Course Pack in

PURPOSIVE
COMMUNICATION
(COMM 101)

Mr. Jonah O. Badilles

This is a property of Holy Cross of Davao College. No part of this course pack may be reproduced or
photocopied without a written consent from authorized school administrators.
 Table of Contents

PAGE

Course Information 1

Module 1: Language and Communication 4

Lesson 1- Nature and Definition of Language 5

Lesson 2- Definition and Types of Communication 9

Lesson 3- Communication Processes, Principles, and Ethics 19

Lesson 4- Forms of Communication and Its Relationship to Technology 26

Module 2: INTERCULTURAL COMMUNICATION 32

Lesson 1- Communication and Globalization 33

Lesson 2- Local and Global Communication in Multicultural Settings 38

Lesson 3- Coping with the Challenges of the Intercultural Communication 45

Lesson 4- Varieties of Spoken and Written Language 50

Lesson 5- Registers of Spoken and Written Language 57

Lesson 6- Exploring Texts Reflecting Different Cultures 61

Module 3: COMMUNICATION FOR VARIOUS PURPOSES 68

Lesson 1- The Oral Presentation 69

Lesson 2- Communication for Information and Advocacy Purposes 81

Lesson 3 - Written Modes of Professional Communication: Business Letter 94

Lesson 4 - Written Modes of Professional Communication: Memo 105

Lesson 5 - Written Modes of Professional Communication: Minutes of the Meeting 111

Lesson 6 - Written Modes of Professional Communication: Business Proposal 119

 COURSE INFORMATION
Course Code: Purposive Communication Units: 3
Course Prerequisites: None Number of Hours: 54

Course Description:

Purposive Communication is a course of three units with the general objective of developing the students'
competence in transmitting ideas. This course also enhances their awareness of cultural and intercultural
issues through the employment of multimodal tasks. These tasks will allow them to effectively and
appropriately communicate to a multicultural audience in a local or global text. In this course, the students
critically evaluate various texts through the tools they will be equipped with. The students will learn about the
power of language and the impact of images as important factors in conveying messages responsibly. The
practical aspect of this course is that it will aid students in their other academic pursuits, chosen disciplines,
and future careers. Through the knowledge, skills, and insights that students gain from this course, they may
be able to compose and produce relevant oral, written, audio-visual, and/or web-based output for various
purposes.

Course Outline:

The graduates have the ability to:

1. Effectively communicating information and ideas appropriate to the audience and purpose;
2. Demonstrate understanding of basic concepts across the domains of knowledge;
3. Identify and investigate problems and develop a creative, practical, and ethical solution by
evaluating information using appropriate methods of reasoning;
4. View the contemporary world from both Philippine and global perspectives, grounded on their
Filipino identity;
5. Apply computing and information technology to facilitate research;
6. Work effectively in groups.

Course Outline and Time Frame

Module Module Title Lessons

1. Nature and Definition of Language

1 Language and Communication
2 Intercultural communication
2. Definition and Types of Communication
3. Communication Processes, Principles, and Ethics
4. Forms of Communication and Its Relationship to
Technology
1. Communication and Globalization
2. Local and Global Communication in Multicultural
Settings Coping with the Challenges of the
Intercultural Communication
3. Varieties of Spoken and Written Language

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 4. Registers of Spoken and Written Language
5. Exploring Texts Reflecting Different Cultures
1. The Oral Presentation
2. Communication for Information and Advocacy
Purposes
3. Written Modes of Professional Communication:
Business Letter
Communication for various 4. Written Modes of Professional Communication: Memo
3
purposes
5. Written Modes of Professional Communication:
Minutes of the Meeting
6. Written Modes of Professional Communication:
Business Proposal

Learning Outcomes:

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

a. Cognitive
1. Recount the verbal and non-verbal nature, elements, and functions of communication in various and
cultural contexts;
2. Describe how communication is affected by cultural and global issues;
3. Determine culturally appropriate terms, expressions, and images;
4. Evaluate multimodal texts critically to enhance reception (listening, reading, viewing) skills;
5. Summarize the principles of academic text structure.

b. Psychomotor
1. Expound ideas to the different target audience in local and global settings through oral, audio-visual,
and/or web-based presentation using appropriate register;
2. Create clear, coherent, and effective communication materials;
3. Convey ideas using appropriate language registers, tone, style, convention, facial expressions, and
gestures persuasively;
4. Write and present academic papers using the right tone, style, convention, and reference styles.

c. Affective
1. Acquire awareness and sensitivity in communicating ideas in cultural and intercultural contexts;
2. Recognize the differences of spoken and written language in terms of varieties;
3. Value audience and context in presenting ideas;
4. Show appreciation towards the impact of communication on society and the world.

Course Output:
a) Quizzes and Exams
b) Recitation
c) Reflection/Reaction Paper
d) Projects
e) Academic Papers: Research/ Concept Paper

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Grading System:

Prelim Grade

Quizzes, Assignment, Outputs 50%

Prelim Exam 25%
Midterm Exam 25%
100%
Tentative Final Grade
Quizzes, Assignment, Outputs 50%
Semi-Final Exam 25%
Final Exam 25%
100%

Midterm Grade + Tentative Final Grade

2

Guidelines:
1. Students have the option to take this course online or offline.
2. Online and offline students are given the Google classroom code upon enrollment.
3. Online classes are synchronous and asynchronous.
4. Synchronous classes are held one hour per week through Google Meet. The rest of the
week is allotted for asynchronous instruction.
5. Those who opted for offline instruction are required to enroll in the Google classroom to
meet their instructor and for more specific instructions.
6. Offline students are required to take the major examinations online together with the online
students as scheduled.

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 MODULE 1
Language and Communication

Module overview:

Welcome, dear students, to Module 1 of this course. In this unit, you will learn about language and
communication and their difference from each other. You will go in-depth on communication by studying its
classifications, models, and ethics. This unit will also teach you how to be more effective in your
communication, both in oral and written modes.

Module objectives/outcomes:
a. Exhibit the key ideas in language and communication;
b. Relate your personal experience with the input;
c. Identify the types of communication mode, context, purposes, style, and ethics;
d. Contrast verbal, non-verbal, and visual communication and their sub-forms concerning
communication modes;
e. Evaluate the differences among intrapersonal, interpersonal, extended, organizational, and
intercultural communication concerning communication context;
f. Explain the differences between formal and informal communication;
g. Explain the different communication types and their advantages and disadvantages;
h. Recognize the communication process and the variables involved;

Lessons:

Lesson 1- Nature and Definition of Language

Lesson 2- Definition and Types of Communication
Lesson 3- Communication Processes, Principles, and Ethics
Lesson 4- Forms of Communication and Its Relationship to Technology

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 Lesson 1
Nature and Definition of Language
Objectives:

1. Show familiarity of the key ideas in language and communication; and

2. Relate your personal experience with the input presented.

Introduction

In the Introduction and Topic 1, you will learn about language and communication, and you will relate your
personal experience with the input presented.

Activity
Study the following words. Which spelling is correct? Which spelling is incorrect? Tick the appropriate box.
Justify your answers.

Correct Incorrect
1. centre
2. center
3. colour
4. color
5. organise
6. organize
7. paediatric
8. pediatric
9. traveller
10. traveler

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Before we go to our lesson, would anyone of you want to answer these questions?

1. Is communication the same with language? Why or why not?

2. Do animals have the capacity for language? Why or why not?

3. What is a first and second language? How are they possessed?

One set is the British English way of spelling the words, and the other set is the American English way. These
ways of spelling the same English words differently have something to do with the fact that Americans and
the British belong to two speech communities who do not have the same set of rules for their languages.

Both humans and animals can communicate, but only humans are capable of language.

WHAT IS LANGUAGE?

● According to linguists, a form of communication can only be called a language if it has three criteria:

1. Syntax: a system of grammar rules

2. Phonology: a system of sound

3. Lexicon: a system of vocabulary

● A monkey will produce sounds and gestures to signal to its partner that it is sharing food, but only
humans use language to do the same.

IMPORTANT TERMS TO KNOW:

1. Speech Community

● It is a group of people sharing a common language or dialect.

● In the speech community, people understand each other because they share a common language
or dialect.
● It is from this community where people acquire the language they use.

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2. Language Acquisition

● This is the process by which people acquire the languages used by those in the speech community.

3. Mother Tongue

● This is the language we acquire from our speech community during our growing up years.
● It is also called the FIRST LANGUAGE.

4. Second Language

● This is the language we learned later on in life. It can be one or more.

● We choose to learn our second languages because we discover they are needed for various reasons.

5. Language Learning

● This is the process of studying a language formally in school or informally on our own.

6. Language Contact

● This occurs when people from different speech communities communicate with each other using
their languages.
● Will they be able to communicate? Yes, but it will be challenging and slow.
● Example: Language contact happens when an American and a British or a Chinese and a Filipino
attempt to communicate to each other using their languages.

7. Language Change

● This happens when there is long-term language contact.

● What language changes happen when there is long-term language contact?
o A new form of language will be created that is understandable to all involved.
o The respective languages of the people involved will change.

Activity 1: Check your understanding of the input by answering the following questions:

1. Can animals communicate?

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2. Can a monkey produce language?

3. What is the difference between language acquisition and language learning?

4. What is the difference between first language and second language?

5. What happens after a language comes into contact with another?

Activity 2: You will view a video of citizens from London, UK, talking about what item they would never lend
to other people. Click this link, https://www.youtube.com/watch?v=OjEkotGQxzA, to watch the video. With a
classmate-partner, answer the following questions:

● What answers do the interviewees provide about the question?

● What were their reasons for their answers?
● How would you describe the way they speak?
● While listening to them, were you able to understand them? Why?

Congratulations, dear students, for a job well done. For the next lesson,
you will study communication in depth. It will be very interesting.

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 Lesson 2
Definition and Types of Communication

Objectives:

1. Identify the types of communication mode, context, and purposes and style;
2. Contrast verbal, non-verbal, and visual communication and their sub-forms concerning
communication modes;
3. Evaluate the differences intrapersonal, interpersonal, extended, organizational, and intercultural
communication concerning communication context;
4. Explain the differences between formal and informal communication concerning purpose and style;
and
5. Point out the different communication types, their advantages, and disadvantages in various
communication settings.

Introduction
Hello! Welcome to Topic 2 of Module 1. In this lesson, you will study communication more deeply. Here,
you will learn about the types of communication – how they are different from each other and what their
advantages and disadvantages are.

Activity
Consider the complex process of communication, discuss with your groupmates the relationship between
language and culture. Then share the insights that your group has raised.

What is the relationship between culture and communication? Which comes first?

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 DEFINITION OF COMMUNICATION

● Communication is generally defined as exchanging thoughts, ideas, concepts, and views between
or among two or more people.
● In communication, various contexts come into play.
● Context refers to the circumstance or environment in which communication takes place
● Circumstance may include:
o the physical or actual setting,
o the value positions of a speaker/listener,
o the relevance or appropriateness of the message.
● Circumstance focuses on certain communication processes and even groupings of people that
constitute a communication situation

TYPES OF COMMUNICATION ACCORDING TO MODE

1. VERBAL AND NON-VERBAL

● Verbal communication uses language, both oral and written modes.
● Non-verbal communication uses gestures, facial expressions, body movements, actions, etc.
● Effective communication requires the blending of these two types.
● Examples:
o Salesmen must have a welcoming smile and a friendly, happy, and pleasant disposition.
o Meeting a person for the first time must be with an amiable, congenial disposition, a smiling
face, warm and firm handshake.

2. VISUAL COMMUNICATION
● This uses visuals to convey information and/or messages.
● Examples: signs, symbols, imagery, maps, graphs, charts, diagrams, pictograms, photos, drawings,
illustrations, and electronic communication symbols
● Examples of electronic communication symbols: emoji's, emoticons, animations, and others
● A crucial issue on visuals: how would they be interpreted?
o There must be correct decoding of the meaning of the symbols by contextualizing the
information received by the receiver of the message.
● Advantages:
o It transfers data into digestible information.
o It catches the attention of the audience
o It makes easy recall of information
o It makes the presentation more interesting
o It leaves a powerful effect on the audience
● What to consider when using visuals:
o Be careful with wrong and irrelevant information. It may lead to miscommunication.
o Graphic elements such as position, color, size, shape, and orientation play important roles.
o Audience size must be considered.

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TYPES OF COMMUNICATION ACCORDING TO CONTEXT

1. INTRAPERSONAL COMMUNICATION

● The Latin prefix INTRA- means within or inside.

● Intrapersonal communication then means TALKING TO ONESELF.
● Other terms: self or inner talk, inner monologue, inner dialogue, self-verbalization, self-statement
● Is it normal?
o How often do you do self-talk?
o Do you answer back?
● Reasons people do self-talk:
o Boost confidence
o Apprise self
o Console self
● Advantages:
o Enables you to practice what you need to say when you lack motivation and confidence
o Gives you positive reinforcement
o Verbalizes your thoughts and feelings (self-expression)
o Improves decision-making
o Enhances your self-worth as a person

2. INTERPERSONAL COMMUNICATION

● The Latin prefix INTER- means between, among, and together.

● The purpose of this kind of communication is to start and strengthen personal relationships.
● It is less serious and less formal.
● If the objective of the conversation is to achieve something at the end, it becomes transactional.
● Transactional communication aims to accomplish or resolve something at the end of the
conversation. It is more serious and more formal.
● Analyze the following situations. Identify which is interpersonal and transactional:

Situation 1

Speaker A: Hi! I am Kae Romas. And you?

Speaker B: Oh, I am Vernee Mondez. Happy to meet you. How are you related to the groom?

Speaker A: He is my cousin. His dad and mine are brothers. [JD3] How about you?

Speaker B: He was my college classmate. I never knew anything about his personal life, so we were kind of
surprised when he sent us the invitation. As always, he is very private.

Speaker A: I see. Well, he's really like that. Ever since we were kids, he has always been a very quiet person.

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Situation 2

Speaker A: Excuse me. Would you know how to get to the nearest bank?

Speaker B: Yes. You may go there on foot or simply take a jeepney. If you walk, it will take you about 15
minutes to get there. You can just take the exit gate near the convenience store, then turn right and walk
straight ahead. You won't miss it because of the big sign. Jeepneys take the same route, and it should not
take you more than 5 minutes, even with the traffic.

Speaker A: Thank you very much. I think I will just take the jeepney as I am running out of time. You have
been helpful. Thanks again.

3. EXTENDED COMMUNICATION

● Involves the use of electronic media.

● Examples: television, radio, conferencing (tele, audio, video, phone), Skype calls, etc.
● Advantages:
o People who are far apart can participate in a meeting or a conference
o Speakers can reach a wider group of listeners
o Messages are transmitted quickly
● Things to consider:
o Since extended communication is public, you are expected to be prepared when they speak,
making their language more formal.
o With extended communication, your thinking, behavior, and attitude may be influenced by
other people, and you may be persuaded to take the views you hear.
o You must weigh what you hear and assess them against those beliefs you hold onto not to
get easily swayed by other people's convictions.

4. ORGANIZATIONAL COMMUNICATION

● With this type, the focus is on the role that communication plays in organizational contexts.
● You should know that each organization has expectations that you as a communication professional
someday should meet or that you as a future owner may establish.
● A communication system must be established if an organization wishes to be successful.
● A set of rules or standards for communication protocol should be made clear to establish interaction
patterns.
● On the individual part, you should be equipped with the needed oral and written communication skills
that the organization expects you to possess.
● Two types of organizational structure:

a. formal

· The formal structure allows communication to take place via designated channels of message flow
between positions in the organization.

· This may make use of four approaches: downward communication, upward communication,
horizontal communication, and crosswise communication.

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 · Each of these communication approaches has its advantages and disadvantages.

· Kinds of formal structures:

1.) Downward communication

· Downward communication is the type that flows from upper to lower positions, such as a
president to a manager or supervisor, a manager to an ordinary staff.

· The flow of communication is from top to bottom or from a superior to a subordinate, usually
asking those below a certain task. See Figure 1: Downward Communication Flow Chart
below.

Figure 1: Downward Communication Flow Chart

2.) Upward communication

· Message transmission in upward communication is bottom-up. Employees with lower

positions send communication to those above them in rank. The communication contains
their views or feedback regarding organizational policies, job-related issues, and others.

Figure 2: Upward Communication Flow Chart

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 3.) Horizontal communication

· Horizontal communication is lateral in approach as it takes place among people belonging

to the same level but coming from different departments or units to facilitate performance
tasks through proper coordination.

Figure 3: Horizontal Communication Flow Chart

4.) Crosswise communication

· The crosswise approach is diagonal as employees from different units or departments

working at various levels communicate with each other.

Figure 4: Crosswise Communication Flow Chart

b. Informal

· Messages come from unofficial channels of message flow.

· This type is also called "grapevine."

· Communication comes from the different levels of the organization.

· This happens due to the disgruntlement of some employees accompanied by uncertainty, superiors
playing favorites, and unfavorable or unacceptable company rules and regulations.

· Some employees even resort to baseless gossips and rumors, which they spread like wildfire.

· Tracing the origin of a rumor is almost next to impossible.

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 · When some people are confronted, they blamed others so they can get out of the mess quickly.

What is "organizational culture?"

· Based on its history and development, an organization develops its core values, vision and mission
statements, goals, and objectives.

Figure 5: An Example of an Organizational Culture

· Organizational culture is of utmost significance since it will dictate the kind of behavior that
employees should possess and the extent of commitment expected from them by the organization.

· They all share in the values, practices, vision, and mission of the organization.

· Peter Drucker said that company cultures are hard to change. They are like country cultures. So,
never try to change company cultures. Instead, try to work with whatever you have.

· He means that company culture is within the control of the entrepreneur or company owner.

· If you cannot adapt to the company's culture, better look for another job or workplace where you
will be happy and in harmony with your superiors and colleagues.

5. Intercultural communication

● This is communication between or among people having different linguistic, religious, ethnic, social,
and professional backgrounds.
● Communication can also be affected by gender.
● Messages can be interpreted differently by individuals having different orientations.
● Non-verbal communication is more open to misinterpretation than verbal communication.
● Non-verbal differences:
o For example, Australians consider eye contact as important in assessing a person's
sincerity, while for Indians, looking straight into a person's eyes while talking is inappropriate.
o This does not mean, however, that they are dishonest or insincere.
o Another example: Indians interpret the waving of hands from side to side as NO or GO
AWAY while it means HELLO among Westerners.
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 o Another example: for Filipinos, twitching of lips means to refer to something or someone.
o When someone asks: "Where is my book?" instead of responding, "there it is," the response
may be twitching or puckering lips.
o When seen by people from other cultures, such facial expressions may be taken to mean
"seduction."
o It is important then not to be judgmental or to rush into interpretations as cultures sometimes
vary enormously.
● Linguistic differences:
o Different cultures develop different lexicons that are unique only to the local speech
community. This has happened initially during the advent of World Englishes.
o In the Philippines, a local variety of English called Philippine English has been developed,
introducing lexical innovation, not found or used in other varieties.
o Examples of these local lexical innovations are: thrice, batch[JD5] mates, CR (comfort
room), solons, barangay captain, and high blood.
o An example of local innovation in pronunciation is how the word THESE, which is supposedly
pronounced with a hard /th/ is pronounced instead with a /d/ by the average Filipino since
the hard /th/ is not part of the Filipino phonology.

TYPES OF COMMUNICATION ACCORDING TO PURPOSE AND STYLE

● Formal and Informal are the types of communication under purpose and style.
● Rather than focusing on transmitting a message and message flow, as in the case of Organizational
Communication, the focus here is on the communication setting and mode of delivery.

● Formal:
o Formal language is used in oral and written form.
o The following are considered formal situations and writings: lectures, public talks/speeches,
research and project proposals, reports, and business letters.
o While lectures are delivered orally, the texts have been thought out carefully and written well
before they are delivered.
o Objectives: to inform, entertain, and persuade

● Informal:
o This does not employ formal language.
o These are personal and ordinary conversations with friends, family members, or
acquaintances about any topic under the sun.
o Face-to-face, ordinary, or everyday talks and phone calls, or written as in the case of e-mail
messages, personal notes, letters, or text messages may be the modes to be used.
o To socialize and enhance relationships are the main purposes.

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Activity 1: Check your understanding of the input by answering the following questions:

1. What are the types of communication concerning communication mode and context? What are the
differences between the two?

2. How can you listen to speakers' opinions through electronic media without being easily swayed into
accepting their opinions?

3. Of the four approaches employed in a formal organization structure, which do you think is the best? Cite
situations that will call for the use of each approach. Give one advantage and disadvantage of each.

4. Would you know any strategy or method by which you can reduce the complexity of understanding another
culture? Do you think it will work with your current set of foreign classmates/friends?

5. How do you differentiate formal communication from informal communication concerning purpose and
style? Provide situations to illustrate the differences.

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Activity 2: Choose two cultures from among the Asian countries and differentiate some of their non-verbal
messages. Get a partner and share at least three differences in their non-verbal codes.

Name of country: Name of country:

1.

2.

3.

Thank you! For the next lesson, you will study another angle of
communication -- the processes, principles, and ethics. It will be very
interesting.

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 Lesson 3
Communication Processes, Principles, and Ethics

Learning Outcomes:
1. Identify the variables involved in the communication process;
2. Discuss the value of communication in enhancing one's personal and professional relationships;
3. Determine the principles for effective oral and written communication;
4. Point out the ethical issues involved in communication; and
5. Recognize the importance of a code of ethics in communication.

Introduction
Hello! Welcome to Lesson 3 of Module 1. In this lesson, you will study communication from another angle.
Here, you will learn about the processes, principles, and ethics of communication.

Activity

Try to remember any public oral presentation you did in high school or senior high. What steps did you take
to make your presentation successful? Was the experience challenging for you? Share your experience with
a classmate.

1. What does it take to be a good communicator both in oral and written modes based on your experience
and observation?

2. How do you think good communication can enhance your relationships now and your professional
relationship in the future?

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COMMUNICATION MODELS

● Why is it important that you know the communication models?

o It is important to know because they will help you understand how a communication process
works.
o Only by knowing the flow of communication will you be able to make the communication
process effective.

1. ARISTOTLE'S COMMUNICATION MODEL

· Great speakers such as Plato, Aristotle, and the Greek sophists had their model of communication.

· In this model, very important is the speaker variable.

· There is no speech without a speaker.

· The speaker adjusts his speech depending on the profile of the audience.

Figure 6: Aristotle's Model of Communication Flow Chart

· Some considerations for the audience demographics are age, sex, background, culture, race,
religion, gender, social and economic status, and political orientation or inclination.

· Often, the audience brings with them their beliefs, views, and attitudes when they decode a
message in any given situation. Speakers believe the audience profile plays an important role when
talking about audience consideration.

2. LASWELL'S COMMUNICATION MODEL

· In 1948, Harold Dwight Laswell described communication as being focused on the following Ws:
Who says What in Which channel to Whom and with What effect.
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 · The whole process of communication begins with the communicator (who) sending out a message
(what) using a medium (in which channel) for a receiver (to whom) experiencing an effect (with what
effect) afterward.

· The process may be analyzed through the content sent, the medium used, and the effect on the
message's recipient.

· While this model is similar to Aristotle's in the sense that both are linear and have the same
components, Laswell's also differs is that there are five variables involved, with the addition of two:
medium and effect.

Figure 7: Laswell's Model of Communication Flow Chart

3. SHANNON-WEAVER'S COMMUNICATION MODEL

· Claude Elwood Shannon and Warren Weaver's model of communication was introduced in 1949,
a year after Laswell's, for Bell Laboratories.

· Originally, it was conceptualized for the functioning of the radio and television serving as a model
for technical communication and, later on, adopted in the field of communication.

· Other components such as noise, reception, destination, and feedback have been identified in this
model.

· Other terms such as information source for the sender, transmitter for the encoder, decoder
(reception), and receiver (destination) were introduced.

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 Figure 8: Shannon-Weaver Communication Model Flow Chart

4. BERLO'S COMMUNICATION MODEL

· David Berlo's model, conceptualized in 1960, is probably the most well-known among the
communication models.

· Initially, Berlo's model was called SMCR, which stands for SENDER of the MESSAGE, sent through
a CHANNEL or medium to a RECEIVER.

· However, it was modified later on to include noise, hence the acronym SMCRN.

· The major variables involved in the communication process are the source, message, channel, and
receiver.

· As the source being the originator of the message acts as the encoder.

· The encoder should practice communication skills such as listening, speaking, reading, and writing.

· His attitude towards the audience or the subject and his knowledge about the topic on hand likewise
counts along with the social system he is in, which includes values, beliefs and practices, and culture.

· The second variable, which is message includes (1) content; (2) elements such as the language
used and gestures employed; (3) treatment or how the message is transmitted; and (4) structure
which refers to the arrangement of parts or flow of the message.

· The code shows how the message is sent: that is, the language (verbal code) used and the
accompanying gestures (non-verbal code) employed.

· Note that there should be no mismatch between the verbal and non-verbal codes.

· The third variable, channel, refers to the different senses: seeing, hearing, smelling, tasting, and
touching.

· Finally, the fourth variable is the receiver, the one who decodes the message.

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· Note that the components of this last variable are similar to those of the first since for communication to
be effective, both the source and the receiver should have good communication skills.

Figure 9: Berlo's Model of Communication Flow Chart

General principles of effective communication:

1. Know your purpose in communicating.

2. Know your audience.

3. Know your topic.

4. Adjust your speech or writing to the context of the situation.

5. Work on the feedback given to you.

PRINCIPLES OF EFFECTIVE ORAL COMMUNICATION

● Be clear with your purpose.

● Be complete with the message you deliver.
● Be concise.
● Be natural with your delivery.
● Be specific and timely with your feedback.

Principles of effective written communication:

1. Be clear.
2. Be concise.
3. Be concrete.
4. Be correct.
5. Be coherent.
6. Be complete.
7. Be courteous.

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COMMUNICATION ETHICS

● Ethics in general are moral principles that govern a person's behavior or the conducting of an activity.
● Communication is affected largely by the behavior of an individual or group which in turn is influenced
by ethics.
● Honesty, decency, truthfulness, sincerity, and moral uprightness should guide one's behavior.
● The following are guidelines that we can follow to achieve ethical communication:

1. You have to have an established value system for the development of your integrity as a person.

2. Do not be a source of fake news. Instead, provide complete and accurate information.

3. Disclose vital information adequately and appropriately.

● What can communication ethics do?

· It determines the kind of proper and desirable behavior in a person over one that is displeasing and
offensive.

· A code of ethics sets the standards to be observed by a person or a company that will create a
good reputation or a positive image for an individual and the organization.

· It will, therefore, pave the way for the attainment of the desired results leading to the success of an
individual or the entire company.

· Success in decision-making will likewise impact the company's reputation.

Activity 1: Check your understanding of the input by answering the following questions:

1. What are communication models? Why do you think they were introduced?

2. If you were to choose a conceptual model for communication, what would you prefer and why?

24 | P a g e
3. How can one observe ethics in communication?

4. Why is it important to have a code of conduct or a code of ethics?

Activity 2: View on YouTube the speech of Pres. Rodrigo Duterte at the Philippine Trade and Investment
Forum, Beijing, China, on October 20, 2016. Click the link to the speech,
https://www.youtube.com/watch?v=Vg8wAS6o4go, and answer the following questions (taken from
Madrunio & Martin, 2018):

1. Do you think President Duterte followed the five principles of effective oral communication? Which ones
were followed? Which one was not? Why or why not?

2. What do you think the President should do to be a more effective speaker?

Good work, as always. For the next lesson, you will be entering into
Lesson 4 – Forms of Communication and Communication and
Technology. So, goodbye for now. I will see you in the next lesson.

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 Lesson 4
Forms of Communication and Its Relationship to Technology

Objectives:

1. Identify the various communication modes and how they help in expressing one's communication intent;
2. Use the communication modes appropriately depending on the context of the communication situation;
3. Identify the positive and negative dimensions of the use of technology in communication; and
4. Convey an idea or deliver a message for a variety of audiences using the most appropriate
technological tool.

Introduction
Hello! Welcome to Module 1 Topic 4. In this lesson, you will study communication modes. You will find out
what could be the best model for a particular situation. Also, this lesson is about how communication and
technology work together. You will also learn which is the best technological tool for a particular audience.
Three interesting activities await you at the end of this lesson. So, let's go!

Activity
Show your class three to four caricatures that show the use of technology today. In groups, discuss the
following questions:

1. What ideas about technology do the caricatures present?

2. Do these caricatures present positive or negative ideas about technology?

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Be ready to present your discussions to the class.

How do you think has communication mode changed or improved over time? What modes are now being
utilized and which were not present before? What are the advantages and/or disadvantages of each model?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

COMMUNICATION MODES

● A communication mode is a medium through which one conveys his thoughts.

● These communication modes are face-to-face interaction, video or audio, and text-based.

1. Face-to-face

● This is an informal or casual conversation between two or more people.

● The purposes of this mode are to establish relationships and maintain them.
● How to speak, what to speak, when to speak, and whom one is speaking are important
considerations in initiating a conversion to build relationships.
● How do you initiate a conversation?
o Remember that first impression last.
o Create a positive image of yourself.
o Watch out for visual cues such as facial expressions, gestures, movements, objects, etc.
o Be brave enough to start a conversation (Dau Voire).
● What kind of topics matter to a stranger you are meeting for the first time?
o For instance, in a social gathering like a wedding, you do not dwell on topics that are never-
ending in nature.
o Avoid discussing sensitive issues that may impinge on one's beliefs and practices such as
politics and religion.
o Instead of sensitive issues, you can start a conversation by talking about your experience at
the moment such as the ambiance, music, food, relationship to the bride or groom, and
others.
o These are topics that are sufficient until the reception ends.

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 o Please note that one topic may lead to another.
o Maintain the conversation without being offensive to the other person.
o Note the process of conversation: topic initiation should be followed by topic maintenance,
topic shift, and topic closure.
● "All social change begins with a conversation." (Margaret Wheatley)
o One single and simple conversation may blossom into a deeper contact and meaningful
relationship.
o Eventually, you and your newfound friend may find yourselves enjoying each other's
company, sharing the same interests, and deciding to work on some significant projects.
o Later on, all of these will result in changes that yield profound social consequences.

2. Video

● In this mode, web cameras are used to communicate with two or more people who cannot interact
face-to-face.
● This is a very effective model, especially for people separated by distance.
● You can hear the voice and see up close the face of your beloved.
● In more formal settings, people can also engage in video conferencing.
● The disadvantage of this mode is the time zone difference between countries from where the people
you're conversing with.

3. Audio

● Audio means transmitted sound.

● Examples of instruments we use for this mode are telephone, answering machine, online, voice
message or mail, etc.
● In this mode, only the voice of the speaker is heard.
● The obvious downside is not being able to see the body language or cues of the person you are
talking to. This is quite difficult, especially if you are listening to people with different accents.
● For example, some Filipinos cannot distinguish the sound of /I/ and /i/ in English words as in the
examples of SIN and SEEN.
● Some are not able to produce the sound of hard and soft /th/ and simply substitute /d/ as in the
examples THOSE and DOZE and THING and TING.
● Some also interchange /v/ with /b/ and /f/ with /p/.

3. Text-based

● Examples of text-based instruments are e-mail, facsimile, text messaging, and instant messaging,
Facebook, Twitter, and Instagram, etc.
● This does not originally provide video and audio benefits.
● However, it has a wider reach and can disseminate information to a bigger audience quickly.

Communication and technology

Hereunder is a study by Camus (2017, as cited by Madrunio & Martin, 2018).

● Filipinos spend more time on social media sites than anyone else in the world, going online roughly
four hours and 17 minutes a day.

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 ● Facebook, Snapchat, and Twitter are the social media sites which Filipinos spend most of their online
time.
● In the second place, the Brazilians and Argentinians spend three hours and 43 minutes and three
hours and 32 minutes respectively on social media.
● The Americans spend an average of just two hours and six seconds per day. The United States is
among the bottom half. Interestingly, many of these social media players were founded in this
country.
● The Japanese were the least active. They log on an average of just 40 minutes every day.
● Ramon Isberto, PLDT and Smart spokesperson: "It's probably due to the same cultural dynamics
that made us the text messaging capital of the world…Filipinos like to keep in touch."
● The Philippines' social media usage was in stark contrast to its internet speed. Fixed broadband
speed here is among the slowest in the Asia Pacific, while mobile connections are among the fastest.
● There is a relationship between poor fixed-broadband speed and time spent on social media.
● The Philippines, Brazil, and Argentina have an average fixed-line broadband speed of 4.2 megabits
per second, 5.5 Mbps, and 5 Mbps.
● The fastest was South Korea, with 26.3 Mbps, and its citizens just spend about 1 hour and 11 minutes
a day on social media.
● The Philippines' internet and social media users grew by over 25%, up 13 million and 12 million over
last year, respectively.
● Mobile was also a fast-growing platform, accounting for 38% of all Web traffic in the country, up
almost a third over 2016.
● In the Philippines, so far, has had a social media penetration rate of 58%, higher than the average
of 47% in Southeast Asia.
● Around the world, internet users grew 10%, or an additional 354 million people, while active social
media users jumped 21%, or an additional 482 million.
● Global active netizens using mobile phones and other devices surged 30% or another 581 million
people.
● The total internet penetration rate stood at 50% or 3.77 billion people.
● Simon Kemp, consultant at We Are Social: "Half of the world's population is now online, which is a
testament to the speed with which digital connectivity is helping to improve people's lives…The
increase in internet users in developing economies is particularly encouraging."

Application

1. Imagine that you had just won the top award in a prestigious international spelling contest. You would like
to express your thoughts and feelings about this big event. Share these thoughts and feelings through one
of the following forms of communication (20 points). Type a copy of your work on the box.

Option 1: A handwritten letter to your parents or teachers

Option 2: An e-mail message to your parents or teachers

Option 3: A public Facebook post

Option 4: A public Twitter post; and a text message to your parents or teachers

29 | P a g e
2. Form yourselves into groups of three members. Role-play any of the following situations and show how
you can initiate a conversation with a stranger or strangers.

a. You are a new student in the class. After dismissal time, you saw two of your female classmates
outside the school building talking to each other. You wanted to ask about the classes you missed
and how you could cope with the lessons. You approached them, but they suddenly turned and
whispered to each other. How will you initiate a conversation with them without showing that you are
offended by their actions?

b. It was your first time flying to a foreign country, and the trip takes about eight hours. You wanted
to know how to get to your destination from the airport. You were fortunate to be seated beside a
foreign national. He is not so proficient in English, and you have difficulty understanding his accent.
How will you start a conversation with him?

c. You are scheduled for a job interview. When you arrived at the place, there was a long queue of
applicants. You were the tenth to be interviewed, and you wanted to have an idea about the questions
that were asked. To arrest your fear, you decided to talk with the other applicants before you. How
will you start the conversation?

3. View a video conference from YouTube titled "A video conference call in real life" by Tripp and Tyler
(https://www.youtube.com/watch?v=JMOOG7rWTPg&t=9s). Then, answer the following questions:

a. What was the topic of the video conference?

b. Who were the participants? Where were they from?

c. How was the flow of the video conference?

d. Were there some technical glitches encountered? Were they resolved immediately?

e. After viewing the sample video conference, what do you think are some of the constraints of this
communication mode?

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 Thanks for getting this done. For the next lesson, you will be entering into
another module -- Module 2: Intercultural Communication. The module
contains six lessons. So, goodbye for now. I will see you in the next
module.

31 | P a g e
 MODULE 2
INTERCULTURAL COMMUNICATION

Module objectives/outcomes:

a) Demonstrate knowledge about globalization as an economic phenomenon;

b) Show familiarization about the impact of globalization on communication.
c) Exhibit an awareness of cultural diversity realities;
d) Explain how cultural diversity affects communication;
e) Value cross-cultural communication, its benefits, and challenges;
f) Recognize the challenges of intercultural communication;
g) Determine the sources of misunderstanding;
h) Identify the approaches of studying intercultural communication;
i) Differentiate Asian varieties of English in terms of the lexicon;
j) Show the concept of registers of English in spoken and written language;
k) Apply the appropriate register in a given specific communication situation;
l) Exhibit how to adjust and cope with different kinds of communication breakdowns.
m) Recognize the importance of cultural contexts in the communication process;
n) Examine texts that reflect varied cultures and practices; and
o) Appreciate various cultural identities and differences.

Lessons:

Lesson 1- Communication and Globalization

Lesson 2- Local and Global Communication in Multicultural Settings
Lesson 3- Coping with the Challenges of the Intercultural Communication
Lesson 4- Varieties of Spoken and Written Language
Lesson 5- Registers of Spoken and Written Language
Lesson 6- Exploring Texts Reflecting Different Cultures

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 Lesson 1
Communication and Globalization

Objectives:
1. Demonstrate knowledge about globalization as an economic phenomenon; and
2. Exhibit a grasp of the impact of globalization on communication.

Introduction
Hello! Welcome to Module 2 Topic 1. In this lesson, you will study communication and globalization. You will
find out the fact that globalization is truly an economic phenomenon. You will see also how globalization has
impacted communication. At the end of this lesson, your talent in making a collage, a poster, or a slogan will
shine. So, it's time to shine again.

Activity
Many global companies operate in the Philippines. These companies have Filipino counterparts who compete
with them. An example of a global company is Starbucks; its Filipino competition in Davao is Blugre. Work in
groups. Choose an international company and a local Filipino counterpart that you have visited as a customer.
Recall your experience as a customer of these companies. What are the similarities and differences between
the two? Did you have a good experience with either of them? Which company has provided better products
and services for you? Share your answer with the class.

1. What do you know about globalization?

2. How has globalization affected the economy of your country? Of your family?

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3. Have you seen the upside and downside of globalization? What are those?

4. How does globalization affect communication?

THE GLOBALIZATION PHENOMENON

● Globalization is a phenomenon in which all countries are engaged. Only very few, if any, countries
are not affected by it.
● What is globalization? How does it impact communication?
● The information below is mostly taken from an article by Gray (2017, as cited by Madrunio & Martin,
2018) titled "WHAT IS GLOBALIZATION ANYWAY?"

HOW GLOBALIZATION WORKS?

● Globalization, as an economic concept, refers to the "increasing interdependence of world

economies as a result of the growing scale of cross-border trade of commodities and services, the
flow of international capital and wide and rapid spread of technologies." (Shangquan, 2000).
● There is also a cultural element to globalization. Cultural globalization refers to "the process by which
one culture's experiences, values, and ideas are disseminated throughout the world through various
means." (Cheprasov, 2017)

Globalization has brought many benefits to many people. But not to everyone.

STORM IN A COFFEE CUP

● The well-known coffee chain, Starbucks, is a good example of the economic side of globalization.
● It is truly a globalized company.
● It started in 1971, in Seattle City, USA, with just one outlet, but today, it has 15,000 stores in 50
countries.
● This was a good thing especially for many suppliers, jobseekers, and coffee drinkers.
● For example, the company was purchasing 247 million kilograms of unroasted coffee from 29
countries, and through its stores and purchases, it provided jobs and income for hundreds of
thousands of people all over the world.

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 ● However, in 1972, Starbucks was discovered to had not honestly paid tax to the United Kingdom
government despite having almost a thousand shops in the country and earning millions of pounds
in profit there.
● Using complex accounting rules, Starbucks, being a multinational company, was able to have profit
earned in one country but taxed in another country with a lower tax rate.

HOW DID GLOBALIZATION HAPPEN?

● Globalization is an ancient reality. It has been around for centuries.

● The Silk Road is one example of ancient globalization. This was an overland route where trade
between China and Europe spread rapidly.
● It was a trade of silk as well as gems and spices, and coffee.
● An example of how globalization can spread culture across borders is the custom of drinking coffee
in a social setting. This practice originated in Turkey.

WHAT DRIVES GLOBALIZATION?

● Because of great leaps in technology, globalization has speeded up enormously over the last half-
century.
● The invention of the printing press in the 15th century helped people share their ideas widely.
● The internet has revolutionized connectivity and communication and helped people share their ideas
much more widely. The advent of e-mail made communication faster than ever.
● The invention of enormous container ships helped too. Improvements in transport generally – faster
ships, trains, and airplanes – have allowed us to move around the globe much more easily.

WHAT'S GOOD ABOUT GLOBALIZATION?

● The good side of globalization is that it has led millions of people to be lifted out of poverty.
● For example, when a company like Starbucks buys coffee from farmers in Rwanda, it provides a
livelihood and benefits the community as a whole.
● A multinational company's presence overseas contributes to those local economies because the
company will invest in local resources, products, and services.
● Socially responsible corporations may even invest in medical and educational facilities.
● Another good side of globalization is that it has enabled nations to trade with each other and to
cooperate as never before.
● Take the Paris Agreement on Climate Change, for instance, where 195 countries agreed to reduce
their carbon emissions for the greater global good.

WHAT'S BAD ABOUT GLOBALIZATION?

● While some areas have flourished, others have floundered as jobs and commerce move elsewhere.
● For example, steel companies in the UK once thrived, providing work for hundreds of thousands of
people.
● But when China began producing cheaper steel, steel plants in the UK closed down, and thousands
of jobs were lost.
● Another example: every step forward in technology brings with it new dangers.
● Computers have vastly improved our lives, but cybercriminals steal millions of money a year.
● A third example: global wealth has skyrocketed, but so has global warming.
35 | P a g e
 ● A fourth example is, while many have been lifted out of poverty, not everybody has benefited.
● Many argue that globalization operates mostly in the interests of the richest countries, with most of
the world's collective profits flowing back to them and into the pockets of those who already own the
most.

● Although globalization is helping to create more wealth in developing countries, it is not helping to
close the gap between the world's poorest and richest nations.

● Leading charity Oxfam says that when corporations such as Starbucks can legally avoid paying tax,
the global inequality crisis worsens.

● Done wisely, globalization could lead to "unparalleled peace and prosperity." Done poorly, "to
disaster."

Activity 1: Check your understanding of the input by answering the following questions:

1. What does the experience of Starbucks tell the readers about globalization?

2. What are the driving forces behind globalization?

3. What are the benefits of globalization?

4. What are the negative effects of globalization?

36 | P a g e
Activity 2: In pairs, make a collage, a poster, or a slogan about the impact of globalization on communication.
Then, in the space provided below, explain your work in one or two paragraphs.

Outstanding work! The next lesson will be Topic 2 – Local and Global
Communication in Multicultural Setting. So, goodbye for now. I will
see you on the next topic.

37 | P a g e
 Lesson 2
Local and Global Communication in Multicultural Settings

Objectives:
1. Exhibit an awareness of cultural diversity realities;
2. Explain how cultural diversity affects communication; and
3. Value cross-cultural communication, its benefits, and challenges

Introduction
Hello! Welcome to Module 2 Lesson 2. In this lesson, you will study local and global communication in a
multicultural setting. You will learn to appreciate the reality of cultural diversity among all people in the world
and find ways to communicate effectively despite these diversities. So, buckle up and let's go!

Activity
Watch a video, provided by your teacher, of two speakers in a conversation. The two speakers are
experiencing miscommunication. The title of the clip is THE FUNNIEST MISUNDERSTANDING SCENE
THAT YOU WILL EVER WATCH.

Click this link to watch it - https://www.youtube.com/watch?v=t3L5P-6OsxA. Be sure you do not fail to read
the script posted below the video. Note the following while viewing the video:

● The cause of the miscommunication

● The resolution of the miscommunication

Questions:

1. What did the speaker say that was not understood by the person he was speaking with?

2. What was the other speaker's understanding of what was said?

38 | P a g e
 3. What do you think were the causes of the miscommunication?

4. How was the miscommunication resolved?

5. What should have been done by each speaker to prevent miscommunication?

1. How do you think cultural diversity affects communication?

2. In your opinion, what are the benefits and challenges of cross-cultural communication?

INTERCULTURAL COMMUNICATION

● Communication is impacted by the diversity of people and cultures.

● Communication difficulties can happen when people coming from unfamiliar cultures interact.

39 | P a g e
 ● A speaker's lack of proficiency in a language is almost always the reason for the intercultural
miscommunication.
● However, miscommunication may still be experienced even by people with excellent language skills.
● The information below is based on an article by Goman (2011, as cited by Madrunio & Martin, 2018)

COMMUNICATING ACROSS CULTURES

● It is a challenging task to communicate across cultures because each culture has a set of rules that
its members take for granted.
● Few of us are aware of our own cultural biases because cultural imprinting began at a very early
age.
● While some of a culture's knowledge, rules, beliefs, values, phobias, and anxieties are taught
explicitly, most of the information is absorbed subconsciously.
● The domestic workforce is growing more and more diverse, ethnically and culturally, and it makes
intercultural communication very important and no two people belonging to the same culture are
guaranteed to respond in the same way.
● However, generalizations are valid to the extent that they provide clues on what you will most likely
encounter when dealing with members of a particular culture.

HIGH-CONTEXT CULTURE VS. LOW-CONTEXT CULTURE

HIGH-CONTEXT LOW-CONTEXT

● Mediterranean, Slav, Central European,

Latin American, African, Arab, Asian, ● Germanic and English-speaking countries
American-Indian

● The message is unspecified, to be

understood through context, nonverbal cues, ● Expects messages to be explicit and specific
and between-the-lines interpretation of what
is said

Figure 10: The Difference Between High-Context Culture and Low-Context Culture

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SEQUENTIAL CULTURE VS. SYNCHRONIC CULTURE

SEQUENTIAL CULTURE SYNCHRONIC CULTURE

● Views time synchronically, as a constant flow

● Thinks of time sequentially, as a linear to be experienced at the moment, and as a
commodity to "spend," "save," or "waste." force that cannot be contained or controlled.

● Businesspeople give full attention to one

● The flow of time is viewed as a sort of circle,
agenda item after another. with the past, present, and future all
interrelated.

● An individual can influence the future by

● This viewpoint of time influences how
personal effort, but since there are too many organizations in this culture approach
variables in the distant future, we favor a deadlines, strategic thinking, investments,
developing talent from within, and the
short-term view. concept of “long-term” planning.

● Understands the present and prepare for the

future.

● Any important relationship is a durable bond

that goes back and forward in time. It is often
viewed as grossly disloyal not to favor
friends and relatives in business dealings

● South America, southern Europe, and Asia

● North American, English, German,

Swedish, and Dutch

Figure 11: The Difference Between Sequential Culture and Synchronic Culture

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AFFECTIVE CULTURE VS. NEUTRAL CULTURE

AFFECTIVE NEUTRAL

● They do not telegraph their feelings but keep

● Show their feelings plainly by laughing, them carefully controlled and subdued
smiling, grimacing, scowling, and sometimes
crying, shouting, or walking out of the room.

● This does not mean they are cold or ● In the course of normal business activities,
unfeeling. they are more careful to monitor the amount
of emotion they display.

● Japan, Indonesia, the UK, Norway, and the

● Italy, France, the US, and Singapore Netherlands

● When looking for confirmation of their ideas

● When looking for confirmation of their ideas and feelings, they seek an indirect response:
and feelings, they seek a direct emotional "I agree with your thoughts on this."
response: "I feel the same way."

● Tests an idea whether it works or not, valid

● Testing an idea through trial and observation or not valid, is through trial and observation.
is a deeply personal issue, and any "rational
argument" is irrelevant.

Figure 12: The Difference Between Affective Culture and Neutral Culture

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Activity 1: The preceding input tackles the things to consider when communicating with people of different
cultures. Check your understanding of the reading selection by answering the following questions:

1. Show the difference of each item in every pair.

a. high-context vs. low-context

b. sequential vs. synchronic

c. affective vs. neutral

Activity 2: Type T before the statement if it is true and F if it is false. If the statement is false, rewrite or
revise it to make it true.

1. Anyone good at spoken language finds intercultural communication easy.

2. When we communicate with other people, our emotions do not matter.

3. Any culture is right or wrong.

4. Time is reckoned similarly by all cultures in the world.

5. The diverse domestic workforce of many companies today makes communication across cultures
happen in one's own country.

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Activity 3: Write a letter to a European person who plans to work in the Philippines someday. In this letter,
give this person some advice about how to communicate with Filipinos.

Wonderful! Your work is more than I expected. The next lesson will be
about coping with the challenges of intercultural communication. So,
goodbye for now. I will see you on the next topic.

44 | P a g e
 Lesson 3
Coping with the Challenges of the Intercultural Communication

Learning Outcomes:

1. Recognize the challenges of intercultural communication;

2. Determine the sources of misunderstanding;
3. Identify the approaches of studying intercultural communication;
4. Appreciate learning about other cultures and identities; and
5. Appreciate the value of co-existing with individuals of different cultural backgrounds

Introduction
Hello! Welcome to Module 2 Lesson 3. In this lesson, you will analyze the sources of misunderstanding in
intercultural communication without appreciating the value of co-existing with individuals of different cultural
backgrounds. This topic is perfect for those who are planning to live abroad shortly or currently living with a
foreigner in the house.

Activity
List down some cultural differences that you know regarding non-verbal communication. Why
do you think it is important to know the meaning of these non-verbal codes?

1. Cite certain situations when you encountered miscommunication while talking with people of different
nationalities.

2. As a conscientious student, what have you done so far to avoid miscommunication and misunderstanding
when communicating with people of different cultures?

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CHALLENGES OF INTERCULTURAL COMMUNICATION

● The result of speakers' use of different languages is intercultural miscommunication and

misunderstanding.
● The lack of shared knowledge, beliefs, and cultural diversity makes it more complicated to arrive at
the correct inference or interpretation of meanings. But, English is now a global lingua franca.
● So, what else can go wrong?
● Verbal utterances may not always cause misunderstanding in intercultural communication.
● Misunderstandings may also occur due to the wrong interpretation of the non-verbal code.
● For instance, the handshake should be done and interpreted correctly, as the type of handshake
varies from culture to culture.
● Note the different handshakes in different countries:

Figure 13: Different Styles of Handshake

● GREETINGS
o Like handshakes, greeting rituals also vary from culture to culture.
o Japanese women bow differently from Japanese men.
o The German bow, which is termed as DIENER, means a bow to and in recognition of
authority.
o Thus, when a person bows, he is sending the message "at your service."

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 Figure 14: A Japanese Bow of a Man and a Woman

SOURCE OF MISUNDERSTANDING

Information under this topic is mostly according to Kaur (2016, as cited in Madrunio & Martin, 2018):

1. Ambiguity

· "Ambiguity occurs whenever there is more than one possible, plausible interpretation for
any given message. Vagueness and ambiguity cause misunderstanding, and are, therefore,
the deadly enemy of excellent communication." (Farmer, 2014)

2. Performance-related misunderstanding

· This refers to slips of the tongue and mishearing which may be due to utterances spoken
quickly and unclearly.

3. Language-related misunderstanding

· Ungrammaticality of sentences

4. Gaps in world knowledge

· These refer to gaps in content rather than language.

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 5. Local context

· This refers to the turns and the turns within sequences produced by the participants
themselves, and the orientation of the participants as well as the repair moves that follow
the displayed understanding.

APPROACHES TO STUDYING INTERCULTURAL COMMUNICATION

● Some people take it for granted to read about and study first a country's culture before they go and
travel to the place.
● Purpose:

1. to avoid offending people

2. to broaden your horizon

3. to compare other cultures with your own

4. to appreciate cultural diversities because there is no superior or inferior culture

5. to learn to live with cultural diversities

Activity 1: Check your understanding of the input by answering the question below:

● Looking at the three different approaches to intercultural communication, which one would you
prefer and why?

Activity 2: Find videos about the following topics on YouTube. Compare the gestures in your own country
with those in other countries and assess if the meanings are similar or different.

a. Gestures across Cultures

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 b. Gestures in Different Cultures

c. English Conversation: The Meaning of Hand Gestures

Activity 3: Work with a partner and list down at least ten differences between two cultures regarding their
non-verbal code.

Culture 1: Culture 2:

I want to congratulate you on a job well done. You’ve earned every bit
of recognition you’ve received, and I look forward to seeing what you’re
going to do next. The next lesson will be about something you may not
be familiar with. It is all about the varieties of English, but that is okay.
That is why you go to school to learn new things. I will see you on the
next topic. Goodbye for now.

49 | P a g e
 Lesson 4
Varieties of Spoken and Written Language

Objectives:
1. Familiarize varieties of English in the Asian context, and its concept;
2. Explain how important is the varieties of English in oral and written modes;
3. Recognize post-colonial varieties of English in the Asian context, some of their grammatical, lexical, and
syntactic features;
4. Differentiate Asian varieties of English in terms of the lexicon;

Introduction
Hello! Welcome to Module 2 Lesson 4. In this lesson, you will know what varieties of language are. You will
also learn that there are different kinds of English in the world. This is because English is a very dynamic and
growing language. So, let us walk through the pages of this lesson and enjoy the hike.

Activity

Watch news on BBC and CNN International. Compare the two varieties of English you listened to.

Have you experienced communicating with a foreigner? Describe that experience.

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VARIETIES OF ENGLISH

● Varieties of English are localized varieties of the language as they are used or spoken in certain
areas. They are called World Englishes (WE).
● Braj Kachru introduced this concept to the Asian context.
● According to him, Asian Englishes can be illustrated by three concentric circles – the inner circle, the
outer circle, and the expanding circle.
● The inner circle is composed of countries where English is the native language or ENL (English as
a Native language).
● Examples of countries belonging to the Inner Circle are the USA, UK, Australia, Canada, and New
Zealand.
● The outer circle is composed of countries where English is their second language or ESL (English
as a Second Language).
● Kachru's Outer Circle is comprised of Singapore, Malaysia, the Philippines, and Pakistan, among
others.
● The expanding circle is composed of countries where English is a foreign language or EFL (English
as a Foreign Language).
● The Expanding Circle is composed of countries such as China, Japan, Taiwan, and Thailand.
● The varieties the ESL and EFL countries speak are considered post-colonial. These are countries
that were colonized by some member countries in the inner circle.

Figure 15: The Concentric Circles of Englishes

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 ● The unique mother tongues or home languages of those who learn or acquire English make the
structural and social characteristics of these new varieties differ. (Bautista and Gonzales, 2006).
● There is a continuum of basilectal, mesolectal, and acrolectal varieties of English within the same
speech community.
● The acrolect then comes closest to the standard while the basilect digresses thoroughly from it and
comes closest to the pidgin.
● A pidgin is a "grammatically simplified form of a language, used for communication between people
not sharing a common language. Pidgins have a limited vocabulary, some elements of which are
taken from local languages, and are not native languages, but arise out of language contact between
speakers of other languages." (https://www.google.com/search)
● Mesolect or the middle variety is midway between the acrolect and basilect.
● These varieties are results of certain types of education ascertained by social class but are conveyed
or transferred by the kind of instruction of the school system, especially for those coming from higher-
income families and/or better-educated classes. Bautista and Gonzales call these varieties --
edulects.
● The local language(s) in various areas of their grammars and exhibit specific phonological, lexical,
and discoursal characteristics influence the structural variation of these English varieties, according
to Kachru and Nelson (2006).
● Moreover, speakers from the Outer and Expanding Circles do not make any pronunciation changes
to distinguish between nouns and verbs in pairs that Inner Circle countries observe.
● Outer and Expanding Circles do not observe initial aspiration of voiceless plosives like as p, t, and
k, which are frequently misinterpreted as b, d, and g by Inner Circle countries. Some Expanding
Circle speakers, such as Japanese speakers, are unable to discern between the letters r and l.
● In terms of grammatical properties, question-answering systems differ between Inner and Outer-
Expanding Circles, according to Pope (1976, as referenced in Kachru & Nelson, 2006).
● Concerning the lexicon, vocabulary words peculiar only to some English varieties in Southeast Asia
can be noted as seen in the following examples:

1. Singapore English (Kachru & Nelson, 2006, as cited in Madrunio & Martin, 2018)

· actsy - "show off."

· missy - "nurse"

· chop - "rubber stamp."

· Marina kids - "youngsters who spend their leisure time at or around Marina Square, a
shopping center."

· graduate mothers - "graduate (well-educated) married women, encouraged to have more

children and accorded certain privileges in Singapore," as compared to non-graduate
mothers

2. Philippine English (Kachru & Nelson, 2006, as cited in Madrunio & Martin, 2018)

· deep - "puristic or hard to understand" as an attribute of language."

· stick - "cigarette"

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 · high blood - "tense or upset"

· blow out - "treating someone with a snack or meal."

· motel - "a hotel used for premarital or extramarital affairs."

· manualized - "to prepare manuals."

· go ahead - "leave before others with the host's permission."

· studentry - "student body."

· Amboy - "a Filipino perceived to be too pro-American."

· promdi - "from the province."

· behest loan - "unguaranteed bank loan given to presidential cronies."

· pulot boy - "boy who picks up tennis balls in a game."

· balikbayan box - "box where Filipinos returning from abroad put all their shopping."

3. Malaysian English (Kachru & Nelson, 2006, as cited in Madrunio & Martin, 2018)

o antilog – "a male hated by a girl."

o popcorn – "a loquacious person."
o kachang – "peanuts, easy"
o slambar – "relax"
o red spot, an open shelf – "girls who are popular and those who are not."
o day bugs – "those who come to attend school but do not live in residence halls."

● Is there a standard form of Filipino English? When does a mistake become ingrained in Philippine
English?

· Philippine English, like any other new variant of English (Indian English, Singaporean English, and
Nigerian English), is valid, with its own grammatical, lexical, and syntactic elements, according to
Bautista.

· Gonzalez (1985, as cited in Bautista, 2000) identified the following lexical features in Philippine
English (https://prezi.com/p/zlf-volm_yg6/lexical-features-of-philippine-english/):

1. Preference for certain words

· always using specific words and collocations specifically shall, could, such, wherein, of (to signal
possession)

· examples:

o Actually

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 o Already

• Bottomless -refillable

• C.R. - bathroom

• Brown out - blackout

• Course - Major

• slippers- flip flops

2. Unusual word combinations

· unique words and collocations, special terminology, and word combinations that may have
been confused with other collocations at first but have since become fixed combinations in
their own right due to their widespread use.

· examples:

• results to - results in

• fill up - fill out

• cope up - cope with

• based from - based on

• sick with - sick of

• studied understudied with

3. Unusual prepositional usage

· including omission of a preposition in two-word verbs, the addition of prepositions to verb

phrases, and local use of different prepositions in noun phrases following certain verbs or
adjectives

· examples:

o it's for free - it's free

o failed in - failed

o taking up - taking/studying

o remains to be - remains

o demand for - demand a

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 o example - for example

● When it comes to the subject of when an inaccuracy becomes a part of Philippine English, "When
do these errors stop to be errors and become part of the standard?" Gonzalez (1985) asks. When
enough educated elites in a society 'commit' these errors, the public accepts them as the norm."
● The preceding explanation merely demonstrates how dynamic English is.
● These are just a few of the important characteristics of some variations of English that users from
other cultures should pay close attention to.
● English has evolved into post-colonial varieties from the variety of English used by native speakers
such as British, Americans, Canadians, Australians, and New Zealanders, and should not be
mistaken for errors, especially if they have become the standard in the speech community and have
been codified.
● As the poet Gemino Abad (1997, as cited in Madrunio & Martin, 2018) aptly put it: "English is ours.
We have colonized it too."

Activity 1: Use the following questions to assess your comprehension of the material:

1. Why is intercultural communication so important?

2. Do you know what some English variants are? If that's the case, what are some vocabulary words that are
present in these variants but not in the one you speak? Are there any other features that you are familiar with
outside the lexicon?

3. How do you become more conscious of the post-colonial variants' linguistic characteristics?

4. How do you think you can start connecting with people from different cultures while avoiding
misunderstandings and conflicts?

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5. Have you spoken with persons from various cultural and language backgrounds? Have you run into any
problems? If that's the case, how did you handle the situation? What techniques did you use to achieve your
goals?

ACTIVITY 2:
There are many Englishes. Each of them represents a flag, a nationality, a culture, a people, and a history.
Research on your chosen Asian country, its flag, and the anthem. Find celebrities or historical personalities
in that country. Choose interesting cultural items. Point out the differences between American English and
the kind of English of your chosen Asian country. Show the gathered materials to your online class. Present
it orally (15-20 minutes) in a video using a PowerPoint presentation or any digital support you think is suitable
to enrich your work.

You have gone above and beyond my expectations, and I extend a well-
earned congratulations to you. Keep up the good work, and cheers to
your continued success here. I hope you learned a lot. Your next lesson
is entitled, "Registers of Spoken and Written Language." Another round
of learning! Enjoy!

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 Lesson 5
Registers of Spoken and Written Language

Learning Outcomes:
1. Show the concept of registers of English in spoken and written language;
2. Apply the appropriate register in a given specific communication situation; and
3. Exhibit how to adjust and cope with different kinds of communication breakdowns.

Introduction

Hello! Welcome to Module 3 Lesson 5. In this lesson, you will know what registers of language are and how
to use the appropriate registers depending on the communication situation. So, let us walk through the pages
of this lesson and enjoy the hike.

Activity
List down five informal statements and list what you think is their corresponding formal statement.

How would you speak to the President of the Philippines? How would you speak to your sibling? Why you
would not speak to the President of the Philippines the same way you would talk to your siblings?

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LANGUAGE REGISTERS/REGISTERS OF ENGLISH

● The words genre, register, and style are frequently used when discussing language variety.
● "A variation of the language defined according to its use in social circumstances, e.g., a register of
scientific, religious, formal English," (Crystal, 2008, as cited in Madrunio & Martin, 2018).
● "In Hallidayan linguistics, the word is considered as especially opposed to variants of a language
determined by the characteristics of the users (viz. their regional or class dialect), and is sub-
classified into a field, mode, and way of discourse," he continued.
● It is important to understand that genre and register are often used interchangeably.
● Unlike genre, which is related to the structure of culture, Lee (2001) associates a register with the
organization of the situation. To this end, a register is defined as a context-specific variation of
language that makes use of the field-mode-tenor framework.
● To offer an example, a field can be analyzed in terms of the social situation and communicative aim
in which the text is produced when it comes to the genre of a recipe.
● Tenor can be defined in terms of the role(s) that writers and readers are expected to play, as well as
the cultural values that both parties share.
● In terms of the genre, including the formal text aspects, the model could be explained in light of the
knowledge of other texts required of speakers and listeners, as well as writers and readers.
● The formality of the language one speaks is referred to as the language register. In different
scenarios, different registers are employed. You can determine the kind of lexicon or vocabulary to
use and the kind of structure to be used through the register.

Examples:

● In a formal communicative occasion, such as a state of the nation address, the speech is frequently
delivered in highly polished English and read from a manuscript. This is undoubtedly permissible, as
the President, as the country's highest official, cannot afford to make mistakes. A priest delivering
his homily, on the other hand, frequently speaks spontaneously and in everyday language. This is
because the audience is made up of people from many areas of life. The priest should be able to
communicate his spiritual message to the listeners without them having problems understanding it.
The priest should also be able to delve deep into the hearts of the audience, causing them to live the
sermons they hear.
● The formal register is also suited for professional writing like project proposals, position papers, and
business letters, especially when writing to a superior or the head of a company. It is more objective,
dispassionate, and factual. People with whom you have developed a more personal relationship than
friends and relatives should use the informal register, which has a more casual tone. Because there
is an intimate link between the speaker and the listener or the writer and the reader, this form of
writing can be emotional at times.
● Legalese or legal language
o It is highly characterized by archaic expressions, technical jargon intrinsic only to the
community of legal professionals, embedded structures, nominalizations, passive voice, and
long, kilometric sentences that are not the features of textese or language of texts.

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 ● Textese language

· The usage of abbreviations, acronyms, slang phrases, and idioms in SMS or textese language, on
the other hand, is the polar opposite.

· This is because texting used to be much easier and faster because messages were limited to a
particular number of characters/spaces.

· However, poor vocabulary and context knowledge might lead to misinterpretation and confusion in
text messaging.

· As a result, greater caution should be used when reading text messages.

Activity 1: Use the following questions to assess your comprehension of the material:

1. How do formal and informal registers influence one's ability to communicate? What effect do they have on
one's writing style?

2. What are some other situations in which formal and informal registers are used? Why do you believe that?

3. Are there any additional registers that are equivalent to legalese and textese? What distinguishes them
from one another?

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Activity 2: With a seatmate, analyze each utterance – its meaning, context, and register. Fill in the table with
your answers (adapted from Madrunio & Martin, 2018).

● Just a sec, please!

● Could you just wait for a moment? I'm just going to phone her.
● I apologize. I do not mean to hurt you.
● So sorry for my mistake.
● Am not interested in your party.
● I can't make it to your party. I'll make it up next time.
● Good morning, Mr. Alcaraz!
● Hello, Sir Alcaraz!
● Our sincerest congratulations on your forthcoming promotion!
● Congrats! You made it!

MEANING CONTEXT OF THE SITUATION REGISTER (FORMAL OR INFORMAL)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

I am proud of the way you worked in this lesson. I hope you learned
a lot. Your next lesson will be about exploring texts that reflect
different cultures. Another round of learning! Enjoy!

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 Lesson 6
Exploring Texts Reflecting Different Cultures

Learning Outcomes:
● Show that you grasp the significance of cultural circumstances in the communication process;
● Analyze texts that reflect varied cultures and practices; and
● Appreciate various cultural identities and differences.

Introduction
Hello! Welcome to Module 2 Lesson 6. In this lesson, you will know varieties of English and do nice activities
regarding these varieties in terms of pronunciation, vocabulary, idioms, and registers. I hope you will learn
and enjoy a lot.

Activity
Observe how a foreigner pronounces some English words. Compare his/her pronunciation with yours. What
similarities and differences can you note?

It is unavoidable that we will come into contact with people from other cultures. When speaking with them,
list at least three ways to avoid miscommunication or misinterpretation of thoughts.

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CULTURAL TEXTS

● Pronunciation is one of the causes of miscommunication; speakers of different variations of English

have different ways of pronouncing phrases due to phonological variances.
● According to Kachru and Nelson (2006, as cited in Madrunio & Martin, 2018), most Outer- and
Expanding-Circle varieties have differences in pronunciation from Inner-Circle varieties, similar to
those found between regional dialects within Inner-Circle varieties, which could lead to grammatical
consequences affecting comprehension.
● For example, a trait recognized among Singaporean and Malaysian English speakers is the
simplification of final consonant clusters, such as (lef) for left and (pick) for picked. This is also true
in Philippine English, where different pronunciations lead to different interpretations.
● Miscommunication is likely to occur if someone says "hit it" instead of "heat it," or "she ass" instead
of "she asks."
● Every vowel in Philippine languages is pronounced with a complete, unique sound. Filipinos
pronounce things as they are written or spelled out, resulting in syllable-timed pronunciation rather
than stress-timed pronunciation.
● Americans, on the other hand, mix syllables or even drop some sounds, shortening the syllables.
● Here are a few examples of how this functionality can be used (based on Madrunio and Martin,
2018):
o American English: Gotcha!
o Philippine English: Got you!
▪ American English: Whatche say?
▪ Philippine English: What did she say?
● American English: Wherd yu go?
● Philippine English: Where did you go?
❖ American English: Ja hitit?
❖ Philippine English: Did you hit it?
✔ American English: Can I getche adrink?
✔ Philippine English: Can I get you a drink?
● A cultural barrier is more than just a difference in languages. It could also take the form of a cultural
practice or even a physical act.
● The thumbs-up gesture, for example, is used to indicate approval in English-speaking countries and
even in the Philippines. Other countries, such as Greece and Italy, as well as areas of the Middle
East, deem it objectionable.
● Similarly, in many Western cultures, forming a circle with one's thumb and fingers is considered
acceptable, but not in Japan. It is seen as a symbol of wealth, as well as a threat in various Arab
societies.

FORMAL AND INFORMAL LANGUAGE

● In different scenarios, different registers are employed.

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 ● Whether you use formal or casual language depends on the aim of your communication and the
relationship you have with the listeners/readers.
● When a teenager offers you a seat in the gymnasium, you express your gratitude by saying, "Thanks
for the seat." If you're at an academic conference and an organizer offers you a seat, you should
say, "Thank you very much, Sir or Ma'am."
● Use common, conversational language when speaking spontaneously on a certain topic. If you're
giving a lecture at a conference, though, your language should be official.
● When writing a speech with the objective of enlightening your audience about climate change,
professional language is expected; yet, if your speech is intended to entertain your listeners on a
light topic, your language should be informal.

Activity 1. Here are two instances of English dialects that emphasize pronunciation. Sort them into the
appropriate categories and place them in the appropriate columns (adapted from Madrunio & Martin, 2018).

a. eleMENtary vs. elemenTAry

b. istreet vs. street (street)

c. brids vs. bridge (bridge)

d. ass vs. asks (asks)

e. thought vs. tot (thought)

f. closez vs. closes (closes)

g. dat vs. that (that)

h. tin vs. thin (thin)

i. measure vs. measure (measure)

j. chip vs. cheap (cheap)

AMERICAN ENGLISH PHILIPPINE ENGLISH

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 Activity 2. Fill in the table below with your companion. Assess the communication situation, the type of
relationship between the speaker and the listener, and the language used (adapted from Madrunio & Martin,
2018).

RELATIONSHIP
COMMUNICATION BETWEEN THE LANGUAGE
SITUATION SPEAKER AND USED
LISTENER
1. Oops, sorry!
2. I am very pleased
to meet you, Sir.
3. Let’s go to the gig!
4. Hello, I’m Dina!
5. Would you mind
getting me a drink?

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6. I said: “Leave me
alone!”
7. I need some time
to reflect.
8. I apologize for my
mistake.
9. Shall we go now?
10. Give it to me!

Activity 3: Below are examples of two varieties of English that focus on expressions. Classify them
accordingly and type them under the correct column. Note that both varieties use some terms from the list
(adapted from Madrunio & Martin, 2018).

1. underground economy vs. black economy

2. counterclockwise vs. anticlockwise

3. current account vs. checking account

4. housing development vs. housing estate

5. elementary school vs. junior school

6. labor union vs. trade union

7. expiry date vs. expiration date

8. rubbish vs. garbage

9. parentheses vs. brackets

10. drink driving vs. drunk driving

11. driving licence vs. driver's license

12. fortnight vs. two weeks

13. raincoat vs. mackintosh

14. third-party insurance vs. liability insurance

15. whisky vs. whiskey

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AMERICAN ENGLISH BRITISH ENGLISH
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Activity 4: Below are examples of two varieties of English that focus on idioms. Sort them into the appropriate
categories and place them in the appropriate columns (adapted from Madrunio & Martin, 2018).

1. a home from home vs. a home away from home

2. knock on wood vs. touch wood

3. a drop in the bucket vs. a drop in the ocean

4. take it with a pinch of salt vs. take it with a grain of salt

5. a new lease of life vs. a new lease on life

AMERICAN ENGLISH BRITISH ENGLISH

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1.

2.

3.

4.

5.

Good work! At this point, we will be leaving Module 2 and proceed to

Module 3. Module 3 consists of three lessons only. I know you
cannot wait to go to the next. So let us say "goodbye to Module 2"
and "hello to Module 3."

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 MODULE 3
COMMUNICATION FOR VARIOUS PURPOSES

MODULE OBJECTIVES/OUTCOMES:

1. Deliver the introduction, body, and conclusion of your oral presentation effectively to create
lasting impressions;
2. Employ vocal and physical factors, eye contact, and presentation aids for effective delivery;
3. Critique an oral presentation.
4. Explain the role of communication for development and social change;
5. Analyze the intent, purpose, type, and means of a public information campaign in developing
messages;
6. Assess the role and value of communication for advocacy;
7. Apply successful procedures in developing public information and advocacy campaign.

Lessons:

Lesson 1- The Oral Presentation

Lesson 2- Communication for Information and Advocacy Purposes
Lesson 3 - Written Modes of Professional Communication: Business Letter
Lesson 4 - Written Modes of Professional Communication: Memo
Lesson 5 - Written Modes of Professional Communication: Minutes of Meeting
Lesson 6 - Written Modes of Professional Communication: Business Proposal

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 Lesson 1
The Oral Presentation

Learning Outcomes:
1. Deliver the introduction, body, and conclusion of [JD3] your oral presentation effectively to create lasting
impressions;
2. Employ vocal and physical factors, eye contact, and presentation aids for effective delivery; and
3. Critique an oral presentation.

Introduction
Hello! Welcome to Module 3 Lesson 1. You will learn how to give an oral presentation that leaves a lasting
impression in this session. One of the common fears of people is speaking in front of people. However, if you
are well-prepared and knowledgeable about effective oral speech principles, you will notice stage fright is
lessened.

Activity
View any of the oral presentations or TED talks on ted.com. How effective was the speaker in making the
oral presentation?

1. Based on your observations of other speakers or your own experience, what does it take to deliver an oral
presentation effectively?

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2. Why do you think it is important to analyze the audience and know about the logistics involved when
making an oral presentation?

PREPARING A SPEECH OR ORAL REPORT

To deliver an excellent speech and be a competent public speaker, consider the following:

1. Audience

· Understand the demographics of your audience. It's crucial to understand who will listen to you,
including their age, gender, educational background, religion, socioeconomic level, and interests.
Also, determine how well-informed the audience is on the subject. To minimize confusion and
misunderstanding, avoid discussing things that are at contrast with their beliefs and habits.

· Further, you can introduce new things for them to learn and not simply repeat things that they may
have already learned from previous speakers.

· Understand how to read your audience members' posture and gestures, as these will indicate the
type of audience they are.

· Prepare to deal with a variety of audiences, including questioners, hecklers, disrupters,

antagonistic, or unresponsive/bored audiences.

· Know how to handle any unpleasant occurrence or conflict with your audience and remain in
command at all times.

2. Logistics

· Knowing who is organizing the event is something that every speaker should know. Know who will
be speaking before and after you, as well as who will be introducing you. You'll be able to connect
the earlier presentation to your own, resulting in a more cohesive presentation. You might even give
the audience a hint as to what the topic of the next talk will be.

a. Venue

· The location of the lights and, if you have movable visual aids, where they should be placed,
are equally crucial.

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 · As a speaker, you need also to know how to position yourself and move in front of the
audience to capture their attention.

· When speaking, remember to improve your posture and eliminate poor habits.

· As you give your visual assistance, don't restrict their view.

· Avoid standing on one leg exclusively to maintain a balanced posture.

· Leaning on anything that will support your weight is not a good idea, but this posture gives
a sense of insecurity and lack of power.

b. Facilities

· Inquire ahead of time about the equipment accessible to you, as these should be
compatible with the presenting aids you'll be using.

· Find a means to get a projector if one isn't available, especially if your visual aids are
complicated.

· Know how to troubleshoot any electrical or technical issues you may face.

3. Content of Report/Speech/Lecture

· Since you've been invited to speak, the organizers may have chosen you based on your
reputation as a powerful orator.

· If the event's goal is to educate, such as during a convention, conference, or training

session, it's expected that you'll be able to give fresh information.

· If you want to entertain, make your speech bright, entertaining, and vibrant; if you want to
persuade, make your presentation sound persuasive enough.

· Note that any communicative event may have more than one purpose, but there is always
a more dominant one.

How do you get ready for the big day? Here are some suggestions for you:

1. Read a lot.

· Conduct research on the topic you were given; in today's fast-paced world, there are bound
to be new advances in the sector. As a speaker, you should read a lot to stay on top of these
new advances.

2. Prepare your oral presentation with an introduction, body, and conclusion.

· To open and close your presentations, you can use a variety of techniques:

a. beginning with a question;

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 b. using a quotation;

c. recounting an anecdote or a narrative;

d. singing a line from a song;

e. presenting data.

· The technique you'll use should be appropriate for the topic you'll be presenting. You can't
sing a pleasant song if the subject is a tragic incident, for example.

· Keep in mind that the opening and conclusion will have a lasting impact on your audience.

· In the body of your presentation, stress the important arguments you want to make and
use supporting statements to further illustrate your core claims.

· Arrange your thoughts in a logical order so that your audience can simply follow along with
your speech. This can be accomplished by using transitional or cohesive methods to bring
your notion together.

3. Rehearse your speech.

· Do this by practicing aloud and getting the feedback of those who will act as your audience
during the rehearsal stage.

· You may invite your family or friends to listen to you while rehearsing.

· Their comments and suggestions can be useful for you to improve your presentation before
the "big day."

· For the introduction, use gambits such as:

o I would like to talk about…

o I believe that the topic is…

o Let me relate a…

· For the conclusion, use gambits or expressions such as:

o Summing up the points I discussed earlier…

o To summarize…

o In conclusion…

o To conclude…

o Finally, …

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 o To end my talk or speech…

· Then restate the highlights you mentioned.

· You may also challenge the listeners to act on the ideas you presented if the purpose of
the oral presentation is to convince or persuade.

4. Use technology.

· In today's world, the majority of speakers rely on technology.

· Technology forms part of their audio and visual aids.

· Through these tools, listeners can easily follow the discussion because they hear and see
the presentation's highlights.

· A disadvantage, however, is that some speakers rely on their visuals that when technical
problems arise, they are caught off-guarded, and their presentation goes awry.

· Technology tools should be used sparingly. Visual should be utilized only to enhance your
presentations. Thus, do not copy and paste on the slides what you are to say and then simply
read them verbatim. It is important that you only use keywords in your slide presentations.

· Pictures that will represent a concept are also encouraged. The same is true with graphs,
tables, charts, maps, quotes, and important passages and sayings.

DELIVERING THE REPORT/SPEECH/TALK

· When you deliver your report, speech, or talk, make use of both the verbal and non-verbal code.
Effective communication calls for the blending of the two codes. These two are always linked
together.

1. Paralinguistic Cues

· Face expression, posture, gesture, and movement are all included in this category, with
the eyes and eye-to-eye contact being particularly crucial for facial expression.

· There is a proverb that says, "The eyes are the windows to the soul." This means that by
establishing eye contact or through gazing, one can detect a person's emotional state.

· For example, it is difficult to hide your real emotions and fake your feelings when people
look straight into your eyes. When you are happy, your eyes become bigger without you
being conscious about it. When you're unhappy, worried, or anxious, you furrow your brows
and make your eyes smaller.

· Speakers' posture, on the other hand, refers to their position during the presentation. How
they hold themselves will reveal whether or not they have credibility.

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 · Speakers portray an air of confidence as they convey their messages to capture the
attention of the audience and persuade people to join their side.

· So, how do you maintain proper posture? Simply stand comfortably with one foot over the
other, with your feet at least six to eight inches apart. Your weight should also be distributed
evenly on the balls of your feet, with your hands hanging freely at your sides. Check to see
if you're happy with the way you're standing.

· Another key factor is the use of gestures in speeches and reports. Speakers who use
gestures in their speeches or reports are more persuasive than those who do not.

· Gestures are used to emphasize a point; however, they should only be used for significant
topics, as they can become distracting if used frequently. Gestures abound, therefore a
speaker should know how to mix them up.

· There is, at long last, movement. While some portions of the body, such as the hand and
arm, make gestures, the entire body moves (e.g., movement of the head, shoulder, feet,
etc.). Swaying one's body from left to right, side to side, front to back, or to pace from one
side of the stage/platform to the other, can be exhibiting a negative non-verbal cue.

· A speaker should know how to move on stage not to be distracting to the audience.

· It is to be noted that while dress or attire is not considered as a paralinguistic cue, it is still
classified as non-verbal.

· One way to attract the attention of the audience is by dressing up properly. As a speaker,
you should look good and pleasing to the eyes of the listeners. Dress correctly, but not
excessively so, as this may cause a disconnect between you and the audience.

· It would help if you were well-groomed with your hair neatly combed and your shoes well-
polished.

· Pieces of jewelry or fashion accessories should also be used conservatively.

2. Prosodic Features

· When giving a presentation, there are a few things to keep in mind.

· When you speak, try to make your message as plain as possible by using sensible and
understandable pronunciation.

· You must clearly express the sounds by paying attention to how you should move your lips
and tongue.

· Assimilation is a part of articulation. It refers to mixing the last sound of a previous word
with the first sound of the next word. Consider the following:

· To each his own

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 To eachizown

· The splendor in the grass

Thus splendor in the grass

· The pros and cons

The prosed cons

· For a while
Fora while

· Finally, prosodic elements like as intonation, tone, stress, and rhythm are important for
effective communication.

· Pauses between phrases and sentences are also prosodic elements.

· While it is hard to copy or sound exactly like Americans or British people who use English
as their first language, strive to come close.

· If your listeners can't understand what you're saying because you're speaking too quickly,
calm down.

PRESENTING IN GROUPS

· When doing a group presentation, everyone should work together as a team and not compete.

· Keep the following suggestions in mind as you prepare your presentation:

1. Assign each group member a specific assignment.

2. Distribute the work reasonably. Each person should be aware of his or her designated role as well
as the time allotted to them.

3. Create a plan for how you'll start and end your group presentation.

4. Prepare your audio-visual aids to keep the audience's attention and pique their interest.

5. Do your practice. Then develop a schedule that is acceptable to the team and allows you to
rehearse as a group.

6. Get input from your teammates on how you can enhance your presentation, as well as the group's
overall presentation.

7. As individuals and as a group, consider what questions might arise following the presentation. If
you can't come up with an answer, ask your groupmates for help.

8. During question time, as individual and group presenters, effectively react to inquiries. If no one in
the group knows the solution, be honest and admit that you will take the time to look into it.

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GETTING RID OF ANXIETY OR STAGE FEAR

· When giving small and large speeches, many presenters grow anxious. This is very normal.
Nervousness demonstrates that you are concerned about your presentation. You're worried about
whether or not your talk will be remembered by the audience.

· It's important to remember that if you want to provide great performance, you'll need a little anxious
tension.

· In the beginning, you may experience anxiety, but as you go along with your presentation, your
nervous tension will ease up.

· Eugene White and Claire Henderlinder (1956, as cited in Madrunio & Martin) stated, "We do not fear
the process of speaking as such but a negative response from the listeners."

● You can overcome stage fright in a variety of ways. One option is to thoroughly prepare for your
presentation. It is critical that you are knowledgeable about the subject and that you know more
than your audience.

● Practice is another option. You will gain confidence as you practice or rehearse more.

Activity 1: Public Speaking Games and Activities to Try as adapted from Allison (2018)

Public speaking is a skill that, like any other, requires practice to master. However, if you're like most people,
you probably don't have a room full of people in front of whom you can talk every day. But don't let that deter
you from practicing.

There are a ton of games and activities you can take advantage of that'll help you hone your chops and
become the best presenter you can be without the need for a formal audience.

1. Learn from the Pros

Look online for speeches that are widely accepted as exceptional. The all-time most popular TED Talks are
a terrific place to start. Pick a talk that you're interested in and watch it through a critical lens. Analyze the
speaker's narrative structure, what makes their delivery effective, how their visuals enhance their talk, and
other components that make their speech extraordinary.

2. 30 Seconds Filler-Free

Filler words like "uh," "um," and "y'know" make your speech more difficult to follow and make you appear less
prepared and authoritative. For this practice, videotape yourself giving a 30-second presentation on any topic,

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making sure to leave out all filler words. Start afresh and try again if you use a filler word. Do this exercise
ten times, filler-free.

3. One Minute Off-the-Cuff

For this exercise, you'll set a timer on your phone for one minute and record yourself giving an impromptu
speech on any topic that interests you. The only rule is that you can't prepare for it in any way. This is
designed to get you more comfortable speaking off-the-cuff and minimize the anxiety that comes from being
afraid you won't have anything to say.

4. Narrate a Photo Story

Storytelling is essential for captivating your audience and ensuring that they remember what you're saying.
Find an interesting photo online and record yourself telling a story about it to practice constructing narratives.
Discuss the backstory, who the characters are, their dreams, motivations, and everything else that will help
you tell a captivating story about them.

5. Make Up a Definition

No matter what your presentation is about, you should always seem like you have authority over the topic.
For this exercise, choose a word you don't know the definition of and record yourself saying, with authority,
what you think it means. Pay attention to how you can use your voice and intonations to have more command
and seem more authoritative.

6. Q&A with an Expert

You'll need to find a friend for this one. Choose a topic or job that you don't know much about. Ask your friend
to interview you about it and answer their questions as though you're a well-informed expert. This will help
you with both your delivery and authority.

7. Gush About Something You Don't Love

Enthusiasm is contagious. If you want your audience to be excited about your topic, you need to show
enthusiasm. Choose something you're indifferent about, say, a kitchen utensil, and practice speaking about
it enthusiastically. Use your voice, emphasis, and body language to make it seem like the most exciting thing
in the universe.

8. Make a Commercial

Because presentations are all about persuading and selling a concept, you should hone your sales and
persuasive skills to be the best you can be. Make a one-minute commercial about something you have in
your house. Record yourself explaining what makes it unique, how it can improve people's lives, and why
everyone should have it in their possession.

9. Where Did That Name Come from?

This is another exercise that'll make you a better storyteller on stage. Choose an object from your home,
such as a stapler, and tell a story about how it got its name. The idea here isn't to be accurate, so by all

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means, make something up; this is just to get you in the habit of finding and developing interesting stories
from anything.

Activity 2: Choose one from any of the topics below, and make a seven-minute video or PowerPoint
presentation. This presentation should be done effectively, meaning slides and other visual materials should
not be simply read:

1. The laziness of Filipinos

2. Animals also have their rights

3. An organ donor saves lives

4. The Philippines is a rich country

5. Cyber-bullying and stalking must be stopped

Please be guided by the number of slides (no more than 7 slides) allowed for a 7-minute presentation, nor
more than 7 slides, and make sure they are properly designed for a presentation. Observe the number of
lines per slide and the font size of the text. You have to rehearse in preparation for your presentation.

Write the introduction using any of the following techniques as an opening or a beginning of your speech:

1. startling statement

2. question

3. statistics

Then, write the body of your speech:

Finally, write the conclusion using any of the following techniques:

1. quotation

2. anecdote, story, illustration

3. a challenging statement

INTRODUCTION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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BODY OF THE SPEECH:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ACTIVITY 3: Assess the oral presentation of your classmates using the chart below (Mohan et al., 2008, as
cited in Madrunio & Martin, 2018).

ORAL PRESENTATION EVALUATION CHART

SPEAKER:
TOPIC:

EVALUATOR:

GENERAL EVALUATION 1 PT. – 3 PTS.

A. CONTENT 1. WELL-CHOSEN, INTERESTING MATERIAL
2. CLEAR, DEFINITE PURPOSE AND THEME
3. CAREFUL SELECTION OF DETAILS
B. ORGANIZATION 1. ATTENTION-GETTING INTRODUCTION
2. LOGICAL ARRANGEMENT OF IDEAS
3. EFFECTIVE CONCLUSION
C. DELIVERY 1. MENTAL, PHYSICAL, SOCIAL POISE
2. EFFECTIVE VISUAL AIDS

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 3. CLEAR, DISTINCT SPEECH
4. EFFECTIVE AUDIENCE CONTACT
5. MEANINGFUL GESTURES
6. APPROPRIATE ATTIRE
D. POWERPOINT PRESENTATION 1. PROPERLY DESIGNED

2. READABILITY
3. CREATIVITY
TOTAL: 45 PTS.

Nice going, dear students. For our next topic, you will be using your
knowledge about the principles of an effective oral presentation to
come up with an information and advocacy campaign. Are you
excited? I hope so.

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 Lesson 2
Communication for Information and Advocacy Purposes

Objectives:
1. Explain the role of communication for development and social change;
2. Analyze the intent, purpose, type, and means of a public information campaign in developing messages;
3. Assess the role and value of communication for advocacy; and
4. Apply successful procedures in developing public information and advocacy campaign.

Introduction

Hello! Welcome to Module 3 Lesson 2. You and your group will create your public information and advocacy
campaign in this session. Of course, the lesson contains the procedures on how to make such a campaign.
So, fasten your seatbelt and enjoy the ride.

Activity
Watch a video from YouTube.com. Kindly click the link of that video to access it -
https://www.youtube.com/watch?v=qoY1Ks7YUB8. This is the story of a man who plants a tree in the same
spot every day, and the world is awestruck by the results 37 years later.

After watching the video, answer the following questions:

1. What has driven the man to plant trees? Cite the problems seen in the video.

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2. What was the amazing result of the planting of trees?

3. If the man were to conduct a public information campaign, what messages can he give to the people?

4. What is the advocacy of the man who planted a tree in the same place every day for 37 years?

5. Think of some small deeds that you can do today to bring amazing results to your community.

(Note: The material for this lesson is primarily based on a book by Ronald M. Henson entitled "Purposive
Communication: Crafting Messages with Intentions", published by C and E Publishing, Inc. in 2018.)

Communication for Development and Social Change

● Public information campaigns are anchored on the idea of progress and development.
● Communication has become a vital tool in social development, particularly in applying the principles
of communication to bring about positive social change (Quebrel, 1972, as cited in Henson, 2018).
● Nora C. Quebral defines development communication as the art and science of human
communication linked to a society's planned transformation from poverty to progress. This can be
achieved through information dissemination, education, and advocacy.
● According to Kumar (2011, as cited in Henson, 2018), development communication is done with a
social conscience, transforming the roles of humans to enact social change and achieve a higher
quality of values for a better life.

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 ● The process of achieving social change is initiated by identifying and recognizing problems, followed
by clarifying the perception of the root causes of a problem and trying to come up with possible
solutions through a dialogue process.
● Hence, communication for social change makes us of community dialogues and collective action to
achieve the well-being and welfare of a community.
● Problems that can be resolved through public information or communication campaigns may center
on malnutrition, environmental degradation, crimes, and public health, among others.
● These forms of public communication campaigns seek to push people to be socially aware.
● The dynamic developments of media and communication environments in developing countries have
substantially increased communication for development (Ministry of Foreign Affairs of Denmark,
2007, as cited in Henson, 2018).
● Radio and television shows play a pivotal role among different communities. New communication
technologies, particularly the internet, mobile phones, and other gadgets, have transformed
communication patterns that have proved effective in social development.
● Among the applications of developmental communication are the collective exchange of information,
knowledge, ideas, and values within communities, promotion of citizens' participation, and
community empowerment.
● These are essential in upholding advocacies in support of specific plans, programs, policies, and
reforms for social change headed by policy-makers and thought leaders.

PUBLIC INFORMATION CAMPAIGN

● A public information campaign can be broadly defined as a purposive attempt to inform, persuade,
or motivate changes in behavior, in a relatively well-defined audience, for non-commercial benefits,
within a given period, through the use of mass media and, more recently, social media,
complemented by interpersonal communication strategies (Rogers & Storey, 1987, as cited in
Henson, 2018).
● Public information campaigns have become the instrument of change in influencing public opinion
and decision-making at the societal level.
● The essence of public information campaigns is rooted in the dynamics of public service, which deal
with specific issues generally supported by an array of stakeholders (Paisley, 2001, as cited in
Henson, 2018).
● The common components of a public information campaign in a conceptual dimension are (Paisley,
1998, as cited in Henson, 2018):

1. objectives and methods which emphasize social control strategies to achieve certain objectives;

2. strategies in how a campaign is perceived;

3. individual or collective benefits which emphasize social changes or outcomes;

4. first party and second party entitlement when the campaign sources have a primary stake on the
issue; and

5. type of stakeholders, whether the primary campaign sponsors and actors are associations,
government institutions, foundations, or private companies. They all affect the public agenda.

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 ● Public information campaigns aim to inform, educate, and communicate a given subject through
various media channels to various audiences, affecting their social awareness, attitudes, and
behavior.
● The purposes of public information campaigns are to increase public awareness, increase the target
audience's involvement, and enhance public thought and behavior.
● These purposes can be seen in the poster of the Philippine National Police (PNP) information
campaign on how to report crimes.

Figure 16: Sample of a PNP information campaign poster

● This public information effort provides a participatory approach in helping solve the needs and
problems of the public, clarifying misunderstandings, and mobilizing thought leaders in the
community.
● The target of public information campaigns is to help knit together a vital network of organizations in
building public and private support.
● Generally, there are two types of public information campaigns, individual behavior change and
public will campaigns (Henry and Rivera, 1998, as cited in Henson, 2018).

1. Individual behavior change campaign seeks to change individual behavior that causes social
problems. It focuses on the well-being of an individual, like in campaigns that teach individuals scrap-
recycling for added income.

2. A public will campaign aims to mobilize people for collective action to effect social change. An
example would be the campaign to stop violence against women.

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 ● Here are some differences between the two types based on different criteria:

CAMPAIGN
INDIVIDUAL BEHAVIOR CHANGE PUBLIC WILL
TYPE/GOAL

Objectives ● Influence people's perceptions ● Increase awareness of a

of activity and its repercussions problem and its importance;
by influencing their ideas and ● influence perceptions of
knowledge about it. social issues and who is held
● Affect pro-behavior attitudes; accountable;
Affect perceived social ● increase understanding of
standards on the acceptability of solutions depending on who
activity among one's peers is held accountable
● Induce behavior change by ● Influence the criteria used to
affecting intentions to do the evaluate policies and
behavior (if accompanied by policymakers
supportive program ● Assist in determining what is
components) feasible in terms of service
implementation and public
finance
● Engage and motivate
constituencies to action
● Target ● Population segments that need ● Various segments of the
audience to change their habits general people will be
enlisted.
● Strategies ● Social marketing ● Media advocacy, community
organizing, and mobilizing
● Media vehicles ● Print, television, radio, and ● Print, television, radio, and
electronic advertising; public electronic advertising are all
service/affairs programs examples of news media.

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 ● Examples ● Anti-smoking, condom use, ● Quality child care, afterschool
drunk driving, seat belt use, and programming, and health-
parenting are all issues that care policy are all things that
need to be addressed. need to be supported.

● According to Clavel (1991), the functions of public information are as follows:

1. informative function – awareness and knowledge of government programs;

2. instructive function – ideas on new techniques and innovation for adoption;

3. regulative function – compel people to observe laws and procedures;

4. integrative function – achieve unity and harmony; and

5. interactive function – sustain the exchange of information, public views, and comments.

● In general, a campaign aims to achieve one or more of the following:

1. increase the salience of a particular risk-taking behavior by attracting community attention;

2. raise knowledge and awareness;

3. achieve changes in behavioral intent;

4. achieve changes in social norms;

5. sustain safer behaviors among the people, and

6. achieve attitudinal changes among the broader community (Shanahan et al., 2000)

MAKING A SUCCESSFUL CAMPAIGN

● Effective public information and advocacy campaign have four essential stages or components:

1. Assessment – looking at what has been done by the campaign and what can be achieved in the
future

2. Creation – putting together the good components needed for the campaign

3. Implementation – actual execution of the campaign in the target setting

4. Evaluation – looking at what has been achieved and analyzing the results

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SAMPLE ADVOCACY PLAN: PAPERLESS COMMUNICATION

A paperless office (also known as a paper-free office) is a workplace where the usage of paper has been
abolished or drastically reduced. Digitization, the act of transforming documents and other papers into digital
form, is used to accomplish this. Going paperless can benefit the environment while also saving money,
increasing productivity, saving space, making paperwork and information sharing easier, and keeping
personal information private. The approach can also be used for communications outside of the office.

The phrase "paperless world" was coined by a publicist to depict the office of the future. It was aided by the
widespread availability of video display computer terminals such as the IBM 2260 in 1964. In a 1975 Business
Week article, an early forecast of the paperless office was made.

For everyday chores like record-keeping and bookkeeping, the notion was that office automation would
eliminate the need for paper. With the arrival of the personal computer, it rose to prominence. While the
prediction of a computer on every desk proved to be accurate, the "paperless office" did not. Improvements
in printers and photocopiers made bulk document reproduction considerably easier, causing the global use
of office paper to more than double between 1980 and 2000. This was attributed to the increased ease of
document production and widespread use of electronic communication, which resulted in users receiving
vast amounts of papers, many of which were printed. Young people are believed to be less inclined to print
out documents and more inclined to read them on a full-color interactive display screen.

The average office worker generates about two pounds of paper and paperboard products every day,
according to the US Environmental Protection Agency. Micronet, Inc., a manufacturer of automated office
technology, coined the phrase "The Paperless Office" in 1978.

OBJECTIVE

This campaign targets to address an environmental issue that causes pollution and waste management
problems and, by large, forest degradation. This campaign advocates communication within the organization
or company without the use of paper. Companies can do this by using communication technology that
enables people to communicate with each other through electronic messaging, emails, videoconferencing,
and the like.

STAKEHOLDERS/ALLIANCES

This advocacy campaign aims to benefit both the company and its clients, as well as the public. The company
will have the opportunity to save on paper consumption and lessen the waste that they produce. This als o
lessens the burden of employees in handling print materials that need to be distributed within the company
since they can already distribute soft copies instead. As for the clients, having materials electronically sent
instead of manually can help in saving time and energy. It also provides them with easy access and a more
efficient way of storing information.

Although going paperless does not guarantee 0% paper usage that would immediately lessen trees being
cut, it can serve as an initiative for people to be more environmentally aware. It benefits everyone because
it can help in shaping the public attitude towards pollution and waste management.

A potential alliance could be made with institutions and organizations that also advocate for the betterment
of the environment. Support and alliances would greatly contribute to the success of the campaign.

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RESOURCES

Presently, all the resources needed to engage in paperless communication are already available. With the
advent of today's technology, computers, mobile phones, videophones, intercoms, and the internet can serve
as channels that can facilitate paperless communication. Companies can tie up with organizations that offer
products and services able to promote paperless communication.

APPEAL

To effectively impart the intended message to the target audience, the campaign combines logical and
emotional approaches. Various facts relevant to the issue of paperless communication, such as statistics
regarding papers used by companies and other similar data, can be used to justify the need for this particular
advocacy campaign.

These pieces of information would be an appeal to the audience to participate in addressing the
environmental aspects of the issue. With the slogan, "Paperless Communication – Exploring the
Possibilities," the campaign will remind companies that reducing waste and contributing to lessening pollution
is part of their social responsibility.

CHANNEL/MEDIA

The slogan "Paperless Communication – Exploring the Possibilities" will be an important component in
creating and utilizing media for the campaign, for it carries the main rationale of the campaign.

● Posters – it will contain the campaign slogan together with facts and figures relevant to the campaign.
These will be posted in places near companies to catch their attention and create awareness.
● Internet advertisements – most companies monitor events through the internet. It is important to take
this opportunity to make use of online advertisements to increase the campaign's credibility and
ensure greater chances of being picked up by companies.
● Dialogues - would be in the form of company-hopping where companies and their members would
be encouraged to cooperate in the campaign. This will give them a chance to ask questions and
know more about the campaign.

RECOMMENDATIONS

Since the world is at the height of technological advancements, companies should take advantage of the
opportunities that the internet, through computers and devices (e.g., e-mail, text messaging, video
telephone), have to offer in lessening the use of paper. Developments in telecommunications have sped up
the flow of data and information within corporations. Emails, voice and video messages, video conferencing,
and electronic bulletin boards that can be accessed and facilitated through devices may help become more
environmentally aware in lessening paper use.

Paperless communication need not be limited to interactive electronic media. It also encourages face-to-face
interaction. Actual and physical forms of communication can permit direct experience, multiple information
cues, immediate feedback, and personal focus.

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Networking is the process of linking together groups and departments within or among organizations to be
able to share information resources such as databases. Once this is achieved, employees can have easy
access to information while coordination across departments and divisions is facilitated.

Activities apr may jun jul aug sep oct nov dec jan feb Mar
Posters ● ● ●

Company tours ● ● ● ● ● ●

Internet ● ● ● ● ● ● ● ●

advertisements

BUDGET

Company sponsor total

Personnel
Project Director P15,000 P20,000 P35,000
Research Assistant P 8,000 P12,000 P20,000
Creative Arts Director P10,000 P15,000 P 5,000
Creative Arts Staff P 7,000 P10,000 P17,000
Project Associate P150,000 P300,000 P450,000
(computer companies
for online ads)

subtotal P190,000 P375,000 P547,000

materials and supplies

paper (for posters) P 300 P 500 P 800
supplies P 200 P 350 P 550

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subtotal P 500 P 850 P 1,350

indirect cost
(50% of total direct cost)
Personnel P 35,000 P 28,500 P123,500
Materials and supplies P 250 P 425 P 675

Subtotal P 95,250 P 28,925 P124,175

Grand total P285,750 P404,775 P675,525

THE VALUE OF CAMPAIGNS

Two kinds of campaigns:

Criteria of Public Information Campaign Advocacy Campaign
comparison
Purpose To give information for awareness and To give a voice and make a stand or position
social action
Strategy Awareness at cognitive level; or social Perception on issues supported by beliefs,
action at the conative level attitudes at the affective level
Type of campaign Individual behavior change Public will
Media tools Mostly mass media Diverse media-mix
Audience General public Vulnerable public with alliances
Mode/stance proactive Reactive

An effective campaign must carry certain attributes that can make it successful:

1. Define the campaign goal – set general goals with specific outcomes

2. Define intended audience – identify and study the characteristic of the group that the campaign will reach

3. Create message – develop messages that will appeal to the intended audience and identify the channels
that are most efficient for the receivers

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4. Pre-test and revise messages – pre-test the materials to find out if they fit the audience's needs, then
revise them.

5. Implement the campaign – follow the steps in planning the campaign from start to finish to ensure efficient
implementation. An assessment would be ideal afterward.

COMMUNICATION FOR ADVOCACY

The following are the different types of advocacy:

1. Self-advocacy – the ability of an individual to recognize his interests, desires, and agency

2. Group-advocacy – people with shared experiences act collectively to influence policy-making and public
opinion

3. Peer advocacy – support within a group of people with similar experiences and disabilities

4. Citizen-advocacy – enabling citizens to have a voice when it comes to public-interest issues

5. Professional advocacy - paid independent advocates pushing forth resolutions for urgent issues

6. Non-instructed advocacy – people with different perspectives and dispositions acting upon something
based on their own volition

Effective advocacy campaigns rest on factors directed to making a stand on certain issues:

1. Strong identity – when a campaign is identifiable with a strong national figure or personality

2. Insightful message – when a campaign attempts to change current resistant mindsets

3. Effective partnership – when a campaign stimulates and encourages community-based activities

4. Strong evidence – convincing arguments of advocacy with strong claims based on comprehensive
research

5. Good public relations – media partnerships in establishing good connections with other organizations

There are ten stages in making a successful advocacy campaign:

1. Conduct advocacy research

2. Formulation of mission, goals, and objectives

3. Programs, Policies, and Practices Design

4. Identification of resources and assets

5. Identification of potential allies and opponents

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6. Identification of targets and agents of change

7. Strategies and tactics

8. Description of the evaluation of the advocacy

9. Implementation

10. Evaluation

Activity 1: Identity what type of public information advocacy (PIC) is demonstrated in campaign titles and
slogans. Type INDIVIDUAL BEHAVIOR CHANGE or PUBLIC WILL before the number.

1. File Your Income Tax Now!

2. Human Rights? What About Animal Rights?

3. Love and Protect the Environment. – There Are No Spare Parts for a Worn-out World

4. Stop Dengue – Clean the Esteros

5. FaMealy Day – Magusap sa Hapag Kainan (Dinner time Conversations with the Family)

6. Buy Filipino First Movement

7. Minors Should Not be Put Behind Bars for Crimes

8. Stop Smoking

9. No Riding Motorcycles in Tandem Unless First of Kin

10. Think Before You Click!

Activity 2: Create an advocacy campaign plan following the prescribed outline, make a PowerPoint
presentation, and report your advocacy campaign plan in class.

1. Problem Identification

a. Policy analysis

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 b. Resource assessment

c. Environmental analysis

2. Advocacy Strategies

a. Background

b. Resources

c. Objectives

d. Expectations

3. Strategic Alliance

a. Key personalities

b. Groups/organizations

c. Networks and Linkages

4. Information Dissemination and Messages Diffusion

a. Creative strategy

b. Media strategy

c. Appeal strategy

5. Social Change Indicators

a. Expected Outputs

Terrific! Keep up the good work. For the next topic of this whole
course, you will be exploring communication in the professional world.

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 Lesson 3
Written modes of professional communication:
Business letters

Learning Outcomes:

1. Discuss the C's of business letters;

2. Differentiate business letters from social letters;
3. Illustrate the different letter styles;
4. Identify the different parts of a business letter; and
5. Write an example of a business letter.

Introduction

Hello! Welcome to your last module and lesson -- Module 3 Lesson 3. In this lesson, you will familiarize
yourself more about business letters.

Activity

A business letter writing course is a fantastic opportunity to get some expository writing practice. The
relevance will be appreciated by the majority of students, resulting in higher levels of engagement. The
assignment must be applied for your class to conclude in a meaningful writing experience. The ten questions
listed below are student-friendly and relatable, which increases the likelihood of lasting learning. Only one
option is available.

● Write a letter to an employer expressing your interest in working for them.

● Write a letter requesting admission to a college.
● Write your parents a letter seeking a gift.
● Request a specific modification at school in a letter to the principal.
● Send a letter to a government official requesting help in modifying legislation.
● Write a letter to a restaurant asking about the addition of a specific dish to the menu.
● Write an author a note describing what you enjoyed about their book.
● Request a change to one of the company's goods in a letter to the company.
● Write a letter to the mayor demanding that your city be changed.
● Send a letter to a theme park demanding that a ride or attraction be changed.

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Many previously unavailable communication materials have become available as a result of technological
advancements. How do these communication materials differ from those that are normally written or created
in terms of format?

GENRES ACROSS PROFESSION

● Different genres are used by different professions. You will see, however, that some communication
materials apply to all professions. They disseminate critical information about a company, an event,
or a person.
● Memoranda, meeting minutes, business letters, and business proposals are examples of
communication materials.
● Furthermore, with the advancement of technology, new types of communication materials are now
employing social media channels such as Facebook, Twitter, and LinkedIn, which are all considered
genres and cut across several professions and fields.

THE C's OF BUSINESS LETTERS (Fernandez, et al., n.d.)

Letters must be written effectively for business transactions to take place. Hence, you must know what it
takes to produce the desired results. A thorough understanding of the C's of letter writing or the properties of
effective business letters is necessary. These C's are as follows:

● Clearness is avoiding ambiguity by using simple and familiar words.

● Consistency is the unity of thought, language, and ideas.
● Completeness is thoroughness through using full words and avoiding the omission of necessary
words and ideas.
● Concreteness is specific words, not generic words.
● Correctness is accuracy by using precise words and editing your letter before sending it.
● Courteousness is politeness by using polite and tactful words.
● Consideration is using kind, not rude, words.
● Character is personality or individuality by using your own words.
● Cheerfulness is friendliness by using smiling and encouraging words.
● Conversational quality is letter talk by conversationally using words.
● Conciseness is achieving brevity by using short words and constructing short sentences by avoiding
the use of unnecessary words.
● Coherence is the sticking together of ideas by using transitional words.

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BUSINESS LETTER AND SOCIAL LETTER (by Fernandez, et al., n.d.)

A written message addressed to a person or a group of people is called a letter. It can come into two types.
They are business letters and social letters. A business letter is used for business purposes like trading and
other trade-related activities and is addressed with a formal tone and style. On the other hand, a social letter
is written to transmit personal thoughts towards someone concerning the writer. Therefore, it is easier and
more conversational in style. Its tone is more informal.

BUSINESS LETTER SOCIAL LETTER

Trade-related activities Transmit personal thoughts
Style (formal and impersonal) Style (informal and personal)
Format (heading, inside address, salutation, body of Formal (heading, salutation, body of the letter,
the letter, complimentary close, and signature and complimentary close, and signature)
other miscellaneous parts)
Purely block, modified block, semi-block, hanging or Indented and semi-block styles
NOMA
Language (business and technical) Language (layman’s language)
Point-of-View (usually in the third person, Point-of-view (usually in the first person or second
sometimes first person or second person) person)
Emotionality (devoid of emotions) Emotionality (emotion-laden)
Objectivity (objective/impartial) Objectivity (subjective, with biases)
Subject/Content (commerce and industry, Subject/content (non-business topics)
business-related subjects)
Tone (serious/heavy) Tone (light/amusing)

Figure 17: The differences between a business letter and a social letter

PARTS OF A BUSINESS LETTER

● The traditional parts of a business letter are:

a. heading

b. inside address

c. salutation

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 d. body

e. complimentary close

f. signature

● In general, a business letter has a specific format. When using plain bond paper, the traditional
heading includes the writer's address as well as the date the note was written.
● A modern header makes use of the company's stationery, which includes the logo, address, phone
number, and other pertinent information. The letter's date of composition is simply stated.
● The inside address, which includes the name of the letter's recipient, his designation or position
within a firm or organization, and the company's address, follow the heading. It's also possible that
the recipient is unconnected to any business or organization. The letter writer simply indicates the
recipient's address in this scenario.
● The greeting or salutation comes next, followed by the body of the letter, which is straightforward,
simple, and focused.
● The body usually consists of three paragraphs, the first of which explains why you're writing. The
second paragraph expands on the information presented in the first, while the last paragraph
highlights the purpose of the letter and offers gratitude to the reader for taking the time to read or
evaluate it.
● The complimentary close comes next, and the signature comes last. The sections and formats of
a business letter are shown in the templates below.

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 Figure 18: Sample business letter with a conventional heading

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 Figure 19: Parts of a business letter

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 ● Keep in mind that the content of your letter must be tailored to the purpose for which it is being
written.
● There are various types of business letters, including application letters, resignation letters,
acceptance letters, follow-up letters, and letters of gratitude.
● Professional e-mails may also be written when applying for jobs or other commercial purposes.
● Remember that you're writing a business e-mail message the same way you're writing any other type
of business correspondence.
● It is critical to always fill up the subject line so that the recipient of the message does not have to
guess what the communication is about.
● Then, after a professional greeting, include the body, closing, and signature in your e-mail.
● Include your full name and contact information, such as your e-mail address and phone number.
● Optional parts of business letters are attention line, subject line, reference initials, enclosures, and
carbon copy notation.

STYLES OF BUSINESS LETTERS

● Full-block

This style shows an imbalance letter. It is also the easiest among styles because no indentions are concerned
at all. All parts of the letter are left-justified. It is considered the most modern of all.

Figure 20: Full block style format

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 ● Semi-block

The heading, date, complimentary close, and signature are placed almost at the end near the right margin.
Every first line of the paragraph is indented five to seven spaces. It uses the close form of punctuation. This
is also the most balanced of all the letters.

Figure 21: Semi-block style format

● Modified-block

The inside address, salutation, and paragraphs are blocked and not indented. The heading, date, and
complimentary close near the center going to the margin. No part is indented. It gives the letter a balanced
appearance.

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 Figure 22: Modified-block style format

● NOMA

It uses the full-block form. But if there is a listing included in the body, five spaces indention from the left
margin is applied except when the items are lettered or numbered. No salutations or complimentary close
are being used in this style. But, it has a subject line written in capital letters. This style was made known by
NOMA or National Office Management Association.

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 Figure 23: NOMA style format

ACTIVITY 1: Identify the correct answer referred to by the statements. Type the answer on the space
provided before the number.

1. It is the style of the letter which is referred to as the most balanced of all. The heading, date, and
complimentary close are written near the center of the margin.
2. This is a type of heading which is used if the sender has nothing to do with any organization.
3. It contains the number name and address of the organization or the individual to whom the letter
is written.
4. It is placed above the salutations. It indicates the names of those for whom the letter is sent.
5. It is the complimentary greeting with which the writer begins his letters. It is written below the
6. It is that part of the letter which contains the message to be converged. It is the most important
part of the letter and usually consists of three to four paragraphs.

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 7. It is usually handwritten and contains the writer's name, status, department, firm, etc. It is placed
just below the complimentary close.
8. It is a property of an effective business letter which refers to using polite and tactful words.
9. Another property of an effective business letter is brevity in constructing sentences.

ACTIVITY 2: Write a formal letter to the proper authority in your school regarding a school system or policy
which you think needs improvement. Use semi-block style.

Excellent! In the next lesson, you will learn about memoranda and
be required to make one. So, see you next time.

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 Lesson 4
WRITTEN MODES OF PROFESSIONALCOMMUNICATION:
MEMORANDUM

Learning Outcomes:

1. Define a memorandum;
2. Identify the parts of a memorandum; and
3. Make a memorandum.

Introduction

Hello! Welcome to Module 3 Lesson 4. In this lesson, you will learn about the memorandum. At the end of
this lesson, you will make a memorandum yourself.

Activity

The Five Ws (Hamel, n.d.)

Take a look at the news piece linked below. Then, underline any language or phrase that responds to or links
to one of the five Ws, which are:

 Who - names of people

 What – events
 When – dates
 Where – locations
 Why - reasons and explanations

This activity will benefit the writer because he should know the most important details expected to be seen in
a memo which are the five Ws of the message namely the who, what, when, where, and why.

News Title: Garcia Decides To Get Herself Vaccinated Against Covid-19 (Sunstar, 2021)

CEBU Gov. Gwendolyn Garcia has decided to get the Covid-19 vaccine, but there is no date for her
inoculation yet.

The governor announced her decision during a press conference at the Capitol on Tuesday, Aug. 3, 2021.

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Garcia said she supports the idea to give incentives to people who are fully vaccinated against the respiratory
disease caused by Sars-CoV-2.

As to the unvaccinated people, Garcia said she would still respect them.

"When I get vaccinated, I will still speak up for the unvaccinated... We should not punish them," she said.

The governor's stance is a departure from that of other leaders who proposed measures to push unvaccinated
people to get the Covid-19 vaccine jabs. Last week, President Rodrigo Duterte announced on national TV
that he wants the Philippine National Police and barangay captains to restrict the movement of people who
refuse vaccines. In Cebu, Lapu-Lapu City Mayor Junard Chan issued an executive order (EO) with a provision
that prohibits unvaccinated individuals from entering public and private markets, department stores,
supermarkets, and grocery stores starting on Aug. 25.

Garcia said an individual has the right to decide what to do with his body.

"It's everyone's constitutional right to decide for his or her own body. It's a choice. And I would defend that
choice," she said.

As to Chan, the first-time mayor has issued a new EO revoking the old EO that contains the controversial
provision.

The new EO sets up the guidelines for the residents, workers, and businesses during the city's modified
enhanced community quarantine from Aug. 1 to Aug. 15.

Chan's old EO caught the attention of Presidential Spokesperson Harry Roque, who said the provision was
untimely as there were still many people who have yet to get vaccinated. The mayor also drew flak from
social media users.

Chan said he intended to get more residents to be vaccinated against Covid-19.

On Monday, Aug. 2, Chan received good news when more than 8,000 individuals were inoculated in six
vaccination sites in Lapu-Lapu City.

As of Monday, 93,188 individuals had been vaccinated—63,628 for the first dose; 29,560 for, the second
dose.

The mayor is encouraging his constituents to avail themselves of the vaccines as the coronavirus' highly
contagious Delta variant has slipped into the city and other parts of Cebu. (ANV, GCM / KAL)

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Why do you think that in a memo, the content must be straight to the point and must only contain important
and relevant information?

The memorandum is another form of communication. The term memo can be used to shorten or abbreviate
the phrase memorandum.
● The memo is a Latin term that means "it must be remembered." It is frequently issued and shared
by persons in mid-level and higher positions in a company.
It is written to remind one's constituents of anything they must do or act on in order to prevent flaws
in the organizational system/process. If you've already made a decision or made a promise, you can
choose to repeat it or not.
● How do you construct an effective memorandum? As in any form of writing, organize your thoughts
very well to achieve clarity in the first instance or at the outset.
● The first part should contain the most important information. Thus, indicate the information you want
and the reason for such by presenting relevant information.
● The succeeding parts may discuss in specific terms that have been indicated in the first part of the
memo.
● Your conclusion should also be clear so that the readers will know what to do after reading it.
● Note that an effective memorandum is written powerfully so that the readers will be convinced to act
upon it.
● Address the memorandum only to those who are concerned.
● Review the memo before releasing it, especially if it contains confidential information.
● Remember that memos, just like any form of writing, can serve as a permanent record in any office
or organization.

PARTS OF THE MEMO (Fernandez, et al., n.d.)

● Letterhead (optional)
o The name of the organization
o The address of the organization

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 o Other relevant details about the company
● Heading
● TO line

o This contains the recipients which can be an individual or several individuals or a group of
people.
● SUBJECT line
o This indicates the overview of the subject matter or message.
● CC line (Optional)
o The name or title of anyone else who will receive a copy, if applicable.
● DATE line

o This contains the date when the memo was written.

● FROM line
o This contains the name of the writer and his professional title.

● Body

o This contains the message. The writer should focus on the facts while explaining their
significance and the accompanying action that should be taken.

Figure 24: A memo with a CC line.

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 Figure 25: A memo without a CC line.

● Sending a memo via electronic mail is acceptable, but you still need to follow the correct format. It is
also better if a memo is sent as an attachment to the e-mail.

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Pretend you are a company supervisor. Make a memo about strict monitoring of employee's attendance,
tardiness, and wearing of uniform. Follow the guided format in writing the memorandum. Type your memo
inside the box.

Wonderful, dear students! You will move on to the next lesson, which
is our second to the last lesson. It is all about writing the minutes of a
meeting.

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 Lesson 5
Written modes of professional communication:
Minutes of the meeting

Learning Outcomes:

1. Identify the process of writing the minutes of a meeting;

2. Enumerate its essential parts; and
3. Make a record of a meeting.

Introduction
Hello! Welcome to Module 3 Lesson 5. In this lesson, you will learn about the Minutes of the Meeting. At the
end of this lesson, you will make minutes of the meeting yourself

Activity
Watch a video clip from youtube.com entitled "Must watch till the end | Great example of
miscommunication." Click this link to access the video: https://www.youtube.com/watch?v=6cj4tHtCtOM. The
purpose of this video is to illustrate the idea that the successful decoding of a message is very important in
a business meeting. In this lesson, you will learn about taking minutes of a meeting, of which correct decoding
of messages is very important.

Give as many reasons as you can as to why we should record the proceedings of a business meeting in an
accurate way.

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 ● Information for this portion is largely taken from a digital module entitled "Technical Writing", written
by Mrs. Romelyn S. Luzon.
● A third important communication material is the minutes of a meeting.
● Minutes, a report prepared after a meeting, is the official written record of the business meeting that
was conducted.
● Minutes can be compared to a report; they have an introduction, body, and conclusion.
● The introduction includes the specifics about the meeting, such as day, date, time, and location. The
body includes what happened during the meeting, and the conclusion describes actions, decisions,
and information about the next meeting. It also serves as a guide in planning the agenda for the next
meeting.
● Minutes can be brief or lengthy, depending on the length of the meeting's agenda—they may range
from a one-page summary of the meeting to a book-length report of a convention or annual board of
directors' meeting.
● Regardless of the length of the report or format, minutes should reflect the substance of the meeting.
● They are used for the following purposes:
o To prevent any misunderstanding of meeting actions
o To keep absentees and other interested parties informed of decisions
o To provide a basis of discussion of the next meeting
o To provide an official written record of the meeting results
● Meeting minutes, therefore, are very important.
● Minutes of board and committee meetings contain the records of the actions that were taken.
● These minutes are critical to the decision-making process for companies and must be maintained
according to the accepted style of these minutes.
● If your organization is a corporation, some rules and regulations must be followed in reporting and
distributing board of directors' minutes and maintaining corporate records.
● Drafting minutes should be done as soon as possible after a meeting. The more time that lapses, the
more difficult it will be to recollect discussions and action plans.
● Although participants may make notes during the meeting, they depend on the official minutes for a
complete and accurate record of conclusions related and actions required as a result of the meeting.
● The language style used in minutes should reflect the type of meeting. The more formal the meeting
is, the more formal the wording and tone of the minutes.

Organization of Minutes

● Minutes should be written objectively and concisely, and they should be written in the past tense.
The first page should give the identifying information who, what, when, where, why, and how.
● Follow the identifying information with a summary of agenda items in chronological order, the order
in which the business was conducted.
● Participants may fail to follow an agenda exactly in informal meetings; however, the minutes should
reflect the agenda as they were discussed.
● Minutes not be keyed verbatim (word for word) except for those formal meetings where there were
motions, changes, or amendments to bylaws or company policy, or majority or minority opinions.

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 ● It is important that the minutes emphasize discussions resulting in action—make sure that the
minutes indicate:

1. What was done or agreed upon

2. Who agreed

3. When the action is required

● Remember that minutes represent a permanent record of the meeting.

● Consequently, minutes should be specific, complete, and accurate so that they can be referred to in
the future if necessary.
● For instance, a department manager may be considering an increase in specific budget items based
on the discussions and conclusions of a meeting held last week.
● The minutes should provide a written record of the results of the meeting, which will assist the
manager in making the decision.

Procedures for Conducting Business at Meetings

● In formal and some informal meetings, a participant presents a proposal by making a motion, which
is a component of a parliamentary procedure.
● The person introduces the idea by saying; for example, "I move that President Cruz will create a
program budget committee whose function is to study dues increase or other revenue
enhancements." Another participant seconds, or endorses, the motion.
● Discussion follows to allow individuals to express their views on the motion, and then voting may
take place.
● Sometimes, however, the vote on a motion may be postponed until a specific future date to allow
time for further study. Postponing a motion indefinitely is a polite way of "killing" the motion.

How to Write Minutes

● Before the meeting

a. Take note of pertinent details regarding the meeting: the organization, date, time, presiding officer,
agenda, and attendance.

b. For easy facility, prepare your attendance sheet.

c. Prepare an outline based on the agenda.

d. Study the issues to be discussed and ask questions ahead of time.

● During the meeting

a. Be sure to know all the participants to keep track of who said what.

b. Be selective of what to record. Do not go into details anymore.

c. Use a writing style that you are most comfortable with.

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 d. Record what is done, not what is said.

e. Summarize important discussions.

f. Take note of the name of the chair or facilitator, main topics, the time of adjournment, and approval
of the previous minutes and all resolutions.

g. Takedown notation of reading and previous minutes and how they were approved (approved as
read" or "approved as corrected") and all the major motions (except those withdrawn) and points of
order or appeals, whether sustained or lost, and others with the name of the person making the
motion.

h. Ask for clarification if things are not understood.

i. Do not fail to take note of the items discussed, decisions, reached, and actions decided on.

● After the meeting

a. Immediately put the minutes in final shape for you not to forget anything regarding the meeting.

b. The minutes should be approved by the presiding officer before they shall be distributed to the
members.

c. Use full names, not nicknames.

Essential Parts of the Minutes

1. Name of the organization

2. Date, time, and venue

3. Attendance

4. Name of the presiding officer

5. Time meeting begins

6. Meeting proper/discussion

7. Adjournment

● Note: If there is a series of meetings, approval of the previous meeting should be prioritized in the
agenda before proceeding to the discussion proper.

● Example of a Minutes of the Meeting:

Holy Cross of Davao College

Sta Ana Ave., Davao City
Bachelor of Arts Program

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Minutes of the BA Faculty Meeting
August 2, 2020
3:30: – 5: 00 PM
AB Office

I. ATTENDANCE (PRESENT)

Dr. Teresa Fabiania – Dean, Husocom

Dr. Arnulfo Ramos – BA Chairperson
Mrs. Amy Grumo
Mrs. Romelyn Luzon
Ms. Lilian Solatorio
Mrs. Fe Tipace
Mrs. Theresa Rada
Mrs. Teresa Rentuma
Mrs. Dahlia Reoma
Mrs. Evangeline Villanueva
Mr. Arnold Masong
Mr. Ritchie Sermon
Mr. Kevin Bonotan
Mr. Julius Ceasar Deloy

II. AGENDA

A. Qualifying Test
B. Submission of Test Questions
C. Computer tutorial class

III. CALL TO ORDER

The meeting was presided by the BA Chairperson at 3:35 PM

IV DISCUSSION PROPER

A. Adopted Test

1. The Chairperson informed the group that the qualifying test intended for Second Year AB students has
already been finalized and printed.
2. Mrs. Reoma clarified the exact date it will be administered to the students.
3. The Dean responded that it will preferably be on the second week of September.

B. Submission of Test Questions

1. The Chairperson reminded the teachers of their Midterm Test Questions which should be submitted one
week before the scheduled examinations.
2. Ms. Solatorio suggested the refill of the printer ink, thus, they could have a good result in their output.
3. The chairperson said that he is going to request the refill at the soonest possible time.
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C. Computer Tutorial

1. The Dean regretfully announced to the faculty that the computer tutorial classes will not be pushed through
anymore for the target clientele has already computer lessons.

V. ADJOURNMENT

The meeting ended with a prayer led by Mr. Kevin Bonotan at 5:00 PM.

Prepared by:

Romelyn Luzon
Minute Recorder

Approved and Noted by:

Dr. Arnulfo Ramos

Presiding Officer

MINUTES OF THE MEETING

(Name of Organization)
(Date the meeting was held)

List of Attendees
● Present
● Absent

I. Approval of Agenda

II. Review and Approval of Minutes of the Previous Meeting

III. Business Arising from the Minutes

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 IV. New Agenda

V. Adjournment

Signature of the one who prepared the minutes

Approval of the person occupying the top position in the organization

Figure 26: A template of minutes of a meeting

ACTIVITY 1: Write T if the statement is correct; F is incorrect. (Luzon, n.d.)

________ 1. A minute recorder should know how to discriminate ideas to be included in the

final minutes.

________2. Minutes contain everything that transpired in a meeting, relevant or irrelevant.

________ 3. The chair in a meeting is a minute recorder.

________ 4. An efficient minute recorder studies the agenda ahead of time.

________ 5. The time when the meeting is adjourned is included in the minutes, too.

________ 6. Minutes can be written in many ways as long as the important details of discussions and
decisions are mentioned and stated.

ACTIVITY 2: Organize the following notes and write the minutes of the meeting. Type your work inside
the box below. (Luzon, n.d.)

Background: You are the secretary of the Glee Club Organization in your school. The purpose of this
organization is to oversee the club's program, make recommendations for activities and equipment
purchases, and serve as a public relations of the group for the club. There are twenty members of the
organization, which meets four times a month. You made the following notes during the August 8 meeting.

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Notes: Minutes from the last meeting (July 20) approved as read. Chairperson Carlos Cruz called the meeting
to order at 12:30 p.m. in the conference room at the glee club's office with the following members present:
Angela Dee, Mary Go, Crissa Ann Cruz, Andy Han, Gabriela Mesa, Rex Sang, Michael Samson, Shiela Bon,
Andre Tee, Makayla Kan, Bryan Tale, Claire Dang (and you). Meeting adjourned 1:30 p.m.

Mary Go suggested awarding perfect attendance certificates to members at the end of the semester rather
than once a year. Several members felt this was a good idea and would be an excellent motivational
technique to help members develop the habit of being dependable.

Crissa An Cruz gave an update on the annual Glee-Night. Since the last meeting, he has received survey
cards from students expressing an interest in participating. Mary Go suggested the date be changed from
the last Wednesday in February to the last Wednesday of March because of the past problems with bad
weather, which reduced participants and audience. A vote was taken and the motion passed. After a lengthy
discussion of pros and cons, Andy Han presented the changes as a motion, and Rex Sang seconded it.

The next meeting will be on November 8 at 1 p.m.

Makayla Kan, the chairperson of the Advance Committee, reported that he felt the club should recruit more
musical volunteer specialists to assists members with advancement in the more difficult areas. Makayla
distributed lists of members needing advancement assistance. After the discussion, Michael Samson made
a motion and Shiela Bon seconded the motion to adopt this recommendation and forward it to the Moderator
for implementation. The members voted and the motion passed. Andre Tee placed the the treasurer's report
on file for audit indicated there is Php 7,500 cash currently on hand.

Way to Go! You will move on to the next and last lesson of this course.
It is all about writing a business proposal.

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 Lesson 6
Written modes of professional communication:
Business proposal

Learning Outcomes:
1. Discuss the purposes and characteristics of a proposal;
2. Identify the parts of a business proposal; and
3. Make your business proposal.

Introduction
Hello! Welcome to your last lesson of this whole course -- Module 3 Lesson 6. In this lesson, you will
familiarize yourself more with business proposals. One more topic to go, and you are through with Comm
101. I hope you have enjoyed the ride.

Activity
Watch a video clip from youtube.com entitled "World's biggest proposal fail OUCH!!!." Click this link to access
the video: https://www.youtube.com/watch?v=UFLd4MFfYbg. The purpose of this video is to illustrate the
idea that a successful business proposal requires careful preparation and mutual understanding. In this
lesson, you will learn about business proposals and how to make one.

In the video clip that you watched for your activity above, what do you think are the reasons the wedding
proposal failed? How can you relate that to making business proposals?

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BUSINESS PROPOSAL

• When your company wants to collaborate on a project with another company, you can be required to create
a business proposal.

• A business proposal's goal is to attract clients or gain support from potential investors or organizations. If
you're a freelancer, you can also create one for your usage.

• In general, proposals follow the same format. Because there are so many competing companies these
days, you must produce a well-written proposal to gain an advantage over the competition.

• Your goal is to have your proposal approved by your potential client, so do everything you can to achieve
that goal. To build a proposal with a strong approach, a plausible solution to the company's problem, a
realistic timetable, and an acceptable and justifiable budget, you must first get to know and understand your
target client.

• An excellent proposal does not come together overnight. If you're going after a specific client, do your
homework. Understand how it works. Create a strategy for beating out other competitors who want to submit
a proposal on the same topic.

• It's worth noting that certain prospective clients you meet along the way may unexpectedly require that a
proposal be produced and presented on short notice. If this occurs and you are unable to make a persuasive
proposal, do not be discouraged; the experience will still contribute to your professional development.

• The problem statement, the proposed solution, and the price or pricing are the three primary components
of most business proposals.

• Make sure to start with an executive summary that summarizes who you are, what you do, what services
you offer, and how you distinguish from the competition. This should be a selling factor for you. Consider
what additional value you or your firm can provide that will set it apart from other similar businesses.

• After the executive summary, move on to the problem statement, or the issue that your potential client is
facing. The client should be convinced that you completely comprehend the circumstance.

• The proposed solution, which explains how you may address or resolve the client's worry or concerns,
should come next.

• You should provide a sound approach for addressing the problem, including the step-by-step procedure
you will use to carry out your plan successfully. A calendar or schedule for the project's completion will also
be required as part of the step-by-step method.

• Make sure your schedule is feasible. It is not a good idea to dazzle a potential client just to be unable to
fulfill and meet the client's expectations.

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• In this section, you can showcase a few of your qualifications as well as your extensive experience in the
industry to persuade the prospective customer that you are the greatest choice and most qualified to take on
the work and ensure the client's success.

• The costing is the final key component. If you are given the opportunity, you must state the cost of the
services you will provide. It's all up to you and your company if you want a one-time payment or a payment
on a staggered basis, depending on the nature of the project.

• Finally, there are no hard and fast rules as to the length of the proposal. What is more important is that it is
complete with the information needed, including those that your prospective client may ask for.

• Your proposal should be accompanied by a cover letter. It should begin with a title page with your
name/name of the company indicated, the company to whom the proposal is being submitted, as well as the
date when it is submitted.

ACTIVITY 1: Form yourselves into groups of four members. Decide on a business proposal that you want to
make for a certain organization or company. Prepare your business proposal and present it to the class in a
video. Use a PowerPoint presentation for your visual aid. Write your outline or draft below.

Congratulations, dear students. I knew you had it in

you. At last, you have made it. May you have learned a lot from this
course and be more prepared for the professional world ahead of
you. Always remember, never stop learning. The moment you stop;
you also stop living. I wish you all the best. God bless you all!

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References:

Abdikarim, O. (2016, July 4). The funniest misunderstanding scene that you will ever watch (video).
YouTube. https://www.youtube.com/watch?v=t3L5P-6OsxA
Allison, K. (2018). 10 Public Speaking Games and Activities to Try. https://ethos3.com/2018/03/10-
public- speaking-games-activities-try
Cheprasov, A. (2017). Cultural Globalization: Definition, Factors & Effects.
https://study.com/academy/lesson/cultural-globalization-definition-factors-effects.html
Farmer, C. (2014). Communication Skills: Two Opposites. https://corporatecoachgroup.com
Fernandes, F. (2017, May 10). Every day, Man plants trees in the same spot. 37 years later, his
masterpiece takes our breath away! (video). YouTube.
https://www.facebook.com/newsnercom/videos/879644575536188
Fernandez, E.J., Reoma, F.D.T., Luzon, R.S., Samillano, R.Z., Rada, T.C., & Masong, A.S. (n.d.)
Business Communication: Language, Style, and Usage. Davao City: HCDC.
Hamel. M. (n.d.). Summarization Activities.https://study.com/academy/lesson/summarization-
activities.html
Henson, R. M. (2018). Purposive Communication: Crafting Messages with Intentions. Quezon City: C &
E Publishing Inc.
Luzon, R.S. (n.d.). Technical Writing. Davao City: HCDC.
Madrunio, M. R., & Martin, I.P. (2018). Purposive Communication: Using English in Multilingual Context.
Quezon City: C & E Publishing Inc.
Real English With Real Teachers. (2017, February 9). Proper British English on the Streets of London -
B2 Listening (video). YouTube. https://www.youtube.com/watch?v=OjEkotGQxzA
Shangquan, G. (2000). Economic Globalization: Trends, Risks and Risk Prevention.
https://www.un.org/en/development/desa/policy/cdp/cdp_background_papers/bp2000_1.pdf
Sunstar (2021). Garcia decides to get herself vaccinated against Covid-19.
https://ph.yahoo.com/news/garcia-decides-herself-vaccinated-against-135900310.html
TheGreatDebate. (2013, December 11). World's biggest proposal fail OUCH!!!
(video).YouTube.https://www.youtube.com/watch?v=UFLd4MFfYbg
Tripp and Tyler. (2015, November 17). A Video Conference Call in Real Life (video). YouTube.
https://www.youtube.com/watch?v=JMOOG7rWTPg&t=9s
Vinay Sahasra world. (2019, August 3). Must watch till the end | Great example of miscommunication
(video). YouTube. https://www.youtube.com/watch?v=6cj4tHtCtOM

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 Boom! Clap! Congratulations on finishing the last Module. It is expected that after completing this
module, you are more ready to explore your potentials, to be confident, especially in performing
and expressing how you truly feel with the help of music and drama. I hope you learned a lot!

My warmest Congratulations! You have just finished this course pack on Purposive Communication.
I hope that the knowledge that you gained will help you become great in speaking and become more creative
in writing. Apply the lessons to your daily life and start to unleash your hidden potentials. Be brilliant and
creative. Make our country inspiration that despite the differences in our beliefs, religion, life, and culture,
our diversity helped us become more colorful and unique. Always remember, there are no specific criteria
or basis just to be called an artist. There are no certain techniques, styles, and methods to follow. It would
always depend on how you inspire and express. Just be you! Be authentic and original. That’s the best thing
to define your art.

Wishing you all the best in life!!!

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