This principle respects the right of people to expression regardless of how
popular or unpopular their ideas may be.
 Ethical communicators strive for identification with people of other cultures. Intercultural
communicators should emphasize the commonalities of cultural beliefs and values rather
than their differences.
Communication Approach to Intercultural Communication
1. Personality Growth
 The main personal traits that affect the intercultural communication are self-
concept, self-disclosure, self-monitoring, and social relaxation.

2. Communication Skills
 Individuals must be competent in verbal and non-verbal behaviors. Intercultural
communication skills require message skills, behavior flexibility, interaction
management, and social skills.

3. Psychological Adjustment
 Effective Communicators must be able to acclimate to new environments. They
must be able to handle the feelings of “culture shock” such as frustration, stress,
alienation in ambiguous situations caused by new environments

4. Cultural Awareness
 To be competent in intercultural communication, individuals must understand the
social customs and the social systems of the host culture. Understanding how
people think and behave is essential for effective communication with them.

Barriers to Intercultural Communication

1. Anxiety
 When you are anxious because of not knowing what you are expected to do, it is
only natural to focus on that feeling and not be totally present in the
communication transaction.

2. Assuming Similarity instead of Differences

 Each culture is different and unique to some degree. Boucher (2004), as stated by
Jandt (2010), has shown how cultures differ as to whom it is appropriate to
display emotions. If you assume the display of emotions is similar to your culture,
you might see people of different cultures in certain circumstances as lacking
emotions inappropriately
 3. Ethnocentrism
 It is negatively judging aspects of another culture by the standards of one’s own
culture.

4. Stereotyping
 The term “stereotype” is the broader term commonly used to prefer to negative or
positive judgements made about individuals based on any observable or believed
group membership.

5. Prejudice
 Prejudice refers to the irrational dislike or hatred of a particular group, race,
religion, or sexual orientation (Rothenerg, 1992). Persons in the group are viewed
not in terms of their individual merit but according to the superficial
characteristics that make them part of the group.

Characteristics of Intercultural Communication

1. Motivation
 The desire to communicate successfully with strangers is an important start. For
example, people high in willingness to communicate with people from other
cultures report a greater number of friends from different backgrounds than those
who are less willing to reach out. Having the proper motivation is important in all
communication, but particularly so in intercultural interactions because they can
be quite challenging.

2. Tolerance for Ambiguity

 Communicating with people from different backgrounds can be confusing. A
tolerance for ambiguity makes it possible to accept, and even embrace, the often
equivocal and sometimes downright incomprehensible messages that characterize
intercultural communication

3. Open-mindedness
 Principled communicators are not likely to compromise deeply held beliefs about
what is right. At the same time, competence requires an attitude that recognized
that people who behave differently are most likely following rules have governed
their whole lives.

4. Knowledge and Skill

 Communication Theorist Charles Berger outlines three strategies for moving
forward to a more mindful, competent style of intercultural communication:
A. Passive Observation
B. Active Strategies
C. Self-disclosure

Enrichment:
Did you know?
Although you may think stereotypes as being negative judgments, they can also
be positive. Some people hold positive stereotypes of other individuals based on
their professional group membership. For example, some people assume that all
doctors are intelligent and wise
Assessment:
Watch the video:
“Wiring a Web for Global Good”
Link:
https://www.youtube.com/watch?v=y7rrJAC84FA
Study the speech. In a form of reaction paper, answer the following questions:
a. What global issues have emerged because of miscommunication
b. How can effective communication and language contribute to creation of a truly
global society?
Below is the format for the reaction paper:
 Font style: Arial
 Font size: 12
 Margin: 1 inch in all sides
 Spacing: 2.0
Save your work in a PDF format then upload it on the posted classwork in google
classroom.

References:
 Agustin, Racquel, et al. Communication in Multicultural Contexts: Meanings and
Purposes. Panday – Lahi Publishing, Inc., 2018
 Wakat, Geraldine S. et al., Purposive Communication. Lorimar Publishing, Inc., 2018
 Article “Communication and Globalization – A Challenge for Public Policy” by Marc
Raboy
 Eight Types of Globalization https://slideplayer.com/slide/15024256/
 Video “Connected but Alone” in TED Talk https://www.youtube.com/results?
search.query=connected+but+alone
 Video “Globalization” https://www.youtube.com/watch?v=JJ0nFD19eT8
Module 3: Intercultural Communication – Varieties and Registers of Spoken and Written
Language

Course Objectives:
 Determine culturally appropriate terms, expressions, and images (sensitive to gender,
race, class, etc.)
 Adopt cultural and intercultural awareness and sensitivity in communication of ideas

Overview:
This module talks about intercultural communication as well as the varieties. It talks
about the forms of intercultural communication, improving intercultural competence, varieties of
language, characteristics of spoken and written language, forms or types of spoken language,
types of words, ways on how to choose appropriate language political correctness, culturally
(in)appropriate images.
Living in a globalized world, you encounter people with diverse cultural backgrounds.
Such interaction occurs in social, educational, political, and commercial settings. Hence, in
today’s era of increased global communication, it is imperative to understand intercultural
communication for us to enhance out intercultural awareness and competence. Intercultural
competence is essential for us to live harmoniously despite our difference in culture

Course Materials:
What is Intercultural Communication?
Jandt (1998) introduced the intercultural and intracultural communication. Intercultural
Communication refers to interaction with people from diverse culture. On the other hand,
Intracultural Communication is the interaction between or among members of the same racial or
ethnic group or co-culture.

Forms of Intercultural Communication

1. Interracial Communication
 It refers to the interaction of people belonging to different races.

2. Interethnic Communication
 It is the interaction among people of different ethnic origins.

3. International Communication
 It is the interaction between representatives from different nation.
Improving Intercultural Competence
The following guidelines may help you enhance your ability to communicate effectively
across cultures (Gamble & Gamble, 2008)
1. Recognize the validity and differences of communication styles among people.
2. Learn to eliminate personal biases and prejudices.
 3. Strive to acquire communication skills necessary in a multicultural world.

Varieties of Language
Lin (2016) presents the following nature of language variation as prescribed by most
linguists based on the ideas of Mahboob (2014)
1. Language varies when communicating with people within (local) and outs (global) our
community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses

Characteristics of Spoken Language

 The situation in which the spoken variety of language is used and in which it develops
presupposes the presence of an interlocutor
 The spoken language is mostly maintained in the form of a dialogue
 The spoken language utilizes the human voice and all kinds of gestures which give
additional information
 The spoken language is spontaneous but momentary. It vanishes after having fulfilled its
purpose, which is to communicate the thought, no matter how trivial or important
 The spoken language cannot be detached from the user of it
 The spoken language widely uses intensifying words. These are interjections and work
and words with strong emotive meanings, as oaths, swear-words, and adjectives which
have lost their primary meaning,
 The spoken language is characterized by the insertion into the utterance of words without
any meaning, which are called “fill-ups” or empty words such as “well”, “and all”, “so to
say”, “whatever”, etc.

Varieties of Spoken Language

There are five types of spoken language. These are followed by situations that illustrate
each category.
1. Interactional
 It is used for having social function. This makes use of informal type of
speech which aims to develop relationships between interlocutors

Example:
A: Hi! How are you?
B: I’m good. You?
A: I’m ok.

2. Referential
 It is providing the listener some information referring to objects or abstract
concepts. The speaker assumes that the listener has to know the context
before they can understand the references.

Example:
The mobile phone unit has been sent via door-to-door a 10 o’clock. Please
notify the office once you have received it.
 3. Expressive
 It is showing the speaker’s judgements or feelings about a person, event, or
situation.

Example:
It’s truly unbelievable! How could she do such a terrible thing?

4. Translational
 It is used for getting information or making a deal. It has a specific purpose
and is driven by needs and wants rather than sociability. Unlike interactional
language, transactional spoken language has its intention to achieve a give-
and-take relationship between speaker and the listener. Here, a specific query
is a given specific answer.

Example:
A: May I know how much this parcel costs?
B: You can give me Php 100.00

5. Phatic
 It means engaging in small, plain talk. The speaker and listener use minimal
amount of language to engage in the conversation. This spoken language
variety poses familiarity of topic and context between the speaker and the
listener.

Example:
A: Coffee?
B: Yes, black.

Characteristics of Spoken Language

 The written variety presupposes the absence of an interlocutor.
 The written language is mostly maintained in the form of a monologue
 The written language is more carefully organized and more explanatory. Most often, the
word choice is more deliberate.
 The written language is able to live forever with the idea it expresses.
 The written language can be detached and objectively looked at. The writer has an
opportunity to correct and improve what has been put on the paper.
 The written language bears a greater volume of responsibility than its spoke counterpart.

Spoken and Written Language

Both varies, however, may be different in terms of their phonetics, morphology, lexicon,
and, syntax. Yet, most striking difference between the spoken and written language is in the
vocabulary used. There are words and phrases typically colloquial, on one hand, typically
bookish, on the other hand. If the colloquial words and phrases find their way in the written
language, they immediately produce a marked stylistic effect and can be used for the speech
characterization
Types of Words
Colloquia Neutral Literary
l
Daddy Father Parent
Get out Go away Retire
Go on Continue Proceed
Guys Friends Associates

Forms/ Types of Spoken and Written Language

Spoken Written

Face-to-face Reports

Telephone Memos
conversation
Virtual Emails
Conferencing
Group Fax messages
Discussions
Meetings Business
Correspondence
Speech Illustrations

Culturally Responsive, Engaging, and Appropriate Language

“Calling an illegal alien undocumented immigrant is like calling drug dealer an undocumented
pharmacist.” -Anon

The choice of words is a powerful strategy in communication. When Confucius said, “when
words lose their meanings, people lose their freedom”, the control of language is an essential tool
for an engaging and responsive communication. Hence, cultural appropriateness of language is
conforming to a culture’s acceptable expressions and standards of behavior and thoughts. This is
referred to as “POLITICAL CORRECTENESS”

Ways on How to Choose Appropriate Language

 Notice and reflect disrespectful language, thoughts, and actions.
 Respect people of different races.
 Use language that includes the LGBTQIA+ people
 Avoid exclusionary, gender – specific language.
 Avoid using explicitly religious terms in mixed-religious company.
 Avoid expressions that devalue people with physical or mental disabilities.
 Refrain from language that groups people into one large category.
Political Correctness
Political correctness has on important purpose it promotes equality by demonstrating an
understanding that all people and groups are valuable to society regardless of race, culture,
religion, gender, or sexual orientation.

Non-Politically Correct Politically Correct

Housewife Domestic Engineer
Global Warming Climate Change
Broken Home Dysfunctional Family
Slum Area Economically Deprived Area
Wanted Criminal Person of Interest
Lazy Motivationally Deficient
Dustman Sanitation Engineer
Insane Reality Challenged
Caretaker Site Engineer
Stupid Intellectually Impaired
Chairman Chairperson/Chair
Mother/Father Parent
Husband/Wife Partner
Immigrant Newcomer
Jungle Rain Forest
Shoplifting Irregular Shopping
Unemployed Economically Inactive

Culturally (in) Appropriate Images

Cultural Appropriation of images is the adoption of the iconography of another culture,
and using it for purposes that are unintended by the original culture or even offensive to that
culture’s mores. This poses deeper concerns and issues of communication in which the origin of
that particular culture gets offended.
How well can you defect culturally inappropriate images and illustrations? Take a close
look at the images.
What are your observations on the images presented above?
Cultural Sensitivity
Cultural Sensitivity is an attitude and way of behaving in which you are aware of and
acknowledge cultural differences. This is crucial for effective interpersonal communication
(Franklin & Mizell, 1995). If you can tell how the above pictures pose insensitivity to those who
made them, then you are sensitive enough.

Enrichment:
Did you know?
“Politically correct is not about being right; it is more of being respectful and considerate.
Being politically correct means that you avoid expressions and actions that may exclude,
marginalize, or offend a particular group of people. The term first became popular during 1970’s
and 1980’s.

Assessment:
Create short dialogues considering ethical standards and political correctness in the following
intercultural communication scenarios.
 A tourist, who is Korean, asks you for the directions going to the tourist spot he is about
to visit.
 It is your first day of class and you noticed one of your classmates, who is a Muslim,
sitting silently on his/her chair while the others are getting to know each other
 Supposed you are a hiring manager in a company and a member of LGBT community
applied for a position in a job.

Save your work in PDF format then upload on the posted classwork in google classroom
‘
Reference:
 Agustin, Racquel, et al. Communication in Multicultural Contexts: Meaning and
Purposes. Publishing House, Inc., 2018
 Wakat, Geraldine S. et al, Purposive Communication. Lorimar Publishing, Inc. 2018
Module 4: Evaluating Messages and Images

Course Objectives:
 Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills
 Convey ideas through oral, audio – visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers
 Adopt awareness of audience and context in presenting ideas

Overview:
This module talks about evaluating messages and images. It discusses the different
components in evaluating messages such as identifying what is the message, its purpose, ways
used to covey messages, and target audience.
Nowadays, the communication world continually requires us, resources of messages to
decide quickly and send messages rapidly. According to Brantley and Miller (2007), research has
shown that people who prepare and send effective messages are able to: understand the
importance of communication cycle; incorporate the principles of effective communication into
their responses to other people’s messages.
Therefore, the true secret in sending messages effectively relies on how the source
conveys his ideas using different platforms that will suit his target audience, whether in local or
global settings. Moreover, he should embrace awareness as to the context in presenting his ideas
to achieve willingness and enhance the listening, reading, and viewing skills of his audience,

Course Materials:
What is the Message:
In communication cycle, message is one of the elements that gives information and ideas
to its intended receiver or audience. In rhetorical studies and communication studies, the
message is the information conveyed by: (a) words in speech or writing, and/or (b) other signs
and symbols (Nordquist, R., 2017). Therefore, message whether verbal or non-verbal, or both,
makes up the content of the communication process. The source or sender starts the process by
conveying the message to a receiver (cited in Nordquist, Richard “message communication”).

 Verbal and Non-verbal Content

A message may include content (i.e., written or spoken words, email, text
messages, phone calls, snail mail, sky-writing, etc.) and will include non-verbal
contexts (meaningful behavior beyond words: e.g., body movement and gestures,
eye contact, artifacts, clothing, vocal variety, touch, timing, etc.) intentionally or
not, both verbal and non-verbal content is part of the information that is
transferred in a message. If non-verbal cues do not align with the verbal message,
ambiguity is introduced even as uncertainty is increased. (John O. Burtis and Paul
D. Turman, Leadership Communications as Citizenship. Sage, 2010)

 Messages in Classical Rhetoric

 “Both Cicero and Quintillan accepted the Aristotelian Notion that a rhetorical
message consists of effective use of logical (logos), ethical (ethos), and pathetic
proof (pathos). The rhetor who has command of these three persuasive strategies,
the held, is in a good position to motivate an audience.” (J.L Golden et al., The
Rhetoric of Western Thought, 8th ed. Kendal Hunt, 2003)

 Messages in the Media

“A well-defined message has two key components. First, it is simple, direct, and
concise. Second, it defines the issues on your own terms and in your own words.

(Peter Obstler, “Working with the Media”. Fighting Toxics: A Manual for
Protecting Your Family, Community, and Workplace, ed. By Gary Cohen and
John O’Connor. Island Press, 19990)

“People who are highly media literate are able to see much more in a given
message. They are more aware of the levels of meaning. This enhances
understanding. They are more in charge of programming in their own mental
codes. This enhances control. They are much more likely to get what they want
from the messages. This enhances appreciation. Thus, people operating at higher
levels of media literacy fulfill the goals”. (W. James Potter, Media Literacy, 4th
ed. Sage, 2008)

What is the Purpose of the Message?

According to Jennifer Lombardo, MUD school instructor and freelance artist,
”determining the purpose of your message is the first step in deciding what you want to say and
how you want to say it. Once you have the goal selected. It is then easy to tailor the message in
order to reach your audience. It is essential to choose whether to inform persuade, or offer
goodwill via a message in the workplace”.

 Informative Message
These can be used to share or convey information, usual, repetitive, everyday
tasks, directions, codes, processes, and procedures in the workplace. The message
should be very clear, straight to the point, and easy to understand.
Informative messages are designed to influence understanding: to make it clearer
or more developed. They are not designed to change or reinforce opinions,
through sometimes that occurs as a side effect
(www.uta.edu/faculty/mputnam/COMS3312/Notes/Ch10.html). Examples of
informative messages are State of the Nation Address (SONA) of the president,
orientation of newly hired employees, organization and committee meeting, etc.

 Persuasive Message
These occur when a person tries to convince another person or group to take
certain specific actions. It should be as specific as possible and the purpose should
be observable and measurable.

A persuasive message follows a persuasive strategy AIDA (Attention, Interest,

Desire, Action)
 It explains how the receiver benefits from fulfilling a request- before the request
is made (Brantley & Miller, 2007)

 Goodwill Message
These are used to show a sense of kindness, friendliness, gratitude, regret,
sympathy, congratulations, invitations, and appreciation,

According to Mary Ellen Cuffrey (1998) goodwill messages carry good wishes,
warm feelings, and sincere thoughts to friends, customers, and employees.
Example of goodwill messages are messages of appreciation, congratulations,
sympathy, etc.

The Reader and the Audience

Both reader and audience are receivers of message. However, they differ on the source
and the way they receive messages. A reader interprets written messages by reading aloud or by
eyes. On the other hand, audience receive message by listening to oral messages.

The reader on any text plays a vital role of providing interpretations concerning what has
been red. By definition, a reader is someone who reads a particular newspaper, book, or
magazine with a particular skills (www.mamillandictionary.com/us/dictionary/american/reader).

Interpretation of the text is done through seeing relationships of the elements presented.
You may accept or reject a text depending on its effect on you. There are instances that you
respond based on your emotions and some would do this based on their intellect.

Reading comprehension requires readers to know and understand the text being read.
One’s excellent decoding skills would not be enough. More than skills like this would be
understanding of the written text. Reading comprehension is not a single step or easily acquired
skill. By Prado and Plourder (2005) in Harvey (2010), it is a process that involves thinking,
teaching, past experiences, and knowledge.

One of the factors that affect one’s reading comprehension is the process of reading being
practiced using the text being read. There are 3 processes of reading and it include: BOTTOM
UP, TOP DOWN, and INTERACTIVE.
 Bottom-up
This is the process of reading from TEXT TO MIND in which the reader only
interprets what he or she understands from the material. This is used when the
reader doesn’t have an idea yet about the topic and that all the understanding
comes from the text.

 Top-down
This is the process of reading from MIND TO TEXT in which the reader
incorporates his or her prior knowledge to the text he or she is currently reading.
This is used when the reader already has a background idea about the topic of the
text.
  Interactive
This is the combination of bottom up and top down processes. How does this
happen? This process is commonly used when the reader already has a prior
knowledge about some parts of the text that he is able to interpret it from mind to
text. Moreover, the reader is still able to gain new knowledge from which he is
able to use the bottom up process.

What Do We Do with Messages?

Messages come from the texts being read. These could be evaluated by the readers in
different ways; hence, they begin to have different levels of reading comprehension.
Messages may also come from different materials such as printed texts (i.e., magazines,
articles, newspapers, journals, researchers, books, and the like) and online texts. These may be
shown in different ways may be shown in different ways and may be given various
interpretations based on their presentations.
But how do culturally diverse learners respond to these texts?
Hamp-Lyons (1998) in Kroll (2003) found that essay readers from different cultures
responded to essays in different ways. This appeared to be a partial attribute to their
linguistic/rhetorical backgrounds. This becomes an issue, then.

Factors Affecting Varied Interpretations of Texts

 Social Environment
 Home Environment
 Cultural Environment
 Experiences
 Intellectual Level
 Language Differences

Ways used to Convey Messages from Various Texts Read

There are different ways to which we can interpret messages from various text and these
ways may also vary based on our level of understanding. For example, kids would interpret the
meaning of a story based on images that they see from the text. In this time that everybody has
been facing globalization, kids normally look for pictures, graphs, charts, or symbols since most
the, are visual/global learners. Hence, the use of images would be very useful in writing to elicit
a number of responses from them.
This also applies to students in the higher level. Sometimes, they prefer to see and get
meaning of a text through images. These students are considered global learners -those who can
analyze things through illustrations.
They would probably choose reading materials which are presented below:
 In addition, readers may also use images as symbols of how they understand the meaning
of a text. They give responses through pictures. When we ask them to describe their families, one
of them may get a family picture to tell us how his/her family looks like.
For youngsters who are inclined of using social media, one way by which they can
interpret a text, or any observation is through their own stories.
Stories can help clarify key values and also help demonstrate how certain tasks are
performed within an organization. With this, their interpretations of things may also be sent and
delivered to other people through social media sites. There are instances that they include a photo
to give emphasis
People use images of objects which they want to emphasize or sometime, things that they
want to advertise. Visual narratives are also being created by many of these
readers/interpretations/presenters. These have also been used in Semiotics, as mentioned by
Molnar (2011)

The Target Audience

We normally consider our audience whenever we write a letter, a book, or any scholarly
materials. Yes, we find it difficult to begin writing due to lack of appropriate vocabulary of terms
to be used this would be easier if we become specific of our target audience.
As cited by Kranz (2007), knowing the audience will also help to determine the degree of
formality with which we should write. He added that knowing who we are writing for should
dictate whether to use conventions like contractions for informal writing or those mechanics for
formal/technical writing.
The messages which we would like to deliver should fit the target audience of the
material. With this, we should have knowledge about their backgrounds; hence, they would
understand the material which we prepared.
Love your audience:
Different ways to help them understand your message
(Everse, 2011)
 Keep the message simple, but deep in meaning.
 Inspire, educate, and reinforce them.
 Use 21st century media and be unexpected

Key concepts of Media Library

The Key Concepts of Media Literacy framework serves as basis for developing critical
understanding of the content of mass media, the techniques used, and the impact of these
techniques. Also, the Key Concepts of Media Literacy can be very helpful in the construction of
media texts of different purposes.
The term “text” includes any form of written, spoken, or media work conveying meaning
to an audience. Text may use words, graphics, sounds, and images in presenting information. It
may be in oral, print, visual, or electronic form.
Key Concepts Guide Questions in Media Text Analysis
1. All media messages are constructed. a. What is the message of the text?
b. How effectively does it represent
reality?
c. How is the message constructed?
2. Media have embedded values and a. What lifestyles, values, and points of
points of view. view are represented in the text?
b. Who or what is missing?
3. Each person interprets the message a. What messages do you perceive from
differently. the text?
b. How might others understand it
differently? Why?
4. Media have commercial, ideological, a. What is the purpose of the text?
or political interests. b. Who is the target audience of the text?
c. Who might be disadvantaged?
d. Who created the text and why?
5. Media messages are constructed using a. What techniques are used and why?
a creative language having its own b. How effective are the techniques in
rules. supporting the messages or themes of
the text?
c. What are the other ways of presenting
the message?

Enrichment:
Here are some tips!
Tips on How to Deal with Audience (David, n.d)
1. Learn about audience. Korean readers differ from Chinese Readers and so as Puerto
Ricans who differ from Mexican readers. Do not assume all readers of any one ethnic
group are alike. Hence, they all give different interpretations.
 2. Read books on body language and cultural communication. Different people
would interpret things based on what they already know and from where they
embraced those things.
3. Use slang that is used by the audience; hence, there will be no mismatches.

Get to know more about Key Concepts of Media Literacy!

Try to visit the link below to view an example of media analysis in using the key
concepts of media literacy.
https://globalessenceofcommunication.wordpress.com/2019/01/06/evaluating-messages-
and-or-images-of-different-types-of-texts-reflecting-different-cultures/

Assessment:
Choose an advertisement (image or video) then make a media analysis of it using the
key concepts of media literacy
Follow the format below:
Key Concepts Guide Questions Analysis

In the first column, type all the 5 key concepts in each row. Guide questions for each key
concept will be put in the second column. On the other hand, your analysis, which are your
answers to the guide questions will be but on the third column.
Include the image of the advertisement you have analyzed before the table of analysis. If
you have used a video advertisement, include a screen capture of the video followed by its link.

Below is the format for the output:

 Font style: Arial
 Font size: 12
 Margin: 1 inch in all sides
 Spacing: 2.0
Save your work in PDF format then upload it on the posted classwork in google classroom.

References:
 Agustin, Racquel, et. al. Communication in Multicultural Contexts: Meanings and
Purposes. Panday-Lahi Publishing House, Inc. 2018
 Wakat, Geraldine S. et. al., Purposive Communication. Lorimar Publishing, Inc. 2018
 https://mindspaceintuition.files.wordpress.com
 https://globalessenceofcommunication.wordpress.com/2019/01/06/evaluating-messages-
and-or-images-of-different-types-of-texts-reflecting-different-cultures/