Prepared by:

Ma. Josefa T. Garin, PhD

Nolan Dusaran

Endorsed by:

NAME OF DEAN OR PROGRAM HEAD

WITH SIGNATURE

Checked and Verified:

Virgilio Tan

Approved:

MICHELLE M. SAPLADA, PhD

VISION
A premier Philippine educational institution of choice which provides global leaders
and professionals.

MISSION
Riverside College develops leaders and professionals through excellent programs
in healthcare and various disciplines that cultivate creativity and critical thinking anchored
on Lux et Caritas.

INSTITUTIONAL OUTCOMES
Riverside College, Inc. aims to produce leaders and professionals with critical
thinking and decision-making skills, communication skills and lifelong learning
competency that is competitive both nationally and internationally.

PROGRAM OUTCOMES
By the end of four-year course, the students are expected to have acquired and
developed the knowledge, skills, aptitude and competencies in:
1. Articulate and discuss the latest developments in the specific field of practice.
(PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multidisciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino Historical and Cultural Heritage”. (Based on RA
7722)
6. Develop intellectual competencies – critical, analytical, and creative thinking and
multiple forms of expressions.
7. Understand and appreciate ways of knowing self, society, world, and
environment.
8. Aptitude in tackling problems methodically and scientifically.

COURSE CODE/TITLE: Purposive Communication

COURSE DESCRIPTION:
This Online Distant Learning (ODL) course in Purposive Communication is a three-unit
course that develops students’ communicative competence and enhances their cultural
and intercultural awareness through multimodal tasks that provide them opportunities
for communicating effectively and appropriately to multicultural audience in a local or
global context. It equips students with tools for critical evaluation of a variety of texts
and focuses on the power of language and the impact of images to emphasize the
importance of conveying messages responsibly. The knowledge, skills, and insights that
students gain from this course may be used in their other academic endeavors their
chosen disciplines, and their future careers as they compose and produce relevant oral,
written, audio-visual and/or web-based output for various purposes.
COURSE CREDIT UNIT: 3 units
CONTACT HOURS FOR LECTURE: FOR LABORATORY:

ONLINE: RESIDENTIAL: ONLINE: RESIDENTIAL:

COURSE OUTCOMES:
By the end of this ODL course in GedCore 03, the students are expected to:
1. Describe the nature, elements, and functions of communication.
2. Evaluate the impact of communication to society and the world.
3. Adopt intercultural awareness in communication of ideas.
4. Adopt awareness of audience and context in presenting ideas.
5. Create clear, coherent, and effective communication materials.
6. Convey ideas through oral, audio-visual, and web-based presentations in local and
global settings.

COURSE GRADING SYSTEM:

Written Work ---- 30%

(Written Activities, Concept Quiz)

Performance Task ----30%

(Other Written Activities, Presentation, Video Making,
Report/Project Draft, Final Report/Project)

Quarterly Examination -----40%

(Online Exam)
-----------
100%

COURSE MECHANICS:
1. The course is an Online Distant Learning class. It is self-paced, and it is accessible
through the internet. Preferably, the student must meet the technical requirements
2. The course contains the modules which cover the essential topics of the subject
as prescribed by the Department of Education.
3. The modules and its corresponding activities are designed for you to independently
navigate and accomplish all stipulated requirements in this ODL course in the
Summer Remedial Classes.
4. The learners are expected to practice appropriate behavior in completing this
course.
5. All requirements must be submitted through the provided Learning Management
System on or before the deadline. No submission or incomplete requirements will
correspond to a failing remark.
TECHNICAL REQUIREMENTS:
 1. Electronic device capable of connecting to the internet and performing computer
functions;
2. Stable internet connection;
3. E-mail address.

COURSE MODULE CONTENTS Page No.

Module 1 – Prelim
Lesson 1 – Principles, Processes, and Ethics of Communication
Lesson 2 – Communication and Globalization
Lesson 3 – Communication in Multicultural Context
Lesson 4 – Language Varieties and Register
Lesson 5 – Evaluation of Text and Images in Multicultural Context

Module 2 – Midterm
Lesson 1 – Communication Aids and Strategies in Using Tools of Technology
Lesson 2 – Principles and Types of Speeches
Lesson 3 – Non-verbal Communication
Lesson 4 – Connecting with the Audience
Lesson 5 – Impromptu Speaking
Lesson 6 – Informative Speaking
Lesson 7 – Persuasive Speaking

Module 3 – End term

Lesson 1 – Oral Presentation in the Workplace
Lesson 2 – Letters, Memos, and E-mails
Lesson 3 – Minutes of the Meeting
Lesson 4 – Informal Reports
Lesson 5 – Proposal
Module 1 - Prelim

Module Outcomes
At the end of the module the students must have:
1. Described the nature, elements and functions of verbal and non- verbal communication
in various and multicultural contexts.
2. Explained how cultural and global issues affect communication.
3. Evaluated the impact of communication to society and the world.
4. Determined culturally appropriate terms, expressions, and images.
5. Adopted cultural and intercultural awareness and sensitivity in communication of ideas.
6. Evaluated multimodal texts critically to enhance receptive listening, reading, and viewing
skills.
7. Conveyed ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers.
8. Adopted awareness of audience and context in presenting ideas.

Lesson 1 – Communication Principles, Processes, and Ethics

“If you can communicate, you can get by. But if you can communicate skillfully, you
can work miracles.”
--Jim Rohn
Objectives:
➤ Identify the principles, processes, and ethics of communication;
➤ Describe the verbal and non-verbal communication in various and multi-
cultural contexts;
➤ Practice effective communication skills;
➤ Evaluate communication skills; and
➤ Reflect on a learning experience
Warm-up Activity!
Come up with a word or phrase that can be associated with the word communication.
Complete the semantic map by inserting the words you come up with. You can go back
here later to see if you have similar ideas in the discussion.

Communication

Why study communication?

• You might wonder why you need to study communication when you’ve been
communicating all your life. Remember communication is a skill and one way to improve
that skill is through formal study. One may be naturally good at singing but a person can
be more effective by studying different vocal techniques. It is the same with
communication, it takes knowledge and practice to develop and enhance it
(Communication in Our Lives (8th ed.), 2017).

What is communication?

➤ Communication is a process of exchanging verbal and/or non-verbal information

between two or more people who can either be the speaker or the receiver of the
messages.
➤ Wood (2017) defined communication as:
a systemic process in which people interact with and through symbols to create and
interpret meanings. Communication is a process, which means it is ongoing and
always in motion, continually changing(dynamic). It is hard to tell when
communication starts and stop because what occurs in a particular encounter may
have future repercussions. Communication is also systemic because it occurs in a
system of interrelated parts that affect one another (p. 3).
• In science you learned about the different body systems. These body systems have
parts and components that affect one another, it is the same with communication. In
 school communication, every student, faculty, staff and parent are all part of the system
as well as the location and time the communication takes place.
• The definition of Julia Wood also emphasizes symbols which refers to the
verbal(language) and non-verbal (gestures, facial expression, space, etc.) modes of
communication. We use these symbols when communicating. We create meaning by
forming are messages from ideas to words/actions and we interpret meaning base from
the words/actions we perceived.

Principles of Communication

• Communication is used to meet the purpose of a person. The following are the three
main purpose of communication: to inform, to persuade, and to entertain. The purpose of
informing involves exchange of knowledge or information like for example when a
teacher discusses a lesson. The purpose of persuading involves convincing or
influencing other people, trying to change their perspective like for example when a
politician delivers a campaign speech to win the favor of the people. The purpose of
entertaining is to evoke emotion and bring enjoyment like for example when you tell a
joke to a friend to make them smile or laugh.

• It can be in the form of verbal, non-verbal, written, and visuals (perceived by the eyes ex.
Images, charts, logos and maps). Although written communication is still part of verbal
communication while visuals could either fall under verbal (written signboards) or non-
verbal (traffic lights).

• Verbal Communication is a type of communication with the use of words or language

may it be oral, written or printed. (Ex. Conversation with friends, diary entries, printed
memos)
✓ Written Communication involves texts or words encoded and transmitted.
✓ Oral Communication involves spoken words transmitted.
• Non-verbal Communication is all aspects of communication other than words
themselves (use of voice, body language, personal space or distance, and personal
appearance to convey or emphasize a message or information).
✓ Kinesics is body position and motions, including those of the face.
✓ Haptics is physical touch.
✓ Proxemics is space and how we use it.
✓ Chronemics is how we perceive and use time to define identities and
interactions.
✓ Paralanguage is vocal communication that involves volume, tone, pitch, and
speech rate.
✓ Physical Appearance
✓ Silence
• Communication can be intended or unintended. Intended Communication refers to
planning what and how you communicate your ideas to other people. Unintended
communication happens unintentionally when a person sends non-verbal messages to
people they are communicating with.
• Communication is a complex process because it requires you to:
 ✓ Know your audience
✓ Determine your purpose
✓ Identify your topic
✓ Expect objections
✓ Establish credibility with your target audience
✓ Present information clearly and objectively
✓ Develop a practical, useful way to seek for feedback

Communication Processes

Context
Barrier
Encoding Channel Decoding

Message

Source Feedback Receiver

Elements of

Communication Process

• Nine major elements of communication process are: (1) sender (2) ideas (3) encoding
(4) communication channel (5) receiver (6) decoding and (7) feedback (8) context (9)
barrier.
• Communication may be defined as a process concerning exchange of facts or ideas
between persons holding different positions in an organization to achieve mutual
harmony. The communication process is dynamic in nature rather than a static
phenomenon which means it is changing through time. Communication process as such
must be considered a continuous and dynamic inter-action, both affecting and being
affected by many variables.
 Nine Major Elements of Communication Process
(1) Source (Sender):
- The speaker or sender of the message.

(2) Message (Idea):

- This is the subject matter of the communication. This may be an opinion, attitude,
feelings, views, orders, or suggestions.

(3) Encoding:
- Since the subject matter of communication is theoretical and intangible, its further
passing requires use of certain symbols such as words, actions or pictures etc.
Conversion of subject matter into these symbols is the process of encoding.

(4) Channel (Medium):

- The means to deliver the message such as face to face conversations, telephone
calls, emails, memos, etc.

(5) Receiver:
- Receiver is the person who receives the message or for whom the message is
meant for. It is the receiver who tries to understand the message in the best
possible manner in achieving the desired objectives.

(6) Decoding:
- The process of interpreting the encoded message.

(7) Feedback:
- The reaction or response of the receiver to the message from the sender.

(8) Context:
- The situation or environment in which communication takes place
(9) Barrier (Noise):
- The factors that may affect or hinder the communication process.
 Models of Communication
Models of communication are systematic representations which reflect understandings of the
communication process.

Linear Models
This model described communication as a linear or one-way process, where one person
(sender) acted on another person (receiver). The communication process follows a straight line
and there is no means for immediate feedback. Shannon and Weaver were the first to present
the linear model which was originally designed for telephone and radio communication.

Information Destination
Source Transmitter Channel Reception
(Encoder) (Decoder) (Receiver)
(Sender)
Signal Received Signal

Noise

Interactive Models
The major weakness of linear models was that they depicted communication as flowing in one
direction it means that the sender only speaks and the receiver only listens, because of that
communication theorists included feedback. This allows the sender and receiver to switch roles
alternately. It also includes the fields of experience (factors such as culture, social, psychology,
etc.) of both communicators (Wood, 2017). The fields of experience are represented by two
circles. The more the circles overlap the better the communicators understand each other.

Source’s field Receiver’s field

of experience of experience

Message
Encoder Decoder
Source Receiver
Decoder Encoder
Feedback
Transactional Models
This model recognizes that everyone involved in communication sends and receives messages
simultaneously (Wood, 2017). It means that you can send and receive message at the same
time. For instance, in a group discussion between students a student is speaking and at the
same time listening to his classmates’ reactions or responses. This model also includes time as
an element which shows the dynamism of communication. Communication is dynamic because
it changes over time as a result of previous interactions.

Communicator A’s
field of experience
Time 1

Communicator A

Shared
field of Noise
Time 2
experience

Communicator B
Time n
Communicator B’s
field of experience

Watch this video about barriers of communication:

https://youtu.be/slq1nAhZuqE

Barriers of Communication
1. Physical
2. Attitude
3. Language
4. Physiological
5. Problems with structural design
6. Cultural
7. Lack of common experience
8. Ambiguity and overuse of abstractions
9. Information overload
10. Jumping to conclusions
 Communication Ethics

1. Uphold integrity – be truthful with your opinion and accurate in judgement. Do not try to
manipulate information to deceive or mislead others. Remember trust is an important
key to effective communication.

2. Respect diversity – show compassion and consideration with the beliefs, status,
affiliations, and privacy of others. Different does not necessarily mean wrong. Respect
begets respect.

3. Observe freedom of expression effectively – be careful of what and how you say your
words – depending on the people you are communicating with. Having freedom of
speech does not give you the right to speak ill about others. Choose your words carefully
as to avoid offending others.

4. Promote access to communication – give others an opportunity to express what they feel
and think regarding the message being communicated. Do not try to monopolize each
conversation.

5. Be open-minded – accept that others have different views or point. Try to acknowledge
other people’s ideas or opinion. Evaluate ideas carefully before making judgement.

6. Develop your sense of accountability – acknowledge responsibility for all your words and
actions. Think twice or even more than that before you speak. Words that have been
spoken is difficult to take back.

Guidelines to Effective Communication

1. Be clear with your purpose. – have a specific purpose in mind before you
communicate to carefully organize your thoughts and avoid wasting time.

2. Support your message with facts. – prepare supporting ideas through examples,
experiences, and observations to avoid misunderstanding or vague message.

3. Be concise. – keep your message short and simple. Avoid irrelevant or unnecessary
details.

4. Provide specific information in your feedback. – give feedback that is timely,

constructive, and specific to the topic.

5. Adjust to the needs, interests, values, and beliefs of your audience. – use language
or vocabulary appropriate to your audience. Avoid using technical terms and jargon.
 6. Observe communication ethics. – it will help you build credibility.

7. Be your natural self and appear very confident. – have the right attitude and good
disposition, control your emotions, and think carefully before speaking.
If you want to learn more:
https://b-ok.asia/book/3519957/b71d78
https://www.slideshare.net/AkshayKumar409/ethical-communication-52615309
https://www.google.com/amp/s/ansusconsultingblog.wordpress.com/2013/01/08/t
he-7cs-a-guideline-to-effective-communication/amp

Questions to ponder:
1. How important is communication in your personal life and future career?
2. Which communication model explains the communication process best? Explain
your answer.
Learning task:
• Choose one video (watch on Youtube)
✓ The Most Disturbing Dinner - https://youtu.be/C0w4aJJ9-BA
✓ Break Down Barriers and Welcome Change - https://youtu.be/CHp-9aSQrk0
• Create your own video discussion about the topic implied in any of the
aforementioned videos.
• Relate your video discussion from what you have learned in the first lesson –
communication principles, process, ethics, barrier.
• The video discussion should be 1-2 minute/s long.

Rubric for Video Discussion VGE(5) GE(4) SE(3) LE(2) N(1)

The discussion is relevant.
The purpose is clear and well-defined.
The discussion is well- organized.
The discussion has an effective beginning
The discussion has a clear message.
The discussion has sufficient details.
The discussion is adjusted to the needs of its
audience.

VGE – to a very great extent

GE – to a great extent
SE – to some extent
LE – to a little extent
N – not at all
Lesson 2 – Communication and Globalization

Objectives:
➤ Present ideas on communication and globalization using text and speech in
multiple forms.
➤ Explain the impact of globalization on communication and vice versa.
➤ Write a reaction paper
➤ Reflect on a learning experience
Watch the video entitled “from stone age to tech age”
https://youtu.be/griiwZSJYh0

What is Globalization?

• Globalization expansion and integration of the cultural, political, economic, and

technological domains of countries. Principally, it’s an economic concept – the
integration of markets, trades, and investment with few barriers to slow the flow of
products and services between nations. The enormous growth of globalization is driven
by great leaps of technology in communication and transportation. The development of
internet and digital communication helped people share and obtain ideas faster even
across borders. Improvements in transport generally – faster ships, trains and airplanes
have allowed people to move around the globe making countries borderless and
interconnected resulting to cross-cultural communication.
Effects of Globalization on Communication
Watch the video - https://youtu.be/eDbf6JelDro

Issue on the Imbalanced in Global Communication

Digital Divide - the playing field is not levelled as some poor countries are
deprived of the benefits of technology. Developed nations are more advanced while developing
access to technology, as satellites are also dominated by developed nations. Some parts of the
world enjoy rich information media infrastructures, while the rest do not.

Effective Communication - Global Society

1. Express your ideas effectively in verbal, non-verbal, and written forms in either digital or
non-digital environment or both.
2. Use effective listening skills to evaluate arguments and rationalize judgments, and
improve job- effectiveness and work relationship.
3. Communicate with purpose to a variety of audiences.
4. Promote collaboration and cooperation with others.
5. Understand the concept of diversity and promote respect all the time.
6. Use technology and social media responsibly.
Proper Uses of Social Media

1. Think before you click

- Always be careful in giving attention, approval, criticism, opinion, or personal
information. One wrong post may offend someone, ruin your reputation or even put
yourself in danger.
2. Be your authentic self
- Develop a good sense of self when posting or sharing. Do not use social media to
take advantage of other people. Be authentic and communicate about the things that
really matter.
3. Respond with full attention
- People often share links of third-party articles without actually reading them, or
comment on posts after only scanning them without giving any or enough attention.
The user must devote ample time to absorb the subject and respond to make a
difference.
4. Use mobile social media sparingly
- Limit the use of mobile devices and social media so that real and important moments
in life are not missed.
If you want to learn more:
https://www.scribd.com/presentation/445242305/Communication-and-Technology

Questions to ponder:
1. In what ways does globalization affect communication?
2. How do we communicate effectively in a global society?

Learning Task:
• Watch the video entitled “Connected, but alone?” - https://youtu.be/t7Xr3AsBEK4
• Write a two-page essay containing your reaction of the message conveyed in your
chosen video.
• Components of the essay:
✓ Summary
✓ Two or three major points you’ve learned, agreed, or disagreed on.
✓ Support these major points with real-life examples.
✓ Relate your points to your field of study.
Rubric for Reaction Paper VGE(5) GE(4) SE(3) LE(2) N(1)
The purpose is communicated clearly.
The paper contains the required components.
The major points are stated clearly.
The major points have sufficient details such as
relevant data or examples.
The paper uses effective transitional and cohesive
devices.
The paper is free from grammatical lapses.
The mechanics are correct.
The paper follows the format
Lesson 3 - Communication in Multicultural Context

Objectives:
➤ Determine situations, which display effective communication in
multicultural context.
➤ Discuss culturally appropriate terms, expressions and images.
➤ Increase cultural awareness and sensitivity in communication of ideas

• With the emergence of global society, academic and professional environments have
become multicultural. Being an effective citizen depends on understanding different
heritages and communication practices they foster.
• People from diverse cultural backgrounds, beliefs, religion, gender, nationalities, and
ethnicity coexist.
• It is essential to learn, acknowledge, and understand various communication and
behavioral pattern in other cultures locally and globally.
- Americans shake hands as a form of greeting while Japanese bow to greet one
another.
- For Indians, Latin Americans, and other nationalities nod means yes while for
Bulgaria, Turkey, and Greece nod means no.

The Global Community

Culture

➤ System of shared ideas, values, beliefs, attitudes and norms that guides what is
considered appropriate among an identifiable group of people.
➤ Characteristics of a particular group (language, religion, cuisine)
➤ Cultures may include multiple social communities, which are also called
cocultures. Social communities or cocultures are groups of people who live within
a dominant culture (Ex. gender, social classes, racial, ethnic)
➤ Cultures include material and nonmaterial elements.
• Material culture are tangible objects and physical substances that
have been altered by human intervention (clothing, cuisine,
structures, etc.)
• Nonmaterial culture are intangible creations that reflect a culture’s
values and influence personal and social behavior. The most
important aspects of nonmaterial culture are beliefs, values,
norms, and language. Beliefs are conceptions of what is true,
factual, or valid and may be rooted in faith, experience, or science.
Values are generally shared views of what is good, right, or
worthwhile. Norms are informal that guide how members of a
culture act, think, and feel. It defines what is appropriate or normal
in particular situations.
Ethnocentrism
- Is the use of one’s own culture and its practices as a standard for interpreting the
values, beliefs, norms and communication of other cultures.
Cultural Relativism
- To understand the behavior of other groups on the basis of the context in which the
behavior occurs rather than from the own frame of reference.
Cultural Sensitivity
- Being aware that cultural differences and similarities between people exist without
assigning them value. Intercultural communication.
Intercultural Communication
- refers to interaction with people between or from diverse cultures (Jandt, 1998).

Forms of Intercultural communication ( jandt, 1998)

1. Interracial communication
- communication of people from different races
- races refers to traditional division of humankind characterized by distinctive and
universal physical characteristics.
2. Interethnic Communication
- communication of people from different ethnic origin.
- ethnicity are social communities that shares a common distinctive culture, language,
and religion.
3. International Communication
- communication between nations and governments.
4. Intracultural Communication
- communication between members of the same culture

THE DEVELOPMENTAL MODEL OF CULTURAL SENSITIVITY

Bennet and Bennet (2004)
Stage 1: Denial The individual does not recognize cultural
differences;
Stage 2: Defense The individual starts to recognize cultural
differences and is intimidated by them;
Stage 3: Minimization Although the individual sees cultural
differences, he/she banks more on the
universality of ideas than cultural differences;
Stage 4: Acceptance The individual begins to appreciate important
cultural differences in behaviors and
eventually in values;
Stage 5: Adaptation The individual becomes very open to world
views when accepting new perspectives; and
Stage 6: Integration The individual starts to go beyond his/her
own culture and sees himself/herself and
his/her actions based on multifarious cultural
viewpoints.
General Guidelines for Communicating in a Multicultural Context

1. Avoid asking inappropriate or personal questions.

2. Avoid stereotyping or generalizing certain groups. Keep an open mind and be flexible.
3. Avoid using jargons, clichés, highfalutin terms, technical terms, acronyms, and gender-
biased language
4. Be sensitive, polite, tactful, and respectful at all times particularly in relation to cultural
practices, attitudes, and beliefs. Learn and understand the value of diversity.
5. Develop intercultural skills.
6. Eliminate gender-biased words or sexist language particularly in writing.
7. In case you do not get the message conveyed by the person you are communicating
with, request him/her to repeat the message or simplify it.
8. Learn to observe physical distance or space in dealing with other people.
9. Listen attentively when others are speaking.
10. Pay attention to your non-verbal communication. Learn non-verbal cues of other
cultures.
11. Respect a person’s right to confidentiality and privacy.
12. Show consideration
13. Speak gently and politely; never shout to be understood
14. Stay calm, cool, and composed when you make a mistake or feel embarrassed by
others.
15. Make positive interpretations of the actions and words of other people.
16. When you feel strange or uncomfortable about something being communicated by other
people, request them to clarify their meanings and intentions before you express your
emotions and ideas.
Gender-Biased Words or Sexist Language
Sexist Language Neutral
Chairman Chair/Chairperson
Salesman Salesperson
Congressman Legislator
Spokesman Spokesperson
Foreman Supervisor

Stewardess Flight Attendant

Waitress Server
Policeman Police Officer
Fireman Firefighter
Man-made Manufactured

Businessman Business Executive

 Ways to Avoid Gender-Biased Language

1. Substitute gender-biased pronouns with a determiner.

Sexist: Every employee is entitled to his 13th month pay.
Non- sexist: Every employee is entitled to a 13th month pay.

2. Use plural pronouns instead of singular pronouns.

Sexist: Each employee must submit his proposal next week.
Non- sexist: All employees must submit their proposal next week.

3. Use appropriate titles.

Sexist: Dear Sir (unknown addressee)
Non- sexist: Dear Sir or Madame (unknown addressee)
Non- sexist: Attention: HR Manager

4. Use either/or pronouns (he/she, his/her, his/hers.

Sexist: Every applicant must fill out his own application form.
Non- sexist: Every applicant must fill out his/her own application form.

5. Use second person pronoun (you, your) over third person pronoun (he, she). Be careful
not to change the meaning of the statement.
Sexist: The sales manager should prepare his marketing proposal for our new product.
Non- sexist: You should prepare your marketing proposal for our new product.

“Human beings draw close to one another by their common nature, but habits and customs
keep them apart.”

If you want to learn more:

https://b-ok.asia/book/3519957/b71d78
https://www.google.com/url?sa=t&source=web&rct=j&url=https://repozitor
ij.ffos.hr/islandora/object/ffos%253A965/datastream/PDF/view&ved=2ahUKEwjt_OD
o3oDrAhVnw4sBHcZLC6MQFjAKegQIBBAB&usg=AOvVaw0swzKj90HuQ8frtALUeSI
t">https://www.google.com/url?sa=t&source=web&rct=j&url=https://repoz
itorij.ffos.hr/islandora/object/ffos%253A965/datastream/PDF/view&ved=2ahUKEwjt_
ODo3oDrAhVnw4sBHcZLC6MQFjAKegQIBBAB&usg=AOvVaw0swzKj90HuQ8frtALU
eSIt
https://wmich.edu/writing/genderbias
https://www.arlt-foundation.org/blog-post/the-developmental-model-of-intercultural-
sensitivity-dmis

Questions to ponder
1. What is the importance of knowing how to communicate in multicultural context?
2. Why do you need to be knowledgeable about different cultures?
Lesson 4 - Language Varieties and Registers

Objectives:
➤ Distinguish and explain the varieties of language;
➤ Analyze the use of language registers in different situations and contexts; and
➤ Apply language varieties and registers in purposive communication

• How do you greet your best friend? Your mother? Your teacher?
• Do your ways of greeting these people vary?

The 3D Framework of Language Variation

Varieties of Spoken and Written Language Mahboob, (2014)

1. Language varies when communicating with people within and outside our community.
(Language variation according to user)
2. Language varies in speaking and in writing. (Language variation according to mode)
3. Language varies in everyday and specialized discourses. (Language variation according
to uses)
 Eight Domains of Language Variation based on the 3D Framework
Domains
Local, oral, everyday
Local, written, everyday
Local, oral, specialized
Local, written, specialized
Global, oral, everyday
Global, written, everyday
Global, oral, specialized
Global, written, specialized
Description
Locally oriented language
that is oral and relates to
everyday or casual goals.
Locally oriented language
that is written and relates to
everyday or casual goals.
Locally oriented language
that is oral but serves
specialized purposes.
Locally oriented language
that is written but serves
specialized purposes.
Globally oriented language
that is oral and relates to
everyday or casual goals.
Globally oriented language
that is written and relates to
everyday or casual goals.
Globally oriented language
that is oral but serves
specialized purposes.
Globally oriented language
that is written but serves
specialized purposes.
Example
Family members planning
their vacation
Old school friends
exchanging emails with each
other.
Members of an Aboriginal
community talking about the
local weather system.
Newsletter produced by and
for a rural community of
farmers in Australia.
Casual conversations
amongst people from
different parts of the world.
International news agencies
reporting on events.
International conference
presentations
International academic
papers

Language Register
- Language Register Is the level of formality with which you speak.
- A variety of language used for a particular purpose or in a particular communicative
situation.

Five Types of Language Register

1. Static Register
- Static register is also called frozen register. A style of communication that remains
constant, and rarely or never changes at all in its content and form.
- They are cultural, usually related to religion, laws, or customs and usually
unidirectional (one direction) helps you become a member of a cultural group.
- Ex. Lord’s Prayer, National Anthem, Alma Mater Hymn

2. Formal Register
- Formal Register is used in a very formal setting. Language used is also formal.
- Language used is also formal.
- Usually informative, sometimes persuasive and typically unidirectional, written or oral
acts that follow similar rules about their form, shows that you are well-educated
- Ex. inaugural address of the President, sermons, and decisions issued by the judge
 3. Consultative Register
- usual pattern of interaction in a mutually accepted structure of communication.
- two-way communication, used in conversation (bidirectional or multidirectional,
follows the same rules as formal but main purpose is to get help.
- Ex. professional discourse among peers discussing engineering trends, consultative
meetings between a manager and an employee, a buyer and a seller, a doctor and a
patient, a lawyer and a client, a teacher and a student

4. Casual / Informal Register

- is referred to as” barkada” or sub-group language.
- It uses informal, slang, vulgar language, and colloquial expressions.
- used in writing and speech with people in the same group, don’t follow standard
societal rules but follow the rules and norms of the group various purposes and it’s
multidirectional.
- Ex. gay lingo, lunch with friends

5. Intimate Register
- A private communication only reserved for the nearest of kin or people in intimate
relationships.
- It reflects an openness of expression and trust.
- Don’t follow societal rules, but follow the norms of the people in relationships
- Ex. communication among family members, husbands and wives, parents and
children
If you want to learn more:
https://www.academia.edu/8634118/Language_Variation_and_Education
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.tesol.org/docs/def
ault-source/advocacy/ahmar-
mahboob.pdf%3Fsfvrsn%3D6e9be6dc_0&ved=2ahUKEwjA9bL05IDrAhVIG6YKHVJUCHIQ
FjABegQIARAB&usg=AOvVaw2pxgEYCiwI-7zjTxJzI9QX

Questions to ponder
1. How does language variation affect communication?
2. Why is it important to use the five different language registers?
Lesson 5 - Evaluation of Text and Images in Multicultural Context

Objectives:
➤ Apply critical reading in evaluating text and images;
➤ Discuss strategies in evaluating texts and images in multicultural contexts;
➤ Analyze media messages and/or images using Key Concepts of Media
Literacy framework; and
➤ Create a multimodal advertisement of a cause-oriented event.

Analyze the
advertisement.
Generate questions and
ideas about the message
conveyed by the
advertisement.

• The convergence of media and technology in a global culture is changing the way we
learn about the world.
• Today information about the world comes to us not only by words but more through the
powerful images and sounds of our multimedia culture.
• It is not enough to just be able to read the printed word; you need the ability to interpret
the powerful images of a multimedia culture and express yourself in multiple media
forms.
What is media?
• Medium – means or instrument, this can include anything from printed paper to digital
data and encompasses art, news, educational content and numerous other information.
What is media literacy?
• It provides framework to access, analyze, evaluate and create media in a variety of
forms.
✓ Access – collect relevant and useful information and comprehend its
meaning effectively.
✓ Analyze – examine the design of the message’s form, structure and
sequence.
✓ Evaluate – relate messages to their own experience and make
judgements.
✓ Create – write their ideas, using words, sounds and images effectively.

• Is about helping students become competent, critical and literate in all media forms so
that they can control the interpretation of what they see rather than letting the
interpretation control them.
• It also expands the concept of “text” to include not just written texts but any message
form (verbal, aural, or visual) that is used to create and then pass ideas back and forth
between human beings.

Key Concepts of Media Literacy (Center for media literacy, 2005)

1. All media messages are “constructed.”

- Media texts are built just as surely as buildings and highways are built. The material
varies from one kind of text to another. The media message we experience was
written by someone. What is created by few people becomes “normalized”, usually
goes unquestioned. We only see what was accepted.

Key Word: Author/ “Constructedness”

Key Question #1: Who created this message?
Guide Questions in Media Text Analysis
1. What kind of text is it?
2. What are the various elements that make up this whole?
3. Which technologies are used in its creation?
4. How would it be different in a different medium?
5. How many people did it take to create this message? What are their various jobs
2. Media messages are constructed using a creative language with its own rules.
- Each form of communication has its own creative language. Scary music heightens
fear, camera close-ups convey intimacy, big headlines signal significance.
Understanding the grammar, syntax and metaphor system of media language
increases our appreciation and enjoyment and helps us to be less susceptible to
manipulation.
Key Word: Format
Key Question #2: What creative techniques are used to attract my attention?
Guide Questions in Media Text Analysis
1. What do you notice? (colors, shapes, sound effects, props, movement, composition)
2. How is the story told? Viewpoint? What are people doing?
3. Are there any visual symbols or metaphors?
4. What’s the emotional appeal? Persuasive devices?
5. What makes it seem “real”?

3. Different people experience the same media message differently.

- Audiences play a role in interpreting media messages because each audience
member brings to the message a unique set of life experiences. Differences in age,
gender, education and cultural upbringing will generate unique interpretations.

Key Word: Audience

Key Question #3: How might different people understand this message differently?
Guide Questions in Media Text Analysis
1. How close does it come to what you experienced in real life?
2. What did you learn from this media text? What did you learn about yourself from
experiencing the media text?
3. What did you learn from other people’s response – and their experience?
4. How can you explain the different responses?
5. Are other viewpoints just as valid as mine?

4. Media have embedded values and points of view.

- Because media are constructed, they carry a subtext of who and what is important at
least to the person or people creating it. The choice of character’s age, gender, race,
lifestyle, attitudes and setting are some ways that values become embedded.

Key Word: Message/Content

Key question #4: What lifestyles, values and points of view are represented in, or
omitted from, this message?
Guide Questions in Media Text Analysis
1. How is the human characterized? What kinds of behaviors/consequences are
depicted?
2. What questions come to mind as you watch/read/listen?
3. What ideas or values are being ‘sold’ in this message?
4. What political or economic ideas are communicated in the message?
5. Are any ideas or perspectives left out?
 5. Most media messages are organized to gain profit and/or power.
- Much of the world’s media were developed as money making enterprises.
Newspapers and magazines lay out their pages with ads first; the space remaining is
devoted to news. Now, the Internet has become an international platform through
which groups or individuals can attempt to persuade.

Key Word: Purpose

Key Question #5: Why is this message being sent?
Guide Questions in Media Text Analysis
1. Who’s in control of the creation and transmission of this message?
2. Why are they sending it? How do you know?
3. Who are they sending it to? How do you know?
4. Who wins? Who loses? Who decides?
5. What economic decision may have influenced the construction or transmission of the
message?
If you want to learn more:
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.medialit.org/sites/d
efault/files/01_MLKorientation.pdf&ved=2ahUKEwjE2OWH6YDrAhVnw4sBHcZLC6MQFjA
AegQIAhAB&usg=AOvVaw0YrK2VbLKhfKhkft0UYC8g&cshid=1596519126174

Questions to ponder
1. Why do you need to be a media literate?
2. What is the importance of evaluating media messages?