My PC First Mod 23rdmarch2021

Republic of the Philippines
Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
The LSPU Self- Paced Learning

Module (SLM)
Course Purposive
Communication
Sem/AY First Semester, Academic Year
2020-2021
Module No. First
Lesson Title Academic Research for Philippine Society
Week
Duration
Date March 15th through the 15th of May 2021
Description The first module introduces several concepts about communication beginning from
of the the Ancient Greeks until the twenty-first century. It illuminates several perspectives
Lesson about communication, the most important one being that it is necessary and important
skill that should be honed to become better citizens and to help in building one’s
society.
It explores the use of English in the world, as well as its usage in the Philippines. It
also discusses the perils of language, and how we can find the seeds of racism, sexism.,
and classicism in the language that we use – and what one can do to ensure that one’s
language is as academic and inclusive as possible.
Learning Outcomes
Intended Towards the end of Unit 1, the students must have met the following intended learning
Learning outcomes:
Outcomes
1. have had a thorough understanding of communication models and processes;
2. understood the importance of ethics in communication and academic writing;
and
3. discovered how the English language spread spread throughout the world, and
appreciated the differences between Standard English, World Englishes, and
Philippines English.
Targets/ At the end of the lesson, students must have:

Objectives ● understood the importance of communication in society;
LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

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● known the principles and processes of communication as embodied in the

communication models
provided; and
● related the communication models to their experiences and applied them to their
own communication
processes.
Stu dent Learning Strategies
Online Activities
(Synchronous/ Before-Reading Questions:
Asynchronous) 1. Why is communication important to you?
2. Why is communication important to society?
3. Why do you think communication skills are considered to be essential in
being good citizens?
Note: The insight that you will post on online discussion forum using the LSPU Official Learning
Management System (LMS) will receive certain points in class participation.
Offline Activities
(e-Learning/Self- College of Arts and Sciences
Paced) Second Semester, Academic Year 2020-2021
Purposive Communication
First Year Bachelor of Science in Accountancy and First Year Bachelor of
Science in Business Administration Major in Financial Management
“The art of communication is the language of leadership.”

( James Humes)
First Module: Academic Research for Philippine Society
A. Communication in the Twenty- First Century
Towards the end of the module, the students must have:
1. understood the importance of communication in society;

2. known the principles and processes of communication as embodied in the
communication models provided; and
3. related the communication models to their experiences and applied them to their own
communication processess.
Introduction
“The art of communication is the language of leadership.”

( James Humes)

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It is a mistake to believe
that communication is a
simple process. Although
people communicate with one
another every day, the real
question is whether the ideas one has expressed are truly understood by another.
Communication breakdowns happen in every part of the globe, and these have led
to a plethora of problems. Effective communication can breach peace, spark
revolutions, and affect change in government. However, to communicate properly,
one cannot simply strive to express oneself and leave understanding to fate; one must
also learn how to organize one’s thoughts, control one’s emotions, use one’s words to
articulate concepts and arguments, and express oneself in the best way possible.
The art of one’s communication reflects the art of one’s thinking. According to James
Berlin (1982) one of the major proponents of the New Rhetoric, “in teaching
writing, we are not simply offering training in a useful technical skill that is meant as a
simple complement to the more important studies of other areas. We are teaching a
way of experiencing the world, a way of ordering and making sense of it” (776).
This is also true when it comes to all the language skills essential in communication,
whether this is in writing, reading, listening, or speaking. They are tools that help us
analyze, critique, and negotiate with the world. To construct ideas and bring people to
believe in one’s vision, it is important to be able to communicate in an effective,
articulate manner. On a personal level, honing one’s communication skills can also
bring about success to one’s personal and professional life.
To lead nations or corporations, communication skills are essential. To work

smoothly as a team, communication is indispensable. And to create a vision that
people will believe in, one needs to learn how to communicate purposely in today’s
society.
Class Participation
After-Reading Questions:
Directions. Answer the following questions in complete sentences. And send all your
answers to the LSPU Official Learning Management System i.e., the Google
Classroom.
1. What problems can happen when there are communication breakdowns?

2. What doesBerlin mean when he says “in teaching writing, we are teaching a
way of experiencing the world, a way of ordering and making sense of it”?
3. Is this only true for writing? Explain.
First Lesson: Communication Models
One way of thinking about communication processes is by looking at the

different communication models available. According to Denis Mcquail and

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Sven Windahl (2013),
in their book
Communication
Models for the Study
of Mass
Communications, “
model seeks to show
the main elements of any structure or process and the relationship between
these elements….
it helps in explaining by providing in a simplified way information which would

otherwise be complicated or ambiguous.”
Professor Ramona S. Flores (2016), in her book Oral Communication in Context,

discusses 4 (Four) Models of Communication in the chapter, “Explaining the Nature of
Communication.” She discusses the different communication models as follows
( Aristotle, Shannon-Weaver, Schramm, and White, 2016)
The earliest models comes from Aristotle at around 5 BC. N this model. Aristotle
explains that speakers should adjust their messages according to their audience and
the occasion to achieve a particular effect. Let us apply this to a modern example. After
the Japanese attacked Pearl Harbor on December 7, 1941, then US President Franklin
Roosevelt delivered a stirring speech to declare war on Japan on December 8 (National
Geographic, 2017) . The speaker, in this case, was US President Franklin Roosevelt and
his speech was crafted especially for the occasion, filled with strong words that were
crisp and straight to the point. The occasion was the US President’s response to the
attack on Pearl Harbor: the main audience was the US Congresss and the effect was to
persuade members of Congresss to declare war on Japan, which they did with only one
dissenting vote. These components of speakers, speech, occasion, audience, and effect
should be considered when communicating one’s message.
Speaker Speech Audience Effect
Aristotle’s Model of Communication
Learning/Perfomance Task: Communication Model Applied
Directions. With your fellow family members, illustrate Aristotle’s Communication

Model through a skit, which shows both successful communication and failed
communication. Then, send your videos to our Google Classroom within the period
given for the lesson.
Second Lesson: Communication Ethics
In the previous lesson, you read a short introduction to communication.

In this lesson, you will find out that there are different guidelines in

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communicating in an
ethical manner.
At the end of this

lesson, you must
have:
1. known how to communicate in an ethical manner; and

2. applied these ethical principles to their communication process.
BRQ i.e., Before-Reading Questions:
1. What is ethics?
2. Why do you think there should be ethics in communication?
3. What problems can arise when people are not ethical in their communication
practices?
It is important that whatever we communicate should be guided by certain

ethical principles. The US National Communication Association (NCA, 1999)n
discusses this in their Credo for Ethical Communication, stating that “Ethical
Communication is fundamental to responsible thinking, decision-making, and
the development of relationships and communities within and across contexts,
cultures, channels, and media. Moreover, ethical communication enhances
human worth and dignity by fostering truthfulness, fairness, responsibility,
personal integrity, and respect for self and others. We believe that unethical
communication threatens the quality of all communication and consequently
the well-being of individuals and the society in which we live.
WRQ i.e., While-Reading Question:
Why does unethical communication threaten the quality of all communication,

and consequently the well-being of individuals and the society in which we live.
Directions. Answer the WRQ in complete sentence and send right away to the Google
Classroom.
In their Credo, there are four ethical principles of communication that are
especially relevant for students today.
Firstly, they “advocate truthfulness, accuracy, honesty, and reason as essential to

the integrity of communication” (NCA, 1999). Nowadays, social media and speeches in
public have been so filled with black propaganda and whitewashing that there is a call
to reiterate the need for truth and honesty. It is important to be accurate when we
communicate, and to have facts and figures to prove our assertions. It is important to
be reasonable, rather than to be too emotional or threatening when we communicate.
Secondly, the NCA also endorses “freedom of expression, diversity of perspective,

and tolerance of dissent to achieve the informed and responsible decision-making

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fundamental to a civil society”
(NCA, 1999). In certain
political climates, people may
feel threatened to the point
that they no longer feel that it
is safe to express what they
feel or think. This is not a
good environment to live in. We fully agree with the NCA that to have vibrant
democracy, we must be able to hear different perspectives and have a high tolerance
for views that are different from ours. It is important to foster an environment where
people feel safe enough to express what they think and feel, and for these expressions
to be met with reasonable dialogue and debate, rather than outright censure or
violence.
Thirdly, the NCA (1999) states that they “condemn communication that degrades
individuals and humanity through distortion, intimidation, coercion, and violence, and
through expression of intolerance and hatred” (1999). This condemnation is
important because it safeguards society from racism, sexism, and violence against
oppressed peoples. History has shown us that a tolerance for hate speech, as well as
speeches that incite violence and the act of killing, have often instituted such violence
in society, whether this is in the context of slavery, colonialism, or misogyny.
Lastly, the NCA (1999) states that communicators should “accept responsibility for
the short and long-term consequences of our own communication and expect the same
of others.” All too often, there have been people who do not feeel accountable for their
actions. Therefore, if one risks to communicate maliciously, spread false news, or
incite hatred or violence, s/he should be ready to face the consequences of such
actions. States are beginning to realize this, especially in the porous medium of social
media.
Every time we communicate; we should consider the consequences of our actions. If

people were more responsible in their use of communication, there would be less
conflict in this world. Even though the four principles above are short and concise,
they are important because they help us discern the difference between ethical and
unethical communicators.
ARQ i.e., After-Reading Questions:

Directions. Answer the following questions in complete sentences. Send your answers
immediately to our Official Learning Management System – the Google Classroom.
1. Wh is it important to be ethical in communicating today?

2. Is honesty still a virtue valued today? Why or why not?
3. Can you give historical examples that show how intolerance of dissent has
been a problem for certain for certain sectors of society?
4. Can you give historical examples that show why hate speeches is a problem?
5. When you think of politicians today, would you say that they have been
communicating in an ethical manner?

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6. Who comes to mind on
the subject of violating
the ethics of
communication?
7. Why do people
communicate in an
unethical manner?
8. What consequences can you think of because of this?
Third Lesson: Communication and Globalization
This lesson focuses on the implications of globalization on communication. You

will read essays and expositions that will provide you with an awareness of the role
and status of English as a global language, the notion of World Englishes, and the
need for standard forms in academic and professional writing, and the importance of
culturally sensitive and bias-free language when communicating with people from
different cultures and discourse communities.
Lesson Objectives:
By the end of this lesson, you must have:
1. understood the implications of globalization in communication;
2. explained the notion of World Englishes in the context of English being a

global language; and
3. used the Standard English and bias-free language in writing.
Globalization
Globalization has affected us in numerous ways. Airfare has become cheaper, and
one can travel internationally more than one could in the past. Many Filipinos have
decided to work or live abroad, with some of them migrating to other countries. The
free trade of goods and services all over the world has brought multinational
companies and foreign investors to our shores. Because of all these factors, it is
imperative to be aware of the differences between our culture and the rest of the
world’s cultures.
Because of the advent of the Internet, the world seems to be shrinking

continually. One can communicate internationally in a matter of seconds, whether one
is sending an email, chatting in social media, or sending a text message. One can read
about different cultures, and have access to films, academic papers, and the like from
countries around the world, and vice versa. Given this increasingly shrinking world,
one should know the difference between the kind of English that we write and speak
and the kind of Englishes that exist outside of the Philippines.
World Englishes

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David Crystal (2003)

begins the first chapter of the
book English as a Global
Language with the assertion
that English is, in fac, the
global language. After giving
various examples to support this statement, he questionsthe assertion by asking,
“What does it mean to say that a language is global?” (Crytal, 2003). In asking this, he
considers the implications of English having this status, especially for its many users
who speak different mother tongues.
In The Story of English, Robert McCrum et.al., (1986) discuss the “success story” of
the rise of English. They also provide a variety of examples that demonstrate the
global presence of English. The questions that follow help the reader explore the
implications of the language’s wide reach.
BRA i.e., Before Reading Activities
1. Review what you know about The Story of English. How did it come to be a
global lingua franca or an international language?
2. Watch “The History of English in Ten Minutes” posted by The Open
University on You Tube: https://www.youtube.com/watch?
v=H3r9bOkYW9s(accessed April 3, 2017). Afterwatching it, come up with your
own list of the factors that led English to take on its global status.
3. Do some quick internet research to find out how English came to have an
official status on its global status.
4. How do you feel about the role and status of English in the Philippines?
Readings in World Englishes
Read “Speak English: The Story of a Once-obscure Language and How It

Became the Last Word in Global Communication,” excerpted from the Chicago
Tribune from the Story of English (McCrum et.al., 1986). You may access the full
excerpt via the following link: http://articles.chicagotribune.com/1986-09-
07/features/8603070293_1_official-language-mother-tongue-speak). Read only up to
the first paragraph of page 2 of the article. The first and final paragraphs of your
assigned reading are given for your reference.
(First Paragraph)
The rise of English is a remarkable success story. When Julius Caesar landed in
Britain nearly 2,000 years ago, English did not exist. Five hundred years later,
English, incomprehensible to modern ears, was probably spoken by about as few
people as currently speak Cherokee -and with about as little influence. Nearly a

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thousand years later, at the
end of the 16th Century, when
William Shakespeare was in
his prime, English was the
native speech of between 5
and 7 million Englishme, and
it was, in the words of a
contemporary “of small reach, it stretches no further than this land of ours, not there
over all .”
(Final Paragraph)
The emergence of English as a global phenomenon – as either a first, second or

foreign language – has recently inspired the idea (undermining the above claims) that
we should talk not of English but of many Englishes, especially in Third World
Englishes where use of English is no longer part of the colonial legacy but the result of
decisions made since their independence. Throughout the history of English there has
been a contest between the forces of localization, at both the written and the spoken
levels. The appearance of the first substantial English dictionaries in the 18 th Century
was a move towards written standardization. It was Victorian England that realized
the idea of “the Queen’s English,” a spoken standard to which the “lesser breeds”
could aspire. The industrial revolution meant roads, canals and, above all, trains:
People traveled more, both geographically and socially. The pressures of class
ambition speeded the emergence of a standard form of English speech.
ARQs i.e., After Reading Questions:
1. Based on McCrum’s essay and some additional research on your part, why is the
rise of English such a remarkable “success story?” What led to English taking on
the role of a global language?
2. Can you add to the evidence given by McCrum in paragraphs 3 to 7 that English
is the most widespread language in the world?
3. David Crystal (2003) (2003) says that “a language achieves a genuinely global
status when it develops a special role that is recognized in every country.””
What is the special role of English in the Philippines?
4. Why does Mc Crum say that “we should not talk of English but of many
Englishes?”
Question number 4 is an important one. It is now a more widely accepted the

fact tha there are many World Englishes, sometimes referred to as “varieties of
English” used in the world. All are equal in the sense that each is best suited to the
communication needs of its speakers. However, not all are equal in prestige. Some

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varieties are more prestigious
than others because of social
attitudes about the speakers
of these varieties. For
example, in the social variety
of English called African
American English (AAE)
“used by many (but not all) African Americans in different regions of the USA,” certain
features such as ‘g-dropping’ in words like readin’ (reading), walkin’ (walking), and
singin’ (singing) are stigmatized”. (Yule, 2010). This process of stigmatization follows
“a regular pattern” whereby the social practices, especially speech, of dominated
groups,” such as African Americans,” are treated as ‘abnormal’ by those dominant
groups who are in charge of defining ‘normal” (Yule, 2010). Some scholars, like Ruanni
Tupas and Rabdy (2015), use the term “unequal Englishes” to focus discussions of “the
unequal ways and situations in which Englishes are arranged, configured, and
contested.” It is important for writers from a postcolonial context such as the
Philippines, which has a conflicted historical relationship with English, to be aware of
the political forces-not just economic ones- guiding their use nof the language.
The two most well-known varieties of English are those of the colonial
superpowers: British English and American English. But there are many multilingual
countries around the world in which of English have developed. This may be because
English was initially “transported” to that country by English-speaking settlers – as in
the United States, Canada, Australia, and New Zealand. It could also be that English
may have been brought to that country as a language of conquest by English-speaking
colonizers – as in South Africa, Hongkong, Malaysia, Singapore, and the Philippines. In
the latter countries, English has a particular role as official language, medium of
instruction, or even language of law and governnment. English is also studied as a
foreign language in some non-English speaking countries, such as Holland and
Yugoslavia, as mentioned earlier by McCrum, and in Korea and Japan. In these
countries, there is less exposure to English, and it is often learned for career
progression because it is the language of international business.
As mentioned earlier, all of these World Englishes are equal in functionality, but
not all are equal in prestige. The idea, however, in writing, is to adhere to the Standard
English of one’s country because each variety, including those of the United States and
United Kingdom, has its own peculiar or inidividual features. These features include
differences in spelling, punctuation, favored words and expressions, and sometimes
grammatical constructions. The table that follows gives and example of some of these
differences for American English and British English.

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British English (UK)
Aspect American English (US)
Punctuation She said, “I’ll be ay work She said, I’ll be at work by

by 8 am.” 8 am”
March 2, 2017 2 March 2017

Date
center, color, organize, centre, colour, organise,

Spelling
program programme
elevator, pants, diaper lift, trousers, nappy

Words
ruffled feathers knickers in a twist

Expression/Local Idiom
(agitated) (agitated)
Do you have that book? Have you got that book?
Grammar
Vase/vas/-sounds Vase/va:z/) – sounds like

Pronunciation VAHZ
like VEYZ
(irrelevant in writing)
Thus, two English speakers -one from the US and the other from the UK -may
become confused when encountering the other’s unfamiliar accent and word choices
in a conversation and when seeing different spelling and punctuation conventions in
writing.

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Activity: Varieties of English
1. Can you think of more
examples of the
differences between
American and British
English? Add examples
to the previous table,
or create your own table of aspects and examples.
2. For further awareness of World Englishes, watch David Crystal talk about the
topic in a video posted by the British Council I Serbia on YouTube. Search for
“David Crystal — World Englishes” or accesss the video via this link:
https://www. youtube.com/watch?v=2_q9b9YqGRY (accessed June 21, 2017).

3. Just for fun, look for a video clip on YouTube of a person speaking a variety of
English that you like. Share this video with your classmate and list and
describe at least three features of accent/pronunciation, word choices, and
unique expressions.
Philippine English, as well, has its uniques and idiosyncratic usages. For example,
“comfort room” is a Philippine term for”washroom,” “toilet,” or “lavatory.” When
Filipinos say, “there’s traffic,” they mean “There’s heavy traffic.” Moreover, the
word”salvage” in the Philippine context can mean either “to save” or “to brutally
murder, usually for political reasons. Matthew Sutherland, who writes about
Philippine English from an Englishman’s perspective talks about the expression “for a
while,” which he says baffles foreigners because the expression does not exist outside
of the Philippines. The UK’s equivalent, he says, is “just a second” or “just a moment”
(quoted in Aguilar, 2004). Similarly, Sutherland notes that “for a while” is frequently
used in the Philippines on the telephone, whereas in the UK, the more typical
expression would be “hold on” or “hang on” (quoted in Aguilar, 2004). Importantly, he
mentions that these British idiomatic equivalents would be just as baffling to those
unfamiliar with these usages. Filipinos might, in response to being told to “hang on,”
may very well ask, “Hang on to what?”
Sutherland also notes that “every English-speaking nation has its own set of English
phrases and idioms; English is equally idiosynchratic in say, India, Jamaica,
Zimbabwe, or Singapore.” In other words, there is no wrong way of speaking
English as long as those who speak it understand each other. In fact, Sutherland
says, “The many versions of English spoken around the globe merely serve to
make English serve to make English an even richer tongue.” However, the fact that
all varieties of English have individual or peculiar usages is why it is important – in the
context of academic and professional writing – to follow a standard. This standard
advocates the use of a consistent spelling and punctuation sytem. It also avoids

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colloquial and informal
usages, eschewing these in
favor of more wisely
understood uses or exploring
such usages for the reader if it
becomes necessary to use
them in writing.
The label for this variety is Standard English or – depending on the region –
Standard American English, Standard British English, Standard Philippine English.
This is defined as consisting of “the conventional vocabulary and usage of
educated speakers and writers of English” (Roberts & Turgeon, 1998). To use this
kind of English means to follow a spelling or punctuation system that is consistent
with the prescribed standard. For example, Standard Philippine English follows
Standard American usages for spelling, punctuation, and the formatting of dates. In
terms of grammar and diction, Standard English “does not include slang,
vulgarisms, regionalisms, and other constriction that are considered
unorthodox by those seeking a language acceptable to a general audience”
(Roberts and Turgeon, 1998). In general, then, writers should avoid local idioms,
expressions, and constructions like those examples mentioned essentially, to use
words that will be clearly understood by English speakers from any region of the
world.
In summary, in everyday speech and infomal contexts, one is free to use his or her
own variety of English. However, in more formal writing. Contexts, one should be able
to identify which features of this variety may not be understood by other speakers of
English and to use alternatives that will be understood by a wider audience.
Activity: Philippine English, World Englishes, and Standard English

1. Watch these two videos by Mikey Bustos on YouTube. You may type in the
titles below or access the sites via the links provided.
● “Filipino Accent Tutorial” by Mikey Bustos at

https://www.youtube.com/watch?v=3BB=S1ir4tA (accessed April 3rd,
2017).
● Mikey Bustos Pinoy Lessons “Pinoy English” at
https://www.youtube.com/watch?v=UqIFT8zT8zT8V8 (accessed April
3rd, 2017).
2. List examples of the folloowing characteristics of Philippine English:

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a. two pronunciation
features
b. one grammatical
feature
c. two unique
expressions from
Philippine English and their more commonly understood equivalents
3. Look up the meanings of the following examples in the table from Philippine
English, Canadian English, Australian English, South African English, and
Singapore English. Then, provide alternatives that will be understood by other
English speakers from different regions of the world.
Culturally Sensitive and Bias-Free Language
Just as important as awareness of the existence of World Englishes is that of

practicing cultural sensitivity. To write in a culturally sensitive way means to
be aware that cultural differences and similarities between people exist and
that these not be assigned a positiveor negative value via words and
descriptions selected in writing. Academic and professional writings are
characterized by bias-free language. Students, scholars, professionals, and
anyone wishing to maintain harmonious communicative relations should be
carefulin using words and phrases that do not discriminate against particular
groups whether in terms of race, ethnicity, gender, social class, age, and
disability. The essential point is to communicate in a way that is respectful of
diversity.
Here are some general principles to follow when referring to different

groups or categories.
1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a
different race. In general, it is best to avoid identifying people by race or ethnic group.
Race is an emotionally charged topic, so it is best to tread carefully with the language
used and to refer to race, as Patricia Arinto (2009) asserts in English for the
Professions, “only if it is relevant to what you have to say.” Words that reinforce
stereotypes and that imply all people of a particular race or ethnic group are the same
should be avoided. For example, although the assessment is positive in the sentence,
“Naturally, the Asian students won the math contest,” the word “naturally” reinforces
the stereotype or generalization that Asians have superior aptitude in math.

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Next, one must be
attuned to the current
terminology by which racial
and ethnic groups refer to
themselves. This maybe done
by reading national
newspapers, and watching
television news, which typically are good indicators of current and preferred usage.
According to Kitty Locker and Donna Kienzler (2013), one should “refer to a group by
the term it prefers,” which means some research is required t to find out about
acceptable and preferred terms. For example,, for a long time, “Native American” has
been considered the politically correct term for th eindigenous people of the Americas,
over the label, “Red Indian.” But today, most native American people prefer to be
referred to by their specific nation or tribe. In the Philippine context, there have been
shifts in the preferences for terms that Filipinos of Chinese ancestry use to describe
their identity: from Tsino, to Chinoy, to Filipino Chinese.
It is also important to be sensitive to religion when referring to various

ethnic groups. Assumptions should not be made that stereotype a race, nationality, or
ethnic group with a specific religion. For example, not all Arabs are Muslims, not all
Indians are Buddhists, and not all Filipinosw are Roman Catholics.
2. Gender and Sexual Orientation
Sexism refers to the prejudice and discrimination based on sex or gender.

To be inlcusive of all people in general references, one should favor gender-
neutral words and phrases over gender-biased words. For example, rather
than “man-made,” one can say “manufactured,” “synthetic,” or “artificial.”
Instead of “layman’s terms,” one can use “ordinary terms.” Neutral words
should also be chosen over words with ‘man” and “woman” in job titles or
descriptions. For example, it is more appropriate to use “chairperson” in
place of “chairman,” “flight attendant” in place of “stewardess,” and “labor” in
place of “manpower.” One should also avoid sexist terms like “woman lawyer”
and “male nurse”
Pronouns may also be gender-biased, for example, when the masculine “he”
prounoun is used as a generic one for both genders. Gender-biased pronouns
can be avoided by
a. dropping pronouns that signify gender and restating the sentence,

b. changing to plural construction, and

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c. replacing
masculine or
feminine
pronouns with
“one” or “you.”
Examples of
alternative
gender-neutral constructions are provided here.
Gender-biased example: Each student should submit his term paper

by Monday.
Restatement Plural Construction Use of “you”
Each student should

submit a term paper by
Students should submit You should hand in your
Monday
their term papers by by Monday.
Monday.
Other gender-related terms may have to do with gender orientation or sexual

orientation. It is important to be sensitive to new attitudes about homosexual,
transsexual, and transgender people. For example, most gay people prefer the term
“gay” to the more clinical “homosexual” as a label. “Lesbian” is currently the term
preferred by gay women. Transgender people prefer to be referred to as being the
gender they identify as, not their birth gender. Again, as matter of principle, one
should refer to societal groups in the way that members of these groups prefer to be
refferred to. Note also that terminology in this area is developing, and that not
everyone agrees.
3. Social Class
Class discrimination or classism is a form of prejudice against a person or

people because of their social class. An example of language with a bias
against class is the American term “white trash,” which is not only a racial slur
but a classist one that refers to white people, usually from the rural Southern
United States, coming from a lower social class inside the white population.
The term is negative not just because of the words that comprise it but because
of its connotation of danger; white trash people are seen as criminal,
unpredictable, and without respect for authority. In the United States and
other cultures, there may also be a kind of classism against those who are

Province of Laguna
economically
privileged. The rich
are sometimes
referred to by the
derogatory terms
“preppie” and
“yuppie,” both of
which connote not just wealth but arrogance.
There are examples from Philippine culture as well, in the informal terms
“conyo” and “jologs,” both derogatory terms referring to class. The first used
to describe young people from the upper class who speak an idiosyncratic
mix of English and Tagalog, connotes vanity and consciousness about social
status. The second, now perhaps replaced by the term “jejemon,” as used in
reference to an idiosynchratic spelling or writing style, is used to describe
persons who look poor and out of style.
There are no academic articles about the terms “conyo,” “jolog,” and
“jejemon,” but the following sites offer some ideas about their negative
connotations.
▪ On “conyo” – http: //www. cosmo.ph/lifestyle/motivation/13-signs-

you-re-a-conyo-of-manila(accessed June 21,2017)
❖ On “jologs- http://en.wikipilipinas.org/index.php/Jologs(accessed
June 21, 2017)
✔ On “jejemon” -http://www.philstar.com/news-
feature/57735/students-urged-shun-jejemon(accessed
June 21, 2017)
Classism may also appear even in more formal terminology.

Sociologist/Activist Betsy Leondar-Wright, argues in a video interview that classist
terms “attribute favorable traits to the wealthy and powerful” and “those in
poverty or near-poverty are similarly cast in a negative light” (ClassismExposed,
2014). A more sensitive vocabulary uses terms that more precisely portray the actual
circumstances of people within the class structure. For example, instead of “ the
underclass,” one can say “the less privileged” or describe a condition of “chronic
poverty.” In the Philippines, “informal settlers” is now the more politically correct
term for “squatters.”
For more information on classiscist language, watch this Youtube video entitled
“What’s wrong with saying classy?” featuring Betsy Leondar Wright:

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https://www.youtube.com/watch?v=sudznVtmPxU(accessed June 21, 2017)

4. Age
Ageism is a form of discrimination against other people because of their

age, or assuming that older people are less physically, intellectually, or
emotionally able than other age groups. The capabilities of younger people
should also not be underestimated on the basis of their age. Again, it is
important to refer to a person’s age only when that information is pertinent to
what is being discussed. When refferring to a genetic group, one should also
ask their subjects what wordings they prefer. Do they wish to be called older
persons” or “senior citizens”? Do they prefer the label “youths,” “teenagers,”
or “young people”?
Lastly, according to The American Psychological Association, writers

should be specific when referring to males and females in terms of their age:
females 18 years or older are women, not girls. “Girls” refers to those in high
school or younger (under 18). The same is true for “boys” and “man.”
5. Disabilities
Discrimination in this area often arises because of lack of understanding

and awareness. Therefore, first, it is important to distinguish some terms that
are mistakenly understood to be synonymous. Various guides on bias-free
communication and often-confused terminology are available online. One
example is “A Guide to Bias-Free Communications” published by the
University of Wisconsin-Madison. It defines the terms”impairment,”
“disability,” and “handicap” as respectively,
1. “a physiological condition,”
2. “the consequence of an impairment” which “ may or may not be
handicapping,” and
3. “the social implication of a disability; a condition or barrier imposed by
society, the environment or oneself. Thus, according to these definitions, a “limp” is an

impairment in which a leg or foot is damaged or stiff. A disability that may result from
arthritis is difficulty in walking, or walking unevenly and haltingly. People who limp

Province of Laguna
maybe handicapped by having
to climb stairs in buildings
with no elevators. Other
guides from other cultural
contexts may provide
different defintions and
examples; it is essential when
writing to do research on these definitions.
Finally, when referring to people with disabilities, the focus should be on the
person, not the condition (Arinto, 2009). In Patricia Arinto’s English for the
Professions, (2009), she advises to avoid hurtful expressions such as retards” or
even the seemingly neutral description “the mentally retarded” and to use instead
“people with mental retardation. Similarly, instead of “the blind” and “cancer
patients,” one should instead use “people with vision impairments” and “people
being treated for cancer,” respectively. These examples demonstrate the importance
of identity -first language or the importance of putting the person or people first.
Note the difference in the following sentences:
Disability first: The blind student used a special keyboard during the exam.
Person first: The student, who is visually impaired, used a special keyboard during
the exam.
Next, Arinto (2009) suggests considering the negative implications of usages such
as “confined to a wheelchair” and “AIDS victim.” For the former, one should instead
write or say “uses a wheelchair” because wheelchairs enable people to escape
confinement, while for the latter, one should use “person with AIDS” as someone who
can acquire a disease without being victimized by it. Arinto (2009) also notes that the
word “abnormal” maybe replaced with “atypical” because people who have
disabilities are atypical but not necessarily abnormal” (Arinto, 2009). These latter
examples demonstrate the importance of not representing people with disabilities as
unfortunate, limited, and helpless victims.
Synthesis
These general guiding principles are helpful, but not always apt. For example,,
there are heated debates now among parents of children with autism about whether
to use “person with autism” or “autistic person.” Yet again, it must be emphasized
that research is necessary to become aware of trends and debates in this and other
areas. One may also simply ask the concerned people what their preferred terms are.
For further reading, you may search for university guidelines about bias-free
communication, or you can visit the following site:
https://academicaffairs.ucsd.edu/_files/aps/adeo/Article_Guide_to_Bias-
Free_Communications.pdf

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To learn about debates

regarding the description of
autistic persons or persons
with autism, visit the following
site:
http://autisticadvocacy.org/about-asan/identity-first-language/
The final takeaway is that to be an effective writer, one must not steretype,
demean, or exclude any member of his or her audience. Such stereotypes and biases
are barriers to communication.

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,,
Performance
Tasks
First Learning Task: Communication Model Applied

Directions.
With you fellow family members, illustrate Aristotle’s Model of Commnunication through a skit,
which shows both successful communication and failed communication. Send your video-recorded
skit to our Google Classroom within the period given for the lesson.
Second Learning Task: Applied Ethics

Directions.
With your fellow family members, prepare a skit that will show one ethical principle and what
could happen when it is violated. Groups are encouraged to get real-world examples from current
events. Your group may choose one of the following ethical principles. Then, send your video-
recorded skit to our Google Classroom.
A. “Truthfulness, accuracy, honesty, and reason as essential to the integrity of

communication.”
B. “Freedom of expression, diversity of perspective, and tolerance of dissent to achieve the
informed and responsible decision-making fundamental to a civil society.”
C. “Condemn communication that degrades individuals and humanity through distortion,
intimidation, coercion, and violence, and through the expressionm of intolerance and
hatred.”
D. “Accept responsibility for the short and long-term consequences of our own communication
and expect the same of others.

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Notare Bene/Reminders:
1. Self- introduction in March 2021

2. Orientation on the Associate Professor’s Classroom Policies
3. Student’s Self-Introduction
4. Presentation of the Course Outline in Purposive Communication
5. Discussion on the Nature of the Course
6. Discussion on the First Module
7. The Online/Virtual Google Meet would be conducted preferably on Mondays and Tuesdays of
the week and only as the need arises.
8. The sudents would be enouraged to use the English language during the entire semester
9. Consultation would be conducted as the need arises
10. The discussion of the the lessons would be interactive
11. Rubric/s would be utilized in grading the written works
Und erstanding Directed Assessment
After-Reading Questions:
1. What problems can happen when there are communication breakdowns?

2. What does Berlin mean when he says “in teaching writing, we are teaching a way of
experiencing the world, a way of ordering and making sense of it”?
3. Is this only true for writing? Explain.

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Learning Resources
The following sources have been used to enrich the course/subject:
a. Africa, Augusto C., ( 2018 ) Purposive Communication in the Now., Books Atbp.,
Publishing Corp.
b. Dapat, Rizal O., et.al., ( 2018 ) Essence and Essentials of Purposive
Communication in the 21st Century.,
c. Uychoco, Marikit Tara A., and Santos, Maria Lorena., ( 2018) Communication
for Society.,

Province of Laguna
A Course Outline
First Module: Academic Research for

Philippine Society
Time Frame:
March 22nd through the 25th and March 29th through the 31st
April 5th through the 29th and May 3rd through the 14th May 2021
Consultation: May 17th and 18th 2021
Midterm Exams 19th and 20th of May 2021
First Module
A. Communication in the Twenty-First Century
1. Communication Model
2. Communication Ethics
3. Communication and Globalization
3.1 World Englishes

3.2 Culturally Sensitive and Bias-Free Language
Second Module
B. Public Speaking and Reports in the Information Age
1. Public Speaking
1.1 A Short History of Public Speaking

1.2 Sample Speeches of Public Speaking
2. The Tools Needed in Critical/Creative Reports
2.1 Best Practices in Public Speaking

2.2 Sample Reports
3. TED Talks and Critical/Creative Thinking in Today’s Society

Province of Laguna
3.1 TED Talks: Walking the Talk
Third Module
C. The Documented Essay on

a Concept
1. Academic Research and the Documented Essay in the Twenty-First Century
1.1 Academic Writing

1.2 Documented Essays
1.3 Sample Documented Essay
2. Critical Thinking, Collaboration, and the Writing Process
2.1 Writing as a Process

2.2 The Pre-Writing Stage of the Writing Process
2.3 The Writing Stage of the Writing Process
3. Concepts of Social and Cultural Significance in the Philippines
▪ Writing about Concepts
Dr. Mauro Dimatulac Lucido Jr.

Associate Professor II
Affiliate Faculty Member, CBMA
Second Semester, Academic Year 2020-2021
First Year BS Accountancy and
First Year BSBA Major in Financial Managament
March 15th through the 19th July 2021
drmdljr14thmarch2021

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Republic of the Philippines

Laguna State Polytechnic University

The LSPU Self- Paced Learning

Targets/ At the end of the lesson, students must have:

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

● known the principles and processes of communication as embodied in the

Stu dent Learning Strategies

“The art of communication is the language of leadership.”

A. Communication in the Twenty- First Century

Towards the end of the module, the students must have:

1. understood the importance of communication in society;

“The art of communication is the language of leadership.”

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

To lead nations or corporations, communication skills are essential. To work

1. What problems can happen when there are communication breakdowns?

First Lesson: Communication Models

One way of thinking about communication processes is by looking at the

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

it helps in explaining by providing in a simplified way information which would

Professor Ramona S. Flores (2016), in her book Oral Communication in Context,

Speaker Speech Audience Effect

Aristotle’s Model of Communication

Learning/Perfomance Task: Communication Model Applied

Directions. With your fellow family members, illustrate Aristotle’s Communication

Second Lesson: Communication Ethics

In the previous lesson, you read a short introduction to communication.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

At the end of this

1. known how to communicate in an ethical manner; and

BRQ i.e., Before-Reading Questions:

It is important that whatever we communicate should be guided by certain

WRQ i.e., While-Reading Question:

Why does unethical communication threaten the quality of all communication,

Firstly, they “advocate truthfulness, accuracy, honesty, and reason as essential to

Secondly, the NCA also endorses “freedom of expression, diversity of perspective,

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Every time we communicate; we should consider the consequences of our actions. If

ARQ i.e., After-Reading Questions:

1. Wh is it important to be ethical in communicating today?

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Third Lesson: Communication and Globalization

This lesson focuses on the implications of globalization on communication. You

By the end of this lesson, you must have:

1. understood the implications of globalization in communication;

2. explained the notion of World Englishes in the context of English being a

Because of the advent of the Internet, the world seems to be shrinking

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

David Crystal (2003)

BRA i.e., Before Reading Activities

Readings in World Englishes

Read “Speak English: The Story of a Once-obscure Language and How It

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

The emergence of English as a global phenomenon – as either a first, second or

ARQs i.e., After Reading Questions:

Question number 4 is an important one. It is now a more widely accepted the

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

British English (UK)

Aspect American English (US)

Punctuation She said, “I’ll be ay work She said, I’ll be at work by

March 2, 2017 2 March 2017

center, color, organize, centre, colour, organise,