Purposive Communication - Module 1 - WM

PURPOSIVE
Communication
LEARNING MODULE FOR STUDENTS IN GE 1
RICHARD ALFEO BACLEON ORIGINAL, LPT
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 1

PURPOSIVE
Communication
LEARNING MODULE FOR STUDENTS IN GE 1

Purposive
Communication
Learning Module for Students in GE 1
First Edition
Copyright © 2020
RICHARD ALFEO BACLEON ORIGINAL, LPT, MAEd-ELT (On-going)

College Instructor
Published by and for
AGUSAN DEL SUR COLLEGE, INC.

Bayugan City, 8502 CARAGA Philippines
COLLEGE OF TEACHER EDUCATION
Cover design by Richard Alfeo Bacleon Original, LPT
ALL RIGHTS RESERVED.

No part of this book may be reproduced or transmitted in any form or by any means,
electronic of mechanical, including photocopying, recording, mimeographing, or by any
information and retrieval system, without written permission from the copyright holder.
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. i

INTRODUCTION
This module, Purposive Communication: Learning Module for Students in GE1,
is a product of the continued reform initiatives of Agusan del Sur College to deliver quality,
accessible, relevant, and liberating education in time of pandemic. This is designed to aid
would-be-teachers address the development and enhancement of communication skills.
This also focuses on writing, speaking, and presenting to different audiences and for
various purposes.
This material provides variety of activities both off-line and online modes that will
help students develop students’ communicative competence and enhances their cultural
and intercultural awareness through multimodal tasks that provide them opportunities for
communicating effectively and appropriately to a multicultural audience in a local or global
context. This will equip 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.
There are four modules in this material. Each module builds around particular
concepts necessary to explore meaningfully through variety of integrated, challenging and
interesting tasks.
Module 1: Nature and Elements of Communication

Module 2: Text and Context Connections
Module 3: Writing in the Disciplines
Module 4: Fundamentals of Public Speaking and Oral Presentation
Each module lesson consists of the following phases below conveniently through
the use of easy-to-understand icons.
My Journey- provides an overview of what students

should understand in the lesson. This includes clear
directions and purpose of the lesson.
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. ii

My Expectations- states the specific learning
outcomes in line with what students should know,
understand and be able to do, produce, or perform to
show that there is a transfer of learning.
My Initial Tasks- activates students’ prior knowledge

and prepares them for high-level tasks.
My Readings- presents the main reading or text and

the activities/tasks that lead to acquire, make sense of,
and construct meaning out of the information and
experiences contained therein.
My Discovery Tasks- includes activities that will

expand, enrich, enhance and broaden students’
understanding of the target concepts and skills.
My Treasure- enables students to express their

insights, learning, and realization on the lesson. This
part contains prompts and other organizers that will help
them sum-up and synthesize what they have learned.
My Supplements- includes all the citations for all the

materials used both online and offline
sources/references.
Hope that through this material, students will be provided with meaningful learning
experiences and relevant competencies necessary for them to successfully meet the
desired learning outcomes for this formation training.
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. iii

WHAT WILL YOU LEARN?
Course Description
Purposive Communication is a three-unit course that addresses the development
and enhancement of communication skills for teachers. This course focuses on writing,
speaking, and presenting to different audiences and for various purposes. (CMO 20,
s.2013)
It aims to develop students’ communicative competence and enhances their

cultural and intercultural awareness through multimodal tasks that provide them
opportunities for communicating effectively and appropriately to a 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 Learning Outcomes

This module contains Learning Outcomes and focuses on the development of the
student’s skills. The following are the learning outcomes:
At the end of the course, the students should be able to:
KNOWLEDGE
 describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural contexts;
 explain how cultural and global issues affect communication;
 determine culturally appropriate terms, expressions, and images;
 evaluate multimodal texts critically to enhance receptive (listening, reading,
viewing) skills;
 summarize the principles of academic text;
SKILLS
 convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global setting using appropriate
registers;
 create clear, coherent, and effective communication materials;
 present ideas persuasively using appropriate language registers, tone, facial
expressions, and gestures;
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. iv

 write and present academic papers using appropriate tone, style, conventions,
and reference styles;
VALUES
 adopt cultural and intercultural awareness and sensitivity in communication of
ideas;
 appreciate the differences of the varieties of spoken and written language;
 adopt awareness of audience and context in presenting ideas; and
 appreciate the impact of communication on society and the world.
COURSE DELIVERY MODE
The Higher Education in the Philippines is greatly affected by a global health

crisis—Coronavirus Disease 2019 (COVID-19) pandemic. Higher Education Institutions
(HEIs) are forced to transition themselves in the so called new normal in education. Thus,
the Commission on Higher Education (CHED) instructs the HEIs to implement flexible
learning systems since mass gatherings are prohibited in the areas under ECQ, Modified
ECQ, and GCQ for health safety reasons.
Lee and McLoughlin (2010) defined flexible learning as a “set of educational

approaches and systems concerned with providing learners with increased choice,
convenience, and personalization to suit their needs. In particular, flexible learning
provides learners with choices about where, when, and how learning occurs, by using a
range of technologies to support the teaching and learning process.”
Agusan del Sur College, being a supportive private HEI to the programs and
policies of CHED, innovates and adopts flexible learning mode in delivering instruction to
its students. Specifically, the school learning modalities are the Modular Distance
Learning and Online Distance Learning.
Modular Distance Learning. Involves individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy,
whichever is applicable in the context of the learner, and other learning resources.
Learners access electronic copies of learning materials on a computer, tablet PC, or
smartphone. Computer-based applications (Facebook and messenger) will be used to
deliver e-learning materials, including offline E-books. The instructor takes the
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. v

responsibility of monitoring the progress of the learners. The learners may ask assistance
from the instructor via:
E-mail: alfeo.original@gmail.com
Facebook group: https://www.facebook.com/groups/730367647742522
Messenger Group Chat: GE 1: Purposive Communication
Online Distance Learning using ADSCO Online Learning Platform. Features

the teacher as facilitator, engaging learners’ active participation through the use of various
technologies accessed through the internet while they are geographically remote from
each other during instruction. The internet is used to facilitate learner-teacher and peer-
to-peer communication. Online learning allows live synchronous instruction. This can be
done through Zoom or Google meet, whichever is applicable in the context of the learner.
It is more interactive than the other types of distance learning. The responses are real-
time. The learners may download materials from the internet, complete and submit
assignments online, attend webinars and virtual classes by logging in at
https://adsco.webdotlearn.com/.
COURSE REQUIREMENTS
1. Reflective Journal/Log/Blog. This is a compendium of all the written tasks and
activities of the course. Students will also be asked to insightfully reflect on the
implication of communicating effectively and appropriately to a multicultural audience
in a local or global context. Modular students will submit a journal notebook, while
online students will submit the link of their own blogging page.
2. Multimodal Advocacy Campaign. This is either a print, audio, visual, or web-based

medium that will let students utilize all available means of communication (and action)
addressing any of the following current issues: Filipino degrading values, health
crisis/global pandemic, environmental issues, multiculturalism, or other societal
issues.
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. vi

GRADING SYSTEM
Quizzes/Summative Tests (Module/LMS) - 20
Course Requirements - 20
Participation - 20
Major Exams (Mid-term and Finals) - 40
TOTAL - 100
COURSE REFERENCES
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First Edition.
Publication and Materials Development Office. Philippine Normal University-
Mindanao. Prosperidad, Agusan del Sur.
Uychoco, M.T.A., and Santos, M.L. (2018). Communication for Society: Purposive
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN 978-
971-23-8668-8
Dayagbil, F., Abao, E., and Bacus, R. (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc. ISBN 978-621-8035-07-2
Department of Education. (2016). Oral Communication in Context for Senior High
School. C & E Publishing, Inc. Quezon City. ISBN 978-971-98-0449-9
Juanillo, M. and Tan, E. (2018). E-Tech: Technology empowerment in a connected,
digital world. First Edition. TechFactors, Inc. Quezon City. ISBN 978-621-
8000-84-1
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. vii

TABLE OF CONTENTS
MODULE 1. NATURE AND ELEMENTS OF COMMUNICATION
Chapter 1. Fundamentals of Communication 1-24

Lesson 1. The Communication Process
Lesson 2. Communication Models
Lesson 3. Communication Ethics
Chapter 2. Communication in the 21st Century 25-42

Lesson 1. Communication and Globalization
Lesson 2. Intercultural Communication
Lesson 3. Culturally Sensitive and Bias Free Language
Chapter 3. Communication in the Digital Age 43-51

Lesson 1. ICT and Society
Lesson 2. ICT Safety, Security, and Netiquette
Lesson 3. Empowerment through ICT
MODULE 2. TEXT AND CONTEXT CONNECTIONS
Chapter 1. Using Critical Reading for Thinking and Reasoning 52-61

Lesson 1. Critical Reading
Lesson 2. Significance of Critical Reading
Lesson 3. Some Techniques to Develop Thinking and Reasoning
Chapter 2. Using Context in Text Development 62-70

Lesson 1. Intertextuality
Lesson 2. Hypertextuality
Chapter 3. Determining Textual Evidence 71-79

Lesson 1. Assertion
Lesson 2. Claim
Lesson 3. Counterclaim
MODULE 3. WRITING IN THE DISCIPLINES
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. viii

Chapter 1. The Writing Process
Lesson 1. The Pre-Writing Stage
Lesson 2. The Writing Stage
Lesson 3. The Re-Writing Stage
Chapter 2. Purposeful Writing for Academic Purposes

Lesson 1. Writing a Book Review
Lesson 2. Crafting a Literature Review
Lesson 3. Crafting a Good Reference List
Chapter 3. The Principles of Professional Communication

Lesson 1. Corporate Culture and Professional Communication
Lesson 2. The Genres of Professional Writing
Lesson 3. Design Principles of Professional Writing
Chapter 4. Purposeful Writing for Professional Purposes

Lesson 1. Writing Application Letters
Lesson 2. Preparing a Resume
Lesson 3. Writing Office Correspondence (e.g. minutes,
memoranda, letters)
Chapter 5. Collaborative Project

Lesson 1. Writing a Concept Paper
Lesson 2. Preparing a Time Table
MODULE 4. FUNDAMENTALS OF PUBLIC SPEAKING

AND ORAL PRESENTATION
Chapter 1. Oral Presentation

Lesson 1. Approaches to Presenting Information
Lesson 2. Using Presentation Aids
Lesson 3. Strategies Using Tools of Technology
Chapter 2. Public Speaking

Lesson 1. Principles of Speech Writing
Lesson 2. Principles of Speech Delivery
Lesson 3. Public Speaking
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. ix

MODULE 1: NATURE AND ELEMENTS OF COMMUNICATION
This module covers the basics of communication. It will explore how

communication works, as well as its usage in the Philippines and the world. It will also
discuss how we can make language inclusive and resolve the issues on racism, sexism,
and classism in the use of language.
Chapter 1. Fundamentals of Communication
MY JOURNEY
This chapter will introduce you basic concepts about communication, its nature
and elements. It will illuminate several perspectives about communication, the most
important one being that it is a necessary and important skill that should be mastered
Chapter 1. Fundamentals of Communication
by a would-be-teacher like you. You will be learning in this module essential
information including the definition and nature of communication, the process and
models of communication, and the rudiments of communicating across cultures.

MY EXPECTATIONS
Throughout the lesson, you are expected to:
1. discuss functions of communication;

2. differentiate various models of communication;
3. distinguish the unique features of one communication process from the other;
4. practice effective verbal and nonverbal communication during social
interactions; and
5. apply strategies in overcoming communication breakdowns.

MY INITIAL TASKS
Directions: Tick [ ⁄ ] the column that determines how often you practice what the
statements say. Do this as objectively as possible. Bear in mind that there
are no wrong answers.
Usually Sometimes Seldom Never
1. I communicate to convey my
messages and express my
ideas.
2. I describe communication as
a process.
3. I understand that
communication can be
expressed in words and/or in
actions.
4. I can distinguish the features
of the communication
process.
5. I can differentiate the models
of communication.
6. I effectively convey a
message both in words and
actions.
7. I can identify the elements of
communication.
8. I can explain the cause of
communication breakdown.
9. I use strategies to avoid
communication breakdown.
10. I know the functions of
communication.
TOTAL
GRAND TOTAL
(Score divided by 30) _______ / 30 = ________
Scoring Score Level of Proficiency

Usually – 3 points 28 – 30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom – 1 point 23 – 24 Approaching Proficiency
Never – 0 21 – 22 Developing
20 and below Beginning

Before 1. What is communication?
reading, try 2. Why is communication
important to you? Why is it
to ask important to society?
3. Can we consider written
yourself documents as a form of
these communication? Why or
Why not?
questions:
Write your answer on the space provided on the next page.
1. What is communication?
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2. Why is communication important to you? Why is it important to society?

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3. Can we consider written documents as a form of communication? Why or

why not?
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Directions: Interview a friend or family member and ask him or her about his or her idea
of the following statements and how this statement impacts relationships. Do
not tell your interviewee that these are myths or facts about communication.
Instead, record his or her perceptions about the statement and discuss
whether you agree or disagree with his or her views in the space provided
below.
Communication does not always require understanding.

Communication is not always a good thing.
No single person or event causes another's reaction.
Communication will not solve all problems.
Meanings are in people, not words.
Communication is not simple.
More communication is not always better.
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MY READINGS

The word communication comes from the Latin word 'communicare' that means
'to share or to make common'. Communication facilitates sharing of common
experiences with others. It involves sharing of an idea, thought, feeling or information
with others, which includes thinking, dreaming, speaking, arguing and so on. Thus the
scope of communication is very wide. Communication is part skill, part art and part
science. It is a skill as it involves certain fundamental techniques, it is an art as it involves
creative challenges, and it is science because certain verifiable principles are involved
in making communication more effective. All this makes communication a complex
process.
Communication is a process of sharing and conveying messages or information
from one person to another within and across channels, contexts, media, and cultures
(McCornack, 2014). There is a wide variety of contexts and situations in which
communication can be manifested; it can be a face-to-face interaction, a phone
conversation, a group discussion, a meeting or interview, a letter correspondence, a
class recitation, and many others.
Nature of Communication
1. Communication is a dynamic process.
Communication is not a static act but a dynamic process, which is continuous
in nature and vital for teaching and learning.
2. Communication occurs between two or more people (the speaker and the
receiver).
Communication only happens when there is sharing or exchange of ideas,
information, knowledge, attitudes or feelings among two or more persons through
certain signs and symbols leading to a desired response as intended by the
communicator.
3. Communication can be expressed through written or spoken words, actions
(nonverbal), or both spoken words and nonverbal actions at the same time.
For communication to be complete and effective it has to achieve the desired
objectives as intended by the communicator. It involves the usage of a channel. This
channel could be signs, symbols or verbal/written language.
Elements of Communication
Communication is divided into elements which help us better understand its
mechanics or process. Now let us examine these elements in some detail and

understand the type of interrelationship that exists among them. These elements are the
following:
1. Speaker – He is the source of information or message. The source of

communication is the sender who has a message to impart. The sender has to
decide how to communicate a message, which channel is to be selected for the
message and what type of strategies should be planned so that the message
makes the desired response. The sender provides verbal or non-verbal cues that
can be received, interpreted and responded to by the receiver.
2. Message – It is a set of signs and symbols which are given by the source to create
meanings for the receiver. Simply put, message is the content which is shared
between the participants in the communication process.
3. Encoding – This is the process of converting the message into words, actions, or
other forms that the speaker understands.
4. Channel – Channel is the medium used to communicate a message from the

sender to receiver. The channel could be spoken word, printed word, electronic
media, or even non-verbal cues such as signs, gestures, body language, facial
expressions, etc. In modern communication parlance, the word 'channel' mostly

refers to mass communication media such as newspapers, radio, television,
telephone, computers, internet etc. The selection of an appropriate channel is
crucial for the success of communication.
5. Decoding – This is the process of interpreting the encoded message of the

speaker by the receiver.
6. Receiver – Communication cannot take place without a receiver for whom the
message is meant. We receive a message, interpret it and derive meaning from
it. You have already studied that for successful communication, the receiver
should receive the message in the same way it was meant by the sender. In
interpersonal communication, the receiver shares a close relationship with the
sender which gradually gets diluted in group and mass communication.
7. Feedback – The response given by the receiver to the message of the sender is
known as feedback. Communication being a two-way process, without the
element of feedback any discussion on the process of communication is
incomplete. You have read in subsection 1.3.2 that interpersonal communication
allows greater scope for feedback as both sender and receiver can decipher the
facial expressions, body movements and cross question each other to remove
their doubts/queries. In fact, their roles are intertwined and cannot be
distinguished. The element of feedback gets gradually diluted when the number
of participants in communication activity increases.
8. Context – It is the environment where communication takes place. To make the

message effective, the context of the receiver should be understood by the
speaker; the nature and profile of the receiver of the message, his/her needs and
expectations and possible response to the message. This is important in both
face-to-face as well as mediated situations.
9. Barrier – These are the factors that affect the flow of communication.
PROCESS OF COMMUNICATION
You have just learned that there are elements in communication. This process of
communication is dynamic, ongoing and ever changing. In understanding the
communication process, take the story of Rich and Kris as your guide.

Kris loves Rich, her
suitor, as a friend.
The speaker
generates an
idea.
The speaker encodes an idea She thinks of how to tell him

or converts the idea into words using their native language.
or actions.
“Rich, gi higugma
The speaker transmits taka isip amigo.”
or sends out a message.
The receiver
gets the
message. Rich hears what Kris says.
The receiver decodes or

interprets the message based He tries to analyze what she means based on the
on the context. content and their relationship, and he is
heartbroken.
The receiver
sends or
provides
feedback.
He frowns and does not say something, because he is in pain.

Before we continue, kindly reflect on this
quote about communication. You may write
your thoughts below.
Communication to a relationship
_____________________________________ is like oxygen to life.
_________________________________________ Without it, it dies!
____________________________________________ –Tony Gaskins
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Models of Communication
A model is a graphic representation designed to explain the way a variable works.
It is a pattern, plan, representation, or description designed to show the structure or
workings of an object, system, or concept.
A model of communication offers a convenient way to think about it by providing

a graphical checklist of its various elements. Some of the important models discussed in
this section highlight the complexities of the process of communication.
1. Aristotle Model
Aristotle developed a linear model of communication for oral communication
known as Aristotle’s Model of Communication. This is considered as the first model of

communication and was proposed before 300 B.C. It is mainly focused on speaker and
speech. It can be broadly divided into 5 primary elements: Speaker, Speech, Occasion,
Audience and Effect.
The Aristotle’s communication model is a speaker centered model as the speaker

has the most important role in it and is the only one active. It is the speaker’s role to
deliver a speech to the audience. The role of the audience is passive, influenced by the
speech. This makes the communication process one way, from speaker to receiver.
However, even if the model is speaker oriented and focuses on audience

interaction in communication, there is no concept of feedbacks. Therefore, the speech
must be clear as well as the speaker must have a very good non-verbal
communication with the audience like eye contact. This example is a classic case of
Aristotle Model of Communication depicting all the elements in the model.
Fig 1. Aristotle Model
Photo Source: Bajracharya, S. (2018). Aristotle’s Model of Communication. Retrieved last August 11,
2020 from https://www.businesstopia.net/communication/aristotles-model-
communication.
2. Shannon-Weaver Model
Known as the mother of all communication models, the Shannon-Weaver model
(1949) depicts communication as a linear or one-way process consisting of five
elements: a source (producer of message); a transmitter (encoder of message into
signals); a channel (signals adapted for transmission); a receiver (decoder of message
from the signal); and a destination.
This model, however, has been criticized for missing one essential element in the
communication process: feedback. Without feedback, the speaker will not know whether
the receiver understands the message or not.

Fig 2. Shannon-Weaver Model of Communication
Photo Source: Ismail, B. (2017). Shannon-Weaver Model of Communication. Retrieved last August 11,
2020 from https://www.communicationtheory.org/shannon-and-weaver-
model-of-communication/
3. Transaction Model
Unlike the Shannon-Weaver Model, which is a one-way process, the Transaction
Model is a two-way process with the inclusion of feedback as one element. The receiver
of the message decodes the information and then sends feedback.
Fig 3. Transaction Model

Photo Source: Department of Education. (2016). Oral Communication in Context for Senior High
4. Schramm’s Model
Schramm’s Model has different parts for communications where the sender is the
person who sends the message. The encoder is the person who turns the message to
be sent into codes. We need to think of the right words to say and in what order we

should send our messages to communicate our ideas to the message receiver. The
decoder is the person who gets the encoded message which has been sent by the
encoder and converts it into the language understandable by the person. When receiving
a message, we need to use our reading skills, listening skills, etc. to decode the message
so it makes sense to us. The interpreter is the person who works to understand and
analyze the message. The message is received after interpretation. The interpreter and
receiver are the same people. One person may interpret the message in a totally different
way to someone else. Or, they may not understand it the same way as the encoder,
meaning they have ‘misinterpreted’ the text. The receiver is the person who gets the
message. He/she decodes and interprets the actual message. The message is the data
sent by the sender and the information that the receiver gets. Feedback is the process
of acknowledging the received message by the receiver. Medium or media is the channel
used to send the message. Noise is the interference and interruptions caused during the
process. It is also created when the intended meaning of the message sent by the sender
and the meaning interpreted by the receiver is different which is known as Semantic
Noise.
Note: From the message starting to ending, there is an interpretation that goes
on. Based on this interpretation only the message is received.
This model breaks the sender and receiver model it seems communication in a
practical way. It is not a traditional model. When the information reaches the recipient
his prime responsibility is to understand what the speaker intends to convey. According
to Schramm’s model, coding and decoding are the two essential processes of effective
communication. The Schramm Communication Model is a cyclical communication model
containing all basic principles of communication.
Fig 4. Schramm’s Model

Photo Source: https://www.qsstudy.com/business-studies/schramms-model-communication

Functions of Communication
Basically, there are five functions of communication. These are control, social
interaction, motivation, emotional expression, and information dissemination.
1. Control – Communication functions to control behavior.
2. Social Interaction – Communication allows individuals to interact with others.
3. Motivation – Communication motivates or encourages people to live better.
4. Emotional expression – Communication facilitates people’s expression of their
feelings and emotions.
5. Information dissemination – Communication functions to convey information.
Features of an Effective Communication

In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and
Center (2012) list the 7 Cs of Effective Communication. This list is widely used today,
especially in public relations and advertising.
1. Completeness. Complete communication is essential to the quality of the

communication process in general. Hence, communication should include
everything that the receiver needs to hear for him/ her to respond, react, or
evaluate properly.
2. Conciseness. Conciseness does not mean keeping the message short, but
making it direct or straight to the point. Insignificant or redundant information
should be eliminated from the communication that will be sent to the recipient.
3. Consideration. To be effective, the speaker should always consider relevant

information about his/her receiver such as mood, background, race, preference,
education, status, and needs, among others. By doing so, he/she can easily build
rapport with the audience.
4. Concreteness. Effective communication happens when the message is concrete

and supported by facts, figures, and real-life examples and situations. In this case,
the receiver is more connected to the message conveyed.
5. Courtesy. The speaker shows courtesy in communication by respecting the

culture, values, and beliefs of his/her receivers. Being courteous at all times
creates a positive impact on the audience.
6. Clearness. Clearness in communication implies the use of simple and specific

words to express ideas. It is also achieved when the speaker focuses only on a
single objective in his/her speech so as not to confuse the audience.

7. Correctness. Correctness in grammar eliminates negative impact on the
audience and increases the credibility and effectiveness of the message.
Barriers to Communication
There are instances when miscommunication and misunderstanding occur
because of certain barriers. To become an effective communicator, you should recognize
these barriers that hinder the communication process. This will enable you to control the
situation, reset conditions, and start anew. The table below presents some barriers to
effective communication with corresponding solutions.
Barrier Example Solution

Emotional barriers You are having a bad day or Recognize these kinds of
you feel frustrated. emotions, and politely ask
the other person to give you
a moment so you can relax
or calm yourself.
You sit in a meeting or class Recognize this kind of
where you think the speaker attitude, reset, and reflect
is boring. on how you can be
interested in what the
speaker is pointing out.
Use of jargon You are a scientist Jargon refers to the set of
discussing a certain specialized vocabulary in a
weather phenomenon with certain field. To avoid
your neighbor who does not communication breakdown
know much about the topic. due to lack of clarity, adjust
your language; use
layman’s terms or simple
words.
Lack of confidence You are asked to share Develop self-confidence by
something about your day joining organizations where
or weekend, but you are you can share and develop
hesitant because you are your interests. Look for
shy. opportunities in your school
or community that will help
you find your strengths and
improve your abilities.
Noisy environment You are having a Recognize that noise is a
conversation with some common barrier. Make
friends when a song was some adjustments by
played loudly. asking someone to
minimize the volume or by
looking for a quiet area

where you can resume the
conversation.
Note that these are only some of the barriers; many others may arise out of
context, language, physical restrictions, and the like.
Verbal Communication and Nonverbal Communication

Verbal Communication refers to an interaction in which words are used to relay
a message. For effective and successful verbal communication, use words to express
ideas which can be easily understood by the person you are talking to. Consider
appropriateness, brevity, clarity, ethics, and vividness when engaging in this type of
communication.
1. Appropriateness. The language that you use should be appropriate to the
environment or occasion (i.e., whether formal or informal).
2. Brevity. Speakers who often use simple yet precise and powerful words are
found to be more credible. Try to achieve brevity by being more direct with your
words. Avoid fillers and insubstantial expressions which do not add to the
message, such as “uh,” “you know,” “I guess,” and others.
3. Clarity. The meanings of words, feelings, or ideas may be interpreted differently

by a listener; hence, it is essential for you to clearly state your message and
express your ideas and feelings.
4. Ethics. Words should be carefully chosen in consideration of the gender, roles,

ethnicity, preferences, and status of the person or people you are talking to.
5. Vividness. Words that vividly or creatively describe things or feelings usually

add color and spice to communication. Hence, you are encouraged to find ways
to charm your audience through the use of vivid words.
Nonverbal communication refers to an interaction where behavior is used to

convey and represent meanings. All kinds of human responses that are not expressed
in words are classified as nonverbal communication. Examples of nonverbal
communication are stares, smiles, tone of voice, movements, manners of walking,
standing and sitting, appearance, style of attire, attitude towards time and space,
personality, gestures, and others.
Mastery of nonverbal communication is important for several reasons:

1. It enhances and emphasizes the message of your speech, thus making it more
meaningful, truthful, and relevant.

2. It can communicate feelings, attitudes, and perceptions without you saying a
word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous delivery.
MY DISCOVERY TASKS
Directions: Answer the following questions briefly.

1. Define communication in the context of teaching –learning process.
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2. How does context and barrier elements affect the communication process?
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3. Why is communication viewed as a dynamic process?
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4. Observe one of your conversations at home. Assess the conversation by completing

this communication process table below.
COMMUNICATION PROCESS CONVERSATION

The speaker generates an idea.
The speaker encodes an idea or

converts the idea into words or
actions.
The speaker transmits or sends

out a message.

The receiver gets the message.
The receiver decodes or

interprets the message based on
the context.
The receiver sends or provides

feedback.
Directions: Compare and contrast the different models of communication. Write in each
column the unique feature of each model. On the bottom part of the chart,
write the similarities of the four models of communication.
ARISTOTLE SHANNON- TRANSACTION SCHRAMM’S

MODEL WEAVER MODEL MODEL MODEL
(difference) (difference) (difference) (difference)
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Similarities of the four models:
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Directions: Identify the function of communication in each of the following situations.

Write your answers on the space provided.
________1. The teacher reads and discusses classroom policies to her students.
________2. Ross greets Rachel; then, they start talking about their plans for the
holidays.
________3. Phoebe shares her insights on how to live peacefully despite a complicated
life.
________4. Monica shares her personal frustrations with Chandler.
________5. The geometry teacher lectures about mathematical concepts.
________6. Sheila delivers her valedictory speech.
________7. The President delivers his last State of the Nation Address.
________8. A television personality thanks the supportive moviegoers during an
interview.
________9. The city mayor presents her strategies to execute the plans in a public
forum.
________10. A tourist guide orients a group of tourists about a heritage site.
Directions: Write T before each number if the statement is true and F if the
statement is false.
________1. Consider ethics in your speech at all times.
________2. Effective use of nonverbal communication can strengthen your message.
________3. How you communicate reflects who you are as a person.
________4. One way to help you build credibility is through effective nonverbal
communication.
________5. There are certain words that are only appropriate at certain times and
places.
________6. To achieve clarity, we must speak the same language as our listeners.
________7. The use of too many fillers can distract your listeners.
________8. Verbal communication is better than nonverbal communication.

________9. When you talk to others, you should not assume too quickly that they
understand the message that you convey.
________10. When you communicate, choose what you want to say and how you want
to say it.
Directions: Identify some barriers to communication that you often times experience at
home. Jot them down in the table provided below and give possible
solutions for each barrier considering the conccepts you have learned from
this lesson.
Barrier Feature of effective Solution

communication
involved

MY TREASURE
Directions: Reflect on what you have learned after taking up this lesson by completing
the chart below.
I thought that…
What were your thoughts or ideas
about intercultural communication
prior to the discussion of this
lesson?
I learned that…
What new or additional ideas did

you learn after taking up this
lesson?

MY SUPPLEMENTS
Directions: Watch the video using the link below. Then, answer the questions that
follow.
John Smith. (2012). Cross Cultural Etiquette - Mr. Baseball.mp4. YouTube video.
Retrieved last August 17, 2020 from
https://www.youtube.com/watch?v=bdeFdFEbuqk
Process questions:
1. What was the video all about?

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2. What Japanese practices are highlighted in the video?

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3. If you were Jack how will deal with the situation?

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4. How can we address cultural differences?

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REFERENCE LIST
Dmcodyssey.org. (2013). Models and processes of communication. Retrieved last
August 15, 2020 from http://dmcodyssey.org/wp-
content/uploads/2013/09/MODELS-AND-PROCESSES-OF-
COMMUNICATION.pdf
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First
Edition. Publication and Materials Development Office. Philippine Normal
University-Mindanao. Prosperidad, Agusan del Sur.
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN
978-971-23-8668-8
Other links:
https://www.askideas.com/55-most-beautiful-communication-quotes-for-inspiration/
https://www.clipartkey.com/view/TiRTi_cute-heart-clipart-hearts-inside-heart-
transparent-background/

Chapter 2. Communication in the 21st Century
MY JOURNEY
In the previous chapter, the fundamentals of communication were studied.

There were discussions about the definition and nature of communication, the process
and models of communication, and the rudiments of communicating across cultures.
In his chapter, you will focus on the challenges and opportunities brought by the
21stcentury on communication. You will be reading various texts that will enlighten you
of the role of communication in the global arena. This also highlights the role of
communication in a culturally diversity societies. You will be given awareness on the
importance of a bias-free language in communicating with people from cultures and
discourse communities.
MY EXPECTATIONS
1. develop appreciation for different cultural perspectives;

2. practice effective intercultural communication;
3. communicate sensitively, taking into consideration a listener’s gender, religion,
beliefs, and traditions; and
4. reflect on your learning about intercultural communication.

MY INITIAL TASKS
Before 1. What is globalization?

What is the implications of
reading, try globalization in
communication?
to ask
2. What do you think is the
yourself role and status of English
in the Philippines?
these
3. Why do we need to
questions: embrace multiculturalism?
MY READINGS
HOW GLOBALIZATION AFFECTS COMMUNICATION (AND VICE-VERSA)
Communication is the soul of all human aspirations. Without it, ideas would
not turn into realities. In today’s digitalization, connectivity in politics, religion,
economy, education, travel and lifestyle and even personal and romantic
relationships is wide-spread and overwhelming.
Through this rapid and powerful communication, e-Commerce businesses,

freelancing opportunities, e-services, cyber relationships and ad hoc/mesh network
messaging apps boomed. It made our lives incredibly convenient in innumerable ways.
You’re late for work, you book an Uber. You’re dating status is dull, so try out Tinder.
You don’t have a load and you want to call or text someone, you may use Viber, What’s

app, or Messenger. Traveling? AirBnb gives you options where to stay. It’s now easy to
communicate. This is how globalization change the way we communicate.
The Effects of Globalization on Global Communication

by: Anam Ahmed
Reviewed by: Elisa Shoenberger, M.B.A.
https://bizfluent.com/info-8232542-effects-globalization-global-communication.html
Connecting with people on the other side of the world is now much easier than it
was a few years ago. Satellites, fiber-optic cables and the internet make it effortless to
share information with those in different time zones and locations. Global communication
is directly affected by the process of globalization, and helps to increase business
opportunities, remove cultural barriers and develop a global village. Both globalization
and global communication have changed the environmental, cultural, political and
economic elements of the world.
Increased Business Opportunities. Many companies today hire employees that

are located in other countries. Using communication vehicles such as video calling make
it simple to converse with colleagues across the globe, almost making it feel as if they
are in the same room. Technology also makes it easier to connect with suppliers and
customers all over the world, and to streamline those relationship through improves
ordering, shipment tracking and so on. With this kind of communication technology,
many businesses are able to take advantage of opportunities in different countries or
cities, improving the economic outlook on a global level.
Thanks to global communications, information itself can be transferred as a

valuable business asset from one country to another. This has the effect of making
everyone's operations more modern and efficient, regardless where they are located.
Fewer Cultural Barriers. Many people perceive culture to be the root of

communication challenges. When people from two different cultures try to exchange
information, the way they speak, their body language or their mannerisms can be
interpreted differently by the other person. The way people approach problems and how
they participate in communities is all influenced by culture.
Globalization has made it possible, for example, for someone in Japan to

understand how someone in the U.S. goes about their day. With television and movies,
cultural barriers are becoming less prevalent. Being able to communicate effectively and
frequently with colleagues or friends across the planet helps people understand each
other’s cultures a little better.

Creation of a Global Village. You’ve likely heard of the phrase "global village,"
coined by theorist Marshall McLuhan. Affected both by globalization and global
communication, the global village is created when distance and isolation no longer
matter because people are connected by technology. Wide-spread telephone and
internet access have been life-changing for many people across the world, especially
those in developing countries. Many are now enrolling in universities across the world
without having to leave their desk chair. Virtual assistant jobs are becoming
commonplace, where employees from developing countries work with companies in
North America or Europe, providing administrative support and other business services
that can easily be conducted over the phone or via the internet.
Globalization and global communication have made it easier to see people on the
other side of the world as a neighbor, instead of a stranger from a faraway land. There
is so much knowledge about other countries and cultures available online, that it’s no
longer a complete mystery.
How to Communicate Globally

by: Sue Teresa Tan
https://bizfluent.com/info-8232542-effects-globalization-global-communication.html
Because of numerous technological advancements, the world has gotten smaller

and communication is more effective and efficient. People have ceased to be limited by
their geographical boundaries when it comes to reaching out to other people. Countries
are connected together in a global village because of the innovations that make
communicating real-time across different locations around the world possible.
Whether you’re a business owner or simply somebody who wants to stay

constantly updated, global communication is an indispensable tool that you can use.
Learning how to communicate globally is the best way to reach out to more people across
different continents.
Be considerate of cultural differences. When communicating globally, it’s

important for you to understand that cultures and beliefs vary across different nations.
Even provinces and states within the same country have different ways of handling
business or doing certain things. You want to factor in cultural differences and learn to
be more flexible in accommodating these differences so you can communicate
effectively with your peers from other countries.

Learn how your associates deal with things in their countries. The best way to
handle cultural differences is to research beforehand how different countries handle
business meetings or any other type of discourse. For instance, the Japanese prefer that
you get straight to the point instead of making small talk.
Be aware of language barriers. English is usually the medium of discourse, but

take note that some countries do not necessarily use this as their primary language.
While you may sound smart with witty jargon among those who have been speaking the
language for most of their lives, people from China or France, for instance, may not
understand your wit. Best to stick to formal English, which is easier to understand.
Go over any form of written correspondence before you send it out to your
contacts. It is easy to unconsciously cause misunderstandings when you deal with
people from different parts of the world. When reviewing your correspondence, make
sure that you’re not using derogatory terms or even sentences that may be taken in the
wrong light.
Always stay updated with developments in communications and information

technology. Over the years, technology has improved so that it’s now possible to obtain
real-time updates from people located from the other side of the world. To be able to
maintain the efficiency of global communications, it’s important that you stay updated
with the latest trends and try to incorporate the more effective ones in your
communication strategies.
Getting in touch with people from all over the world requires you to get a stable
internet service. This will ensure that your business will not get disrupted by technical
issues, particularly during crucial times. It helps to know a bit about the primary language
of your business contacts. For instance, if you have business contacts from Japan, you
might want to consider studying conversational Japanese.
Always be sensitive to the needs of the people you get to talk to. Since cultural
differences exist, it’s important that you stay attuned to potential challenges when dealing
with people from other nations.
World Englishes
When we talk about communication and globalization, it is also important to

include World Englishes. The term World Englishes refers to the differences in the
English language that emerge as it is used in various contexts across the world. Scholars
of World Englishes identify the varieties of English used in different sociolinguistic
contexts, analyzing their history, background, function, and influence.

Languages develop to fulfill the needs of the societies that use them. Because
societies contain a diverse range of social needs, and because these needs can differ
across cultures and geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English, Canadian English, Indian
English, and so on.
While there is no single way for a new variety of English to emerge, its
development can generally be described as a process of adaptation. A certain group of
speakers take a familiar variety of English and adapt the features of that variety to suit
the needs of their social context.
For example, a store selling alcoholic beverages is called a “liquor store” in

American English, whereas it is called an “off-licence” in British English. The latter term
derives from British law, which distinguishes between businesses licensed to sell
alcoholic beverages for consumption off the premises and those licensed for
consumption at the point of sale (i.e., bars and pubs).
Such variations do not occur in terms of word choice only. They happen also in
terms of spelling, pronunciation, sentence structure, accent, and meaning. As new
linguistic adaptations accumulate over time, a distinct variety of English eventually
emerges. World Englishes scholars use a range of different criteria to recognize a new
English variant as an established World English. These include the sociolinguistic
context of its use, its range of functional domains, and the ease with which new speakers
can become acculturated to it, among other criteria.
The Origin of World Englishes
This section, which is not meant to be exhaustive, provides a simplified narrative

of how World Englishes emerged as a field of inquiry.
1965. Linguist Braj Kachru (1932-2016) publishes his first journal article, entitled
“The Indianness in Indian English.” In the article, he lays the theoretical groundwork for
the idea of World Englishes by interpreting how English is nativized in India, delineating
some of its unique sociological and cultural aspects, and showing that “Indian English”
is a unique variety of English which is neither an American or British English.
1984. Kachru formally introduces the term “World Englishes” at the Teachers of
English to Speakers of Other Languages (TESOL) Conference along with the global
profile of English. Later, he proposes the three concentric circles model. Both papers are
subsequently published.

Kachru's three concentric circle model. Image c/o Wikimedia
Commons (Creative Commons 4.0 License).
The inner circle refers to the countries where English is used as the primary
language, such as the USA, Britain, Canada, New Zealand, and Australia.
The outer/middle circle denotes those countries where English usage has some
colonial history. This includes nations such as India, Bangladesh, Ghana, Kenya,
Malaysia, Nigeria, Pakistan, Philippines, Singapore, Sri Lanka, Tanzania, and Zambia.
The expanding circle includes countries where English is spoken but where it
does not necessarily have a colonial history or primary/official language status. This
includes nations such as China, Japan, South Korea, Egypt, Nepal, Indonesia, Israel,
Korea, Saudi Arabia, Taiwan, USSR, and Zimbabwe. Any country where English is
regularly spoken (even in limited contexts—e.g., for international business) that does not
fall under the first two categories is considered to be in the expanding circle.
The boundaries between outer and expanding circles can be blurred as the users
of English in any of these specific countries may fluctuate because of the demographic
shifts, economic motivations, and language education policy.

Kachru argues that it is important to view each variety of English in its own
historical, political, sociolinguistic, and literary contexts. This concentric circle model
does not only show the wide spread of English across the world, but also emphasizes
“the concept of pluralism, linguistic heterogeneity, cultural diversity and the different
theoretical and methodological foundations for teaching and research in English” (1984,
p. 26).
Kachru also defines the quality of “nativeness” in World Englishes “in terms of
both its functional domains and range, and its depth in social penetration and
resultant acculturation” (1997, p. 68). A community acquires “native” English-speaking
status as it uses English in broader a greater number of societal contexts. This process,
however, is shaped by the historical role of English in the community (e.g., as the
language of a colonizing force). It is this interaction between functionality and history that
leads to the nativization of English in a particular society or population group.
Consequently, Kachru argues, the English language belongs not only to its native
speakers but also to its various non-native users throughout the world.
1992. Larry E. Smith contributes a chapter titled, “Spread of English and Issues
of Intelligibility” to The Other Tongue: English Across Cultures, edited by Braj B. Kachru.
Smith, in this chapter, mentions that since the global spread of English has been very
rapid by historical standards, not all these English varieties will necessarily be intelligible
to each other. Thus, he argues that the idea of English’s “intelligibility” should be thought
of as a matter of its ability to be understood by a speaker and listener within the same
speech community, rather than its degree to be understood solely by native speakers of
English. He also proposes the following three terms to understand the interaction
between speaker and listener: 1) intelligibility (word/utterance recognition), 2)
comprehensibility (word/utterance meaning, or “locutionary force”), and 3) interpretability
(meaning behind word/utterance, “illocutionary force”)
Before you 1. Is there an inferior or

dominant language
continue variety? Why or why not?
2. How do you see the use of
reading, try to Philippine English in the
ask yourself country?
3. How did the concept of
these World Englishes change
the mindsets of the global
questions: speaking community?

Definition and Nature of Intercultural Communication

Intercultural communication happens when individuals interact, negotiate, and
create meanings while bringing in their varied cultural backgrounds (Ting-Toomey,
1999).
For some scholars, intercultural communication pertains to communication

among people from different nationalities (Gudykunst, 2003). Still, others look at
intercultural communication as communication that is influenced by different ethnicities,
religions, and sexual orientations.
Both interpretations show that intercultural communication takes place when

people draw from their cultural identity to understand values, prejudices, language,
attitudes, and relationships (Gudykunst & Kim, 2003). Moreover, this facet of
communication can also be seen as a bargained understanding of human experiences
across diverse societies. Simply put, intercultural communication is the sending and
receiving of messages across languages and cultures.
Sometimes, intercultural communication can flow smoothly and become very

interesting for a cross-cultural group. However, things may not go as planned when
communication is disrupted by cultural collisions.
When you speak, your speech is continuously accompanied by gestures, facial

expressions, and other body movements that add to what you are saying in different
ways. For example, nodding means “yes” in the Indian subcontinent, Iran, most of
Europe, Latin America, and North America. However, in Greece, Lebanon, Syria,
Palestine, Turkey, Macedonia, Bulgaria, and Albania, nodding indicates disagreement.
Moreover, in the case of Japanese culture, silence as a form of communication is more
integrated in their customs than in Western languages. It is therefore important for you
to acknowledge and understand the many communication patterns present in other
cultures.
The Developmental Model of Intercultural Sensitivity

The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that
explores how people experience cultural differences. According to Bennett and Bennett
(2004), it has six stages. These are the following:

Stage 1: Denial. The individual does not recognize cultural differences.
An individual in the denial stage might be heard saying:
“All cities are the same; they all have tall buildings, fast food chains,
and coffee shops.”
Stage 2: Defense. The individual starts to recognize cultural differences and is

intimidated by them, resulting in either a superior view on own culture or an unjustified
high regard for the new one.
An individual in the defense stage might be heard saying:
“This culture does not view life the way we do; our culture is certainly
better.”
“Their ways are better than my own; I wish I were one of them.”
Stage 3: Minimization. Although individuals see cultural differences, they bank more
on the universality of ideas rather than on cultural differences.
An individual in the minimization stage might be heard saying:
“Once we see through the cultural differences, we really are just the
same!”
Stage 4: Acceptance. The individual begins to appreciate important cultural

differences in behaviors and eventually in values.
An individual in the acceptance stage might be heard saying:
“These people and I have different values and experiences, and I
think we can learn from one another.”
Stage 5: Adaptation. The individual is very open to world views when accepting new
perspectives.
An individual in the adaptation stage might be heard saying:
“To address our issue, I have to adjust my approach to consider both
my own and my counterpart’s background.”
Stage 6: Integration. Individuals start to go beyond their own cultures and see
themselves and their actions based on multifarious cultural viewpoints.
An individual in the integration stage might be heard saying:
“I can look at things from the perspective of various cultures.”

Once you understand these stages, you may apply it to 1) recognize
communication behaviors which differ from your own, 2) take into account what can
influence these types of behaviors, and 3) try to analyze how linguistic and cultural
communities differ in terms of communication behavior and influencing factors (Allwood,
1985).
Characteristics of Competent Intercultural Communicators

World Bank (2010) identifies the following traits that define a competent intercultural
communicator.
1. flexibility and the ability to tolerate high levels of uncertainty
2. reflectiveness or mindfulness
3. open-mindedness
4. sensitivity
5. adaptability
6. ability to engage in divergent thinking (or thinking creatively) and systems-level
thinking (or thinking how each one in a system or organization influences each
other)
7. politeness
Note that in addition to culture, other elements such as gender, age, social status,
and religion must also be taken into consideration when communicating with others.
Refrain from showing bias when talking to someone by following the tips below.
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. Challenge gender norms; avoid using “he” and “man” to refer to a general group of
people. To remedy this, you may use plural pronouns or rewrite a sentence to avoid
using pronouns. The use of his/her is also acceptable.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a lower social
class than you.
Before you
continue, ask How do we become an
intercultural communicator?
yourself this
question:
Our world is constantly becoming more complex and diversified. Those in the
business world have come to realize the importance of socially and culturally sensitive
communication, which is sometimes also known as being “politically correct.” The
concept is also a global one. In a presentation at the Indian Institute of Technology in
Bombay, India, Professor Parthasarathy of the Department of Humanities and Social
Services stated that “Spoken or written language should be culturally sensitive,
unbiased, simple, concise, concrete and vivid. Cultural sensitivity is important in order to
avoid language that relies on unfounded assumptions, negative descriptions or
stereotypes of a given group’s age, class, gender, or geographic, ethnic, racial, or
religious characteristics” (Parthasarathy, n.d.). Being sensitive when communicating with
and about individuals with disabilities is important in demonstrating respect for all.
One of the important roles of an educator is to demonstrate respect for those her
or she is entrusted with teaching. Using language that does not offend or demean
individuals should be an ultimate goal. In an article in the journal Teaching Exceptional
Children, Carol Russell explains that “Person first is a philosophy reflected through
language and actions by putting the person first and the disability second” (Russell,
2008). This helps focus on the individual rather than the disability. She describes Person
First as a philosophy reflected through language and actions and gives the following
examples of this way of thinking and acting:
*Referring to the person first and then the disability.
*Emphasizing abilities and not disabilities or limitations.
*Not patronizing or giving excessive praise or attention to a person with a disability

(Russell, 2008).
Bias-free language is language that is sensitive to people’s sex, race, age,

physical condition and many other categories. Bias-free language does not discriminate
and therefore includes all readers in a fair and friendly manner.
1. Avoiding Sexism
Use gender parallelism: use the word woman in the context where you would use
man, lady where you would use gentleman, and girl where you would use boy.
Biased: I gave my name to the girl at the main desk.
Better: I gave my name to the woman at the main desk.

Use appropriate pronouns when referring to people that may be either male or
female.
Biased: Each manager must debrief his department.
Better: Each manager must debrief his or her department.
Replace gender-biased terms such as salesman and foreman with bias-free terms.
Biased: Give your report to the committee chairman.
Better: Give your report to the committee chair.
2. Avoiding Racism and Ageism
Mention a person’s race or age only if it is relevant to the story.
Biased: A strange Black man spoke to me at the grocery store.
Better: A strange man spoke to me at the grocery store.
Be aware of preferred group terms.
Biased: The bus of Oriental senior citizens took a detour.
Better (only if the age and race are relevant): The bus of Asian older adults took
a detour.
3. Disability and Disease
Focus on people rather than conditions.
Biased: I met an epileptic on the bus today.
Better: I met a person with epilepsy on the bus today.
These principles are taken from Business and Administrative Communication

(seventh edition) by Kitty O. Locker, which is available for your use at the Meijer Center
for Writing and Michigan Authors.

MY DISCOVERY TASKS
Directions: On the line after each statement, write T if the statement is true; and F if it
is false. If your answer is F, defend it on the space provided after each number.
1. Social media has penetrated both local and global issues.

__________________
If False:_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. A video does not constitute Purposive Communication.

____________________
If False:_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Kachru argues that it is important to view each variety of English as one.______

If False:_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
4. Our language is diverse and should not be sensitive to others. ______________

If False:_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Directions: Read each statement. If it displays bias or insensitivity, write the

group/element being misrepresented (gender, social status, age, religion,
culture). If not, write “OK.”
______________1. “Each employee must wear his ID at all times.”

______________2. “You won’t understand if I explain; you’re too young.”
______________3. “Japanese people are so rigid and stoic!”
______________4. “Don’t buy those shades; only low-class people wear those.”
______________5. “Lolo, this is an iPhone. ‘i-Phone.’ It is a very complicated device,
but I’ll explain it to you simply. It is used to talk to people from other
places.”
______________6. “All staff members have to submit their leave requests before the
day ends.”
______________7. “My belief is the absolute truth. Other religions simply got it wrong.”
______________8. “Manang, let’s go, I’ll treat you. I bet you haven’t eaten sushi in
your entire life.”
______________9. “Catholics and Protestants do have big differences, but we must
respect each other’s beliefs.”
______________10. “You’re the youngest person in the family, but I trust that you can
handle the situation well.”

Directions: Write T before each number if the statement is true and F if the statement
is false.
______________1. Intercultural communication occurs when there is interaction and

negotiation between or among individuals from different cultural
backgrounds.
______________2. Intercultural communication refers only to communication that
happens between or among individuals from different nations.
______________3. Communication that exists between or among individuals from
different ethnic, religious, and regional backgrounds and sexual
orientations is not considered as intercultural.
______________4. The DMIS by Bennett and Bennett (2004) can be used to
understand those who do not recognize other cultures and cannot
communicate interculturally.
______________5. The denial stage could be interpreted as distrust towards other
cultures.
______________6. The acceptance stage refers to recognition of cultural differences.
______________7. In the adaptation stage, individuals begin to integrate with other
cultures.
______________8. Cultural sensitivity matters in intercultural communication.
______________9. One character trait of a competent communicator is sensitivity to
nonverbal cues in other cultures.
______________10. A competent communicator is a person who is effective in
intercultural communication.
MY TREASURE
the chart below.
On a more personal note, how

has social media changed you?
Have you in any way become
“unsocial”?

What do your parents tell you I learned that…
about the use of social media in
your household? Do you have any
restrictions at home when it
comes to online communication?
MY SUPPLEMENTS
Directions: Kindly view the link below to have a deeper understanding of the lesson.
devschooluea. (2014). Does social media have the power to change the world?.
YouTube video. Retrieved last August 26, 2020 from
https://www.youtube.com/watch?v=Uppg_2nGo54

LOG ENTRY #1
Directions: Write a reflection on the importance of communication on society and
the world.
Offline Learners will write their entry in their journal/log notebook.

Online learners will post it in their blog.
REFERENCE LIST
978-971-23-8668-8
devschooluea. (2014). Does social media have the power to change the world?.
YouTube video. Retrieved last August 26, 2020 from
https://www.youtube.com/watch?v=Uppg_2nGo54

Chapter 3. Communication in the Digital Age
MY JOURNEY
The 21st century is described as the digital age because of the emergence and
development of different technologies that have helped people accomplish tasks in a
more effective and efficient way. This also greatly improve the communication process.
A common example is the use of smartphones for communication via text messaging,
voice call, or video call. You can even use smartphones to send an email or post on a
website.
In this chapter, you will begin to understand the role of communication in the
digital age. Discussions will be about ICT and society, the netiquette in communicating
online, and empowerment through ICT.
MY EXPECTATIONS
1. explain how Information and Communications Technology (ICT) has been used for
people empowerment and communication;
2. apply learning and thinking skills, life skills, and ICT literacy in understanding
communication; and
3. reflect on the role of communication in the digital age.

MY INITIAL TASKS
Before 1. Recall your lessons in your

Empowerment
reading, try Technologies class, How
did prominent personalities
to ask use social media to deliver
their campaigns/
yourself advocacies effectively?
these 2. How did ICT contribute to

better communication?
questions:
MY READINGS
Several studies conducted in different countries of the world have pointed out the
importance of ICT for sustainable development. Significant changes has been observed
in four major aspects of life: communication, economics, education and travel.
Study the list below. What are other examples can you add for each aspect?
Education
1. Source of learning, teaching and research materials

2. Online learning communities
3. Recording and computation of grades
4. Managing records and other administrative purposes

Business
1. Online marketing
2. Convenient business transactions
3. Online payment gateways
Communication
1. Social networking sites

2. Instant messaging and video calls
3. Forums and webinars (web seminars)
Travel
1. Online booking and reservation

2. Online tracking of reservations
With all these changes, the demands in the workplace have also changed
dramatically. According to Harvard Business Review (2012), the top three requirements
for applicants today are (1) ICT skills, (2) Communication skills, and (3) analytical skills.
A competitive applicant for a job today must have all of these qualifications.

The internet is define as the Information superhighway. Everything can be

accessed in just a single click. Thus, it is seen as a powerful tool. However, it is also one
of the dangerous places.
1. Thou shalt not use a computer to harm other

people.
2. Thou shalt not interfere with other people's
computer work.
3. Thou shalt not snoop around in other people's
computer files.
The Ten 4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false
Commandments witness.
of Computer 6. Thou shalt not copy or use proprietary software for
which you have not paid.
Ethics 7. Thou shalt not use other people's computer
(Computer Ethics resources without authorization or proper
Institute, n.d.) compensation.
8. Thou shalt not appropriate other people's
intellectual output.
9. Thou shalt think about the social consequences of
the program you are writing or the system you are
designing.
10. Thou shalt always use a computer in ways that
ensure consideration and respect for your fellow
humans.
ICT can contribute to fostering empowerment and participation and making

government processes more efficient and transparent by encouraging communication
and information-sharing among people and organizations, and within government.
Using ICT, governments can improve the quality and responsiveness of the
services they provide to their citizens as well as expand the reach and accessibility of

services and public infrastructure. This is facilitated by e-government applications that
provide services and information to citizens over the Internet and other communication
networks.
ICT connects individuals and local communities with information and resources
beyond their geographic boundaries, encouraging information dissemination,
information exchange and communication. Citizens are encouraged to participate in the
democratic process through ICT mechanisms such as electronic forums and bulletin
boards, which enable participation in public discussions. This is especially relevant for
marginalized communities and groups such as women, youth and ethnic minorities: they
can share and exchange information of mutual interest, strengthen their collective power
and shape their own development solutions.
Organizations in developing countries also find it increasingly feasible to

participate in information-sharing that strengthens governance and collective power,
allowing them to influence political and institutional decision-making processes. Trade
unions, for example, have used the Internet as a campaigning tool to organize labor
globally in the fight against exploitation.
Challenges. The lack of reliable and affordable telecommunications and power

infrastructure is still a barrier. In addition, although people and organizations can
effectively use ICT to improve their information exchange and communications, strong
leadership and management capabilities are required to translate information into
coordinated action.
1. During COVID-19
Try pandemic, how did people
use technology to address
answering the problems brought by
the pandemic?
these
2. How does social
questions: networking help you in your
daily life?

MY DISCOVERY TASKS
Directions: Circle the letter of the correct answer.
1. If you receive a text or email from someone you don't know, what should you do?
A. Leave it in your inbox until you figure out who it is.
B. Open it immediately and reply.
C. Call the police.
D. Delete it without opening it.
2. What is Netiquette?
A. The proper use of manners and etiquette on the Internet.
B. Using a net to catch fish.
C. Being mean to other people on Facebook.
D. Using proper manners at the dinner table.
3. What is considered shouting over the Internet?

A. Screaming at your computer.
B. Writing in all CAPS.
C. Putting a lot of exclamation marks at the end of a sentence.
D. Not answering a friend request on Facebook.
4. Who can see the information you type in a chat room?

A. Only the person to whom you are chatting.
B. Anyone on the web at anytime.
C. Only the person with you at the computer.
D. Anyone in the chat room at the time.
5. If you receive a text or email from someone you don't know, what should you do?
A. Open it immediately and reply.
B. Call the police.
C. Delete it without opening it.
D. Leave it in your inbox until you figure out who it is.
6. You should never give out which of the following on the Internet?
A. Your name.
B. Your age.
C. Your address.
D. All of the above.

7. To avoid being cyber-bullied you should always...
A. Give out personal information to anyone who asks.
B. Strike first - post mean things about other people on your Wall on Facebook.
C. Observe proper netiquette rules.
D. Ignore any requests from people to be your friend online.
8. What do you do if you feel you are being cyber-bullied?

A. Tell a trusted adult like a parent or teacher.
B. Tell no one, it's embarrassing.
C. Just delete anything referring to you on the internet.
D. Call the police.
9. How are you judged in cyberspace?

A. No one can see you, so no one can judge you.
B. You are judged by what you do on the Internet and how it looks - by your spelling,
grammar, and netiquette.
C. You are judged by your intent - if you didn't mean to hurt someone's feelings, then
it's okay.
D. You are judged by how you look - your profile picture is important.
10. If you get an embarrassing picture from someone you know you should NEVER...
A. Tell your parents or a teacher.
B. Talk to the person again.
C. Discourage the person from sending pictures like that.
D. Send it on to other friends.
Directions: Essay. As a communication student, how will you use the social media in
order to survive in this global health crisis?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

MY TREASURE
the chart below.
I thought that…
What were your thoughts or ideas
prior to the discussion of this
lesson?
I learned that…
What new or additional ideas did

you learn after taking up this
lesson?

MY SUPPLEMENTS
LOG ENTRY #2
Directions: Write a reflective essay on the question: “How did people use communication
technology to address the problems brought by the COVID-19 pandemic? Cite
a concrete example.
Offline Learners will write their entry in their journal notebook.

Online learners will post it in their blog.
REFERENCE LIST
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First
Edition. Publication and Materials Development Office. Philippine Normal
University-Mindanao. Prosperidad, Agusan del Sur.
978-971-23-8668-8
Dayagbil, F., Abao, E., and Bacus, R. (2016). Critical Reading and Writing for the
Senior High School. Lorimar Publishing, Inc. ISBN 978-621-8035-07-2
Juanillo, M. and Tan, E. (2018). E-Tech: Technology empowerment in a connected,
digital world. First Edition. TechFactors, Inc. Quezon City. ISBN 978-621-
8000-84-1

RICHARD ALFEO BACLEON ORIGINAL, LPT
is a College Instructor at Agusan del Sur College,
teaching General Education and Specialized
courses in the College of Teacher Education. Mr.
Original is a graduate of Bachelor in English
Education with Specialization in Teaching Senior
High School at Philippine Normal University-
Mindanao. He earned 18 units in Master of Arts
in Education major in English Language
Teaching, and currently finishing the graduate
program at Caraga State University- Bayugan
City External as LGU-Bayugan City Scholar. He
was a former faculty member of the ADSCO
Basic Education Department, and the former
School Paper Adviser of ADSCOnian Voice. He
was also an award winning coach in the different
schools press conferences.
This module is by and for:
AGUSAN DEL SUR COLLEGE, INC.

Bayugan City, 8502 CARAGA Philippines
COLLEGE OF TEACHER EDUCATION

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PURPOSIVE

RICHARD ALFEO BACLEON ORIGINAL, LPT

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 1

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 2

RICHARD ALFEO BACLEON ORIGINAL, LPT, MAEd-ELT (On-going)

Published by and for

AGUSAN DEL SUR COLLEGE, INC.

Cover design by Richard Alfeo Bacleon Original, LPT

ALL RIGHTS RESERVED.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. i

Module 1: Nature and Elements of Communication

My Journey- provides an overview of what students

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. ii

My Initial Tasks- activates students’ prior knowledge

My Readings- presents the main reading or text and

My Discovery Tasks- includes activities that will

My Treasure- enables students to express their

My Supplements- includes all the citations for all the

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. iii

It aims to develop students’ communicative competence and enhances their

Course Learning Outcomes

At the end of the course, the students should be able to:

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. iv

COURSE DELIVERY MODE

The Higher Education in the Philippines is greatly affected by a global health

Lee and McLoughlin (2010) defined flexible learning as a “set of educational

Modular Distance Learning. Involves individualized instruction that allows

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. v

Online Distance Learning using ADSCO Online Learning Platform. Features

2. Multimodal Advocacy Campaign. This is either a print, audio, visual, or web-based

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. vi

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. vii

MODULE 1. NATURE AND ELEMENTS OF COMMUNICATION

Chapter 1. Fundamentals of Communication 1-24

Chapter 2. Communication in the 21st Century 25-42

Chapter 3. Communication in the Digital Age 43-51

MODULE 2. TEXT AND CONTEXT CONNECTIONS

Chapter 1. Using Critical Reading for Thinking and Reasoning 52-61

Chapter 2. Using Context in Text Development 62-70

Chapter 3. Determining Textual Evidence 71-79

MODULE 3. WRITING IN THE DISCIPLINES

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. viii

Chapter 2. Purposeful Writing for Academic Purposes

Chapter 3. The Principles of Professional Communication

Chapter 4. Purposeful Writing for Professional Purposes

Chapter 5. Collaborative Project

MODULE 4. FUNDAMENTALS OF PUBLIC SPEAKING

Chapter 1. Oral Presentation

Chapter 2. Public Speaking

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. ix

This module covers the basics of communication. It will explore how

Chapter 1. Fundamentals of Communication

Lesson 1. The Communication Process

Throughout the lesson, you are expected to:

1. discuss functions of communication;

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 1

Scoring Score Level of Proficiency

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 2

Write your answer on the space provided on the next page.

2. Why is communication important to you? Why is it important to society?

3. Can we consider written documents as a form of communication? Why or

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 3

Communication does not always require understanding.