Professional Documents
Culture Documents
1 WORKBOOK Purposive Communication
1 WORKBOOK Purposive Communication
PURPOSIVE COMMUNICATION
(Using English in Multilingual Contexts)
The book emphasizes the importance of always being aware of one‘s purpose
for communication and one‘s audience. It provides discussion topics of local
and international importance always in the context of a specific purpose and a
specific audience, not in the abstract. It uses different classroom arrangements,
e.g., teacher facing the class and discussing with the whole class, students
doing individual, pair and group work, role-playing, simulations, and
viewing online materials. It uses different modalities, written texts, audio-
recordings, and videos.
Experts tell us and experience has shown us that no textbook is ever complete
and no textbook is ever perfect. But if we find a good textbook, then we are
halfway to getting the job of effective teaching and learning done.
TABLE OF CONTENTS
CHAPTER 1: LANGUAGE AND COMMUNICATION
Lesson 1: The Nature of Language
What is Language? . . . . . . . 1
Communication Models . . . . . . 1
3
Ethics of Communication . . . . . . 1
7
Intercultural Communication . . . . . 3
6
Varieties of English . . . . . . . 4
2
Writing a Blog . . . . . . . 5
7
Presenting in Groups . . . . . . 6
7
Types of Debate . . . . . . . 6
9
Ethical Considerations . . . . . . 7
0
Types of Interviews . . . . . . . 8
0
References 8
3
1
Learning Outcomes
Input
What is Language?
What exactly is language? Linguists agree that a language can only be called a
language if it has a system of rules (also known as grammar), a sound system
(phonology), and a vocabulary (lexicon). These are the requirements for
2
When people use language, they can understand each other because they
belong to the same speech community. They can understand each other
because in their speech community, people share the same set of rules in the
language system. While growing up, people the languages used by those in the
community. This is the process of language acquisition. The languages
acquired while growing up are known as mother tongues, which may also be
referred to as first languages. People discover later on that other languages are
needed for various reasons. These other languages may be referred to as
second languages. People learn these languages by studying formally in school
or informally on their own. This is the process of language learning.
What happens if people visit another speech community that is different from
their own? Americans and British speak English. However, they spell English
words differently. They pronounce words differently. They have different
ways of expressing the same concepts. It can be said that the Americans and
the British belong to two speech communities which do not have exactly the
same set of rules for their languages. This is why there are differences in their
languages. The opening activity on the previous page illustrates this reality.
What happens if you, for example, who speaks a mother tongue and English,
go to work in China where the residents speak Putonghua (Mandarin) and a
little bit of English? Will you be able to communicate with the Chinese? The
answer is yes. Though it will be a challenge for you and your Chinese friends
to try to understand each other, eventually you will be able to communicate as
you slowly learn each other‘s languages. What is happening here is called
language contact. The result of such contact may be a new form a language. It
is possible that in your attempt to communicate with each other, you and your
Chinese friend will produce a new language form that is understandable to
both of you. Your own languages may also change as you constantly interact
and communicate with each other. Thus, language change is the result of
language contact.
3
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
LESSON 2: TYPES OF COMMUNICATION
Learning Outcomes
Input
of thoughts, ideas, concepts, and views between or among two or more people,
various contexts come into play. Context is the circumstance or environment in
which communication takes place. Such circumstance may include the physical
or actual setting, the value positions of a speaker/listener, and the relevance or
appropriateness of a message conveyed. It focuses on certain communication
processes and even groupings of people that constitute a communication
situation.
Effective communication calls for the blending of these two types. One
cannot be separated from the other. For instance, door-to-door salespersons
who demonstrate product knowledge can only be effective if they know how
to properly punctuate what they say with proper gestures and facial
expressions. Their communication with the customer begins upon greeting
him/her with a welcoming smile then assessing customer needs and
answering customer queries enhanced by gestures and a friendly, happy, and
pleasant disposition. It is only through this mode that salespeople with
excellent communication skills are able to provide the best information needed,
thereby convincing the client to patronize their products.
2. Visual Communication
1. Intrapersonal Communication
talk, inner monologue, or inner dialogue. Psychologists call it with other names
such as self-verbalization or self-statement.
Self-talk can be advantageous as it can enable you to practice what you ought
to say in times when you lack the motivation and confidence to speak.
Furthermore, as you respond to life‘s challenges, you may also find yourself
verbalizing your thoughts and feelings. It is then important that as you
introspect, you are able to improve on your decisions in life and likewise
enhance your self-worth as a person.
2. Interpersonal Communication
3. Extended Communication
4. Organizational Communication
With this type, the focus is on the role that communication plays in
organizational contexts. Organizations comprise individuals who work for the
company. When you graduate, for example, you become a professional, either
working for a company or putting up on your own. Whichever, you should
know that each organization has expectations that you as a communication
professional should meet or that you as the owner may establish.
individual, you should be equipped with the needed oral and written
communication skills that the organization expects you to possess.
5. Intercultural Communication
to purpose and style are formal and informal. However, rather than focusing
on the transmission of message and flow, the focus here is on the
communication setting and the mode of delivery. Formal communication
employs formal language delivered orally or in written form. Lectures, public
talks/speeches, research and project proposals, reports, and business letters,
among others are all considered formal situations and writings. Note that
while lectures and speeches are delivered orally, the texts have been thought
out carefully and written well before they are delivered. To inform, to
entertain, and to persuade are the main objectives of this type of
communication.
On the other hand, informal communication certainly does not employ formal
language. It involves personal and ordinary conversations with friends, family
members, or acquaintances about anything under the sun. The mode may be
oral as in 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. The
purpose is simply to socialize and enhance relationships.
Comprehension Questions
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?
II. In the school where you are currently enrolled, what is the prevailing
organizational culture? What are some of the practices/rituals that you
observe?
______________________________________________________________
_____________________________________________________________
_
_____________________________________________________________
_
______________________________________________________________
______________________________________________________________
_____________________________________________________________
_
_____________________________________________________________
_
______________________________________________________________
_____________________________________________________________
_
_____________________________________________________________
_
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
_
_____________________________________________________________
_
_____________________________________________________________
_
______________________________________________________________
Learning Outcomes
Input
In the earlier discussion, you learned about the types of communication mode,
context, and purpose and style. In this lesson, you will review the nature of the
communication process and some important communication models.
Why is it important that you know the communication models? You will
realize their importance because they will help you understand how a
communication process works. It is only by knowing the flow of
communication that you will be able to make the communication process
effective.
Communication Models
There are many conceptual models for human communication but in this
lesson, you will be exposed to only four:
Classical rhetoric dates back to ancient Greece during the time of Plato,
Aristotle, and the Greek Sophists who were great rhetoricians. Effective public
speaking was an important consideration in the study of communication. They
were good at argumentation and debate and speech was characterized by
repartee.
Who
What Which Whom What
Communicator Message Medium Receiver Effect
While this model is similar to Aristotle‘s in the sense that both are linear
and have the same components, Laswell‘s also differs in that there are five
variables involved, with the addition of two: medium and effect.
ENCODES DECODES
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 source being the originator of the message acts as the encoder. As such,
should practice communication skills such as listening, speaking, reading, and
writing. His/Her attitude towards the audience or the subject as well as
his/her knowledge about the topic on hand likewise counts along with the
social system that he/she 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 the manner by
which 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.
17
The third variable which is channel refers to the different senses: seeing,
hearing, smelling, tasting, and touching. Finally, the fourth variable is receiver,
the one who decodes the message. 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.
1. Be clear with your purpose. You should know by heat your objective in
communicating.
2. Be complete with the message you deliver. Make sure that your claims
are supported by facts and essential information.
18
Ethics of Communication
1. Establish an effective value system that will pave the way for the
development of your integrity as a person. One‘s behavior and decision-
making style affect, in turn the operations of an organization.
2. Provide complete and accurate information. Whether it is needed or not,
the data should always be contextualized and correct.
3. Disclose vital information adequately and appropriately. Never conceal
or hide information that are necessary for purposes of transparency.
Comprehension Questions
What advice would you give to make the speaker more effective? Write
your thoughts on the space below.
__________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
21
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I stand before you today to report on what we know about the incident in
Mamasapano, Maguindanao, last Saturday and Sunday. I do this not because I wish
to preempt the board of inquiry tasked to uncover the entire truth, but because you
have a right to know what we know at this point.
Marwan and Usman are not common criminals. There is a long string of
outstanding warrant for their arrest. There are no less than 8 outstanding warrants
against Usman alone, while there are no less than 2 for Marwan. One of the earliest
warrants was issued in 2002, which means that they were already being persuade
when I was a member of a congress. Allow me to clarify: when a warrant is issued
against an individual, all of the officers of the law are obligated to serve it. This is
22
precisely why, since long ago, our security sector, including the AFP, PNP, and NBI,
has undertaken multiple operation to capture Marwan, Marwan, and other terrorists.
These agencies are not always required to obtain my approval for each and
everyone of their operations, because it would be impractical for them to wait for
clearance before proceeding. My duty: To make certain that they are carrying out there
are elevated to my desk so that I may give guidance, give a more holistic view of the
situation, or explain its wider implications.
A few examples of this are: our response to rogue MNLF elements in Zamboanga,
the capture of individuals high on our list of Most Wanted Persons, and the assault on
our peacekeepers in Golan Heights. In the Golan Heights case, the decision of whether
or not to depart could not simply be left to our battalion commander there. As the
person primarily responsible for foreign relations, I had to be consulted to make certain
that we are likewise upholding our obligations to the United States.
Marwan is part of the Central Committee of the Jemaah Islamiya, which was
responsible for the Bali bombing in Indonesia. In this incident, two consecutive blasts
occurred, which meant that first responders and individuals who had not left the area
were also affected. 202 people died, and Marwan was a suspect in this case. In
Cagayan de Oro in 2012, Mawan attempted to replicate this modus; the second bomb
did not explode, as it was discovered ahead of time, yet two people still died as a result
of this incident. There are allegations that, in 2006, Marwan, along with Umbra Kato,
led a plot to plant a bomb to assassinate the Governor of Maguindanao, Andal
Ampatuan. Marwan’s membership in international terrorist networks means that he
has the capacity to acquire the knowledge, the equipment, the funding, and the
necessary safe havens for his fellow terrorists. This is why he was considered the
primary target of the operation. Usman, on the other hand, is connected to nine
bombing incidents in Mindanao. He is the primary accused in the bombing in General
Santos City in 2002, in which 15 people died, and 60 were injured.
Together with another terrorist named Mawiyah, Marwan and Usman committed
several acts of terrorism in various parts of Mindanao. They are also both known
bomb-making trainers. There are reports that they run factories of improvised
explosive devices, which they sell to fellow terrorists. They have injured and killed
many people, and they continue to threaten the safety of our citizens as long as they
roam free…
…In the face of our grief, in the face of the desire of some to exact revenge, in the
face of the threats to destroy the trust we have forged over such a long period of time,
today, our ability to show compassion to our fellowmen faces a great test. This is why,
to all of my countrymen who desire peace, from lawmakers, to the members of the
23
uniformed forces, to the leaders of the MILF, to our countrymen in the Bangsamoro,
and to every decent Filipino: Let us show what heights a country united by a single
aspiration can reach. Let us ensure that the ultimate sacrifice made by some members
of the SAF does not go to waste. We will gain justice, in time, through the right
processes, and without letting go of our dreams to realize a widespread and lasting
peace.
____________________________________________________________________
_
_____________________________________________________________________
____________________________________________________________________
_
____________________________________________________________________
_
____________________________________________________________________
_
_____________________________________________________________________
____________________________________________________________________
_
____________________________________________________________________
_
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
_
____________________________________________________________________
_
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
_
____________________________________________________________________
_
_____________________________________________________________________
_________________________________________________________________
CHAPTER 2:
MODES OF COMMUNICATION
25
Learning Outcomes
At the end of this lesson, you should be able to:
a. identify the various communication modes and how they help in
expressing one‘s communicative intent;
b. show the importance of face-to-face, audio, virtual, text-based, and other
forms of communication particularly in targeting different types of
audiences in local and global settings; and
c. use these communication modes appropriately depending on the
context of the communication situation
Input
Communication Modes
Comprehension Questions
Learning Outcomes
Input
There are various modes through which we communicate with each other. In
the past, these modes took the form of handwritten messages, typewritten
messages, short telegrams, computer-encoded texts, as well as landline
telephone conversations, and audio/video-recorded messages. Because each
mode of communication is distinct from the other, the ways in which we craft
our messages differ. For example, there is a greater tendency for us to write a
longer, more visually detailed message, or deliver it through and audio-
recording, the message will not be the same.
Today, with the rapid rise and spread of Internet connectivity, the old
forms of communication have given way to new forms that make
communication easier and faster. Analyze the graphs on news report about the
use of social media in the Philippines.
(1) Filipinos spend more time on social media sites than anyone else in the
world, going online roughly four hours and 17 minutes a day, according
to a report released on Tuesday.
(2) Filipinos spend most of their online time on sites such as Facebook,
Snapchat and Twitter, said the report, called Digital in 2007, and
prepared by social media platform Hootsuite and United
Kingdombased consultancy We Are Social Ltd.
Slowest in Asia-Pacific
(7) The Philippines‘ social media usage was in stark contrast to its internet
speed. Fixed-broadband speed here is among the slowest in AsiaPacific,
while mobile connections are among the fastest, according to the most
recent Akamai report.
(8) There appeared to be a relationship between poor fixed-broadband
speed and time spent on social media.
(9) The Philippines, Brazil and Argentina have an average fixed-line
broadband speed of 4.2 megabits per second (mbps), 5.5 mbps and 5
mbps, respectively.
(10) 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.
Digital Connectivity
(16) The total internet penetration rate stood at 50 percent, or 3.77
billion people, the report showed.
(17) ―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,‖ said Simon Kemp, a consultant at We Are
Social.
(18) ―The increase in internet users in developing economies is
particularly encouraging,‖ Kemp added.
(19) The report compiles data from the world‘s largest studies of
online behavior, conducted by organizations including
GlobalWebIndex, GSMA Intelligence, Statista, and Akamai in ―a
comprehensive state‖ of social media reference.
(20) The 2016 report has been downloaded 70,000 times and read 2.5
million times on SlideShare so far.
Comprehension Questions
The input above reports about the use of social media by Filipinos. Sharpen
your understanding of the reading text by answering the following questions:
32
2. How would you compare the Internet speed in the Philippines with that
in Brazil? Argentina? South Korea?
3. The author claims that global Internet use is on the rise. What facts does
the author provide to support this claim?
CHAPTER 3:
INTERCULTURAL COMMUNICATION
Learning Outcomes
At the end of this lesson, you should be able to:
a. demonstrate knowledge about globalization as an economic
phenomenon; and
b. demonstrate understanding of the impact of globalization on
communication; and
c. present a poster about the impact of globalization on communication
Input
‗Globalization‘ and ‗global‘ are terms we often encounter today. These terms
are associated with realities outside the territories of nation-states. All
countries are engaged in globalization. Very few (if any) societies are
unaffected by this phenomenon. Because of this, we need to understand
exactly what it is, and more importantly, how it impacts communication.
34
(16) While some have flourished, others have floundered as jobs and
commerce move elsewhere. Steel companies in the UK, for example,
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.
(17) Every step forward in technology brings with it new dangers.
Companies have vastly improved our lives, but cyber criminals steal
millions of pounds a year. Global wealth has skyrocketed, but so has
global warming.
(18) 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.
(19) 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.
(20) Basically, done wisely (in the words of the International
Monetary Fund) globalization could lead to ―unparalleled peace and
prosperity.‖ Done poorly, ―to disaster.‖
Comprehension Questions
The input above provides information about globalization—how it works,
how it happens and what drives it, and what is good and bad about. Check
your understanding of the input by answering the following questions:
1. What does the experience of Starbucks tell the readers about
globalization?
Learning Outcomes
At the end of this lesson, you should be able to:
a. demonstrate an awareness of the reality of cultural diversity;
b. appreciate the benefits and challenges of cross-cultural communication;
and
c. demonstrate an understanding of how cultural diversity affects
communication
39
Input
Intercultural Communication
Comprehension Questions
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:
42
1. How does each of the items in the following contrasting pairs differ
from the other?
a. high-context vs. low-context
Learning Outcomes
44
Input
Varieties of English
World Englishes (WE) stands for the localized varieties of English as
they are used or spoken in certain areas. In the Asian context, the concept was
introduced by Braj Kachru. The famous ―Three Concentric Circles of Asian
Three Concentric Circl es of English
Englishes‖ attributed to Kachru presents the three circles: Inner Circle with
ENL (English as a Native Language) member countries; the Outer Circle with
ESL (English as a Second Language) member countries; and the Expanding
Circle with EFL (English as a Foreign Language) member countries.
According to Bautista and Gonzales (2006), the structural characteristics
of these new varieties differ. This is brought about by the mother tongue or
home languages of those who learn or acquire English. And even in terms of
social features, differences can also be highlighted in that 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. Mesolect
or the middle variety is midway between the acrolect and basilect.
Comprehension Questions
Check your understanding of the input by answering the following
question:
1. How do you think can you begin to communicate with people from
other cultures and avoid conflicts and misunderstandings?
2. Could you
please hold on
for a while? I will
just call her.
3. I really
apologize. I do
not mean to hurt
you.
4. So sorry for
my mistake.
5. Am not
interested in
your party.
6. I can‘t make it
to your party. I‘ll
make it up next
time.
7. Good
morning, Mr.
Alcaraz!
8. Hello, Sir
Alcaraz!
9. Our sincerest
congratulations
on your
forthcoming
50
promotion!
10. Congrats!
You made it!
Learning Outcomes
At the end of this lesson, you should be able to:
a. demonstrate an understanding of the importance of cultural contexts in
the communication process;
b. analyze texts that reflect varied cultures and practices; and
c. appreciate various cultural identities and differences
Input
Cultural Texts
A cultural barrier does not only pertain to differing languages. It may also be
in the form of a cultural practice or even a bodily gesture. For instance, in
English-speaking countries and even in the Philippines, the thumbs-up gesture
signals approval. However, it is considered offensive in other countries such as
Greece, Italy, and in some parts of the Middle East. Likewise, making a circle
with one‘s thumb and forefinger generally means okay in many Western
cultures but this is not so in countries like Japan where it is interpreted as a
sign for money, and in some Arab cultures as a threat. Thus, one should be
careful in using bodily gestures.
Comprehension Questions
Check your understanding of the input by answering the following questions:
1. It is inevitable for us to meet people coming from other cultures. Cite
atleast three ways by which you can avoid miscommunication or
misinterpretation of ideas when talking to them.
3. Give one situation when you should use formal language and another
situation when you should use informal language. What expressions
will you use? How do they differ from each other?
Write a spoken word poetry that features texts (e.g., words, expressions,
idioms, etc.) from other varieties of English and respects/embraces cultural
identities and differences. Perform it through video recording.
53
CHAPTER 4:
COMMUNICATION FOR VARIOUS PURPOSES
Learning Outcomes
54
Input
‗Why questions are very important. If people in ancient times or recent past
did not ask ‗why‘ questions or attempt to answer these questions, we would
have very limited knowledge about many things in our world. If Isaac
Newton, for example, did not ask why things fell down after throwing them
up, he would not have discovered the law of universal gravitation.
(2) Professor Tinio continues: ―Linguistic nationalism does not imply cultural
chauvinism. Nobody wants to go back to the mountains. The essential
Filipino is not the center of an onion one gets at by peeling off layer after layer
of vegetable skin. One‘s experience with onions is quite telling: Peel off
everything and you end up with a pinch of air.‖
(3) Written 40 years ago, these words still echo especially now. By some quirk
of history and economics, enrollment in English courses are rising. This is
so because there are many vacant positions for teachers of English and
literature in private and public schools. Moreover, there are many
vacancies, still, for jobs in call centers with entry-level pay of P18,000 plus a
signing bonus. It is also a career that will make you earn twice your present
salary in just a few years. With the opening of the doors of the Association
of Southeast Asian Nations (ASEAN), more Filipinos are being hired to
teach English in the region.
(4) Why? First, Filipino teachers will accept a pay scale lower than their
Western counterparts, a pay scale that is still higher than what they would
get in the Philippines. Second, they are conversant with American popular
culture, a happy (or unhappy) result of colonialism and neo-colonialism.
Third, they are still Southeast Asians beneath their skin and are thus
familiar with Asian cultural practices, whether said or unsaid. One is the
importance of saving face, the meaning of ―maybe‖ or ―I will try ‖ to an
invitation means the invited does not want to hurt you by giving a vague
answer. Another is the primacy given to family. Already in his 50s, one is
still called Totoy or Baby or Blue Boy, and still lives with one‘s parents and
extended family in the warm cocoon of home. Meals are shared, stories
swapped, Netflix passwords given away, to kin who live just an arms‘
length away from you. You can see that, as well, in the other Southeast
Asian countries. In these places, families are nuclear and not split. Food is
communal and not eaten in siloed cubicles.
(5) Three long decades of teaching English and Filipino to students have
shown me that the best students in English are also the best students in
Filipino. And how did they master the two languages?
(6) One, they had good teachers in both languages in their early years. Two,
they have inhabited the worlds of both languages—English in school; They
spoke English in social media, Tagalog at home, and Taglish with friends.
Three, they have gone beyond the false either-or mentality that hobbled
their parents‘ generation. This either-or mentality was a product of weak
critical thinking.
(7) Let me explain.
56
(8) My best students in English and Filipino were taught by the crème de la
crème, many of them teaching in the private schools in Metro Manila and
the regions. At the Ateneo de Manila University, we used to have classes in
Remedial English, since renamed Basic English or English 1. These were six
units of non-credit subjects. These were intelligent students from the public
schools and the provinces. Lack of books and untrained teachers hindered
them from having a level playing field with the other freshmen. A year of
catching up was necessary for them to have the skills to put them at par
with the other students.
(9) Moreover, I introduced them to the worlds of the language they were
studying. This can be in the formal realm of the textbook. It can also be
found in films, documentaries, graphic novels, YouTube video clips or
animes. I encourage them to keep a journal as well, which was not a diary
where you wrote what time you woke up and why. A journal, or its
cyberspace cousin, the Web log or blog, aims to capture vivid impressions
or moods on the wing. If at the same time it sharpens the students‘
knowledge of English, then the English teacher is ready to sing hallelujah.
(10) And the third is that today‘s generation is no longer burdened by the
guilt of learning English – and mastering it. I still remember the writing
workshops I took in the 1980s, when I was asked why I wrote
―petitbourgeois‖ poems and stories in the colonizer‘s language. The
panelists said I should write about workers and peasants – and that I
should write in Filipino. Without batting a false eyelash, I answered that
unfortunately, I grew up in a military base and knew nothing about the
lives of workers and peasants. I added that to write about something I
don‘t know would be to misrepresent them. I could write about the lives of
young soldiers and retirees fading into the sunset. I could write about the
lives of the brave soldiers‘ wives and their children. That I know only too
well. To the charge that I write only in English, I showed them my poems
in Filipino. The modern Filipino writer is not only a writer in either English
or Filipino. He or she writes in both languages, or in Cebuano or Bikolano
or Ilocano or Waray. These languages are like colorful balls he juggles with
the dexterity of a seasoned circus performer.
(11) So it‘s no longer choice between English and Filipino. Rather, it is now
English and Filipino, plus the language of one‘s grandmother, be it
Bikolano, Waray, or Tausug. And in college, another language of one‘s
choice, be it Bahasa Malaysia, German, or French. Learning other languages
is good. It gives you a better way to view the world from many windows.
To learn a new language is to see the world from another angle of vision. In
short, one no longer has to live between two languages, but to live in a
mansion of many languages.
(12) To end in a full circle, we must return to Professor Tinio, who said:
―Only the mastery of a first language enables one to master a second and a
57
third. For one can think and feel only in one‘s first language, then encode
those thoughts and feelings into a second and a third. ‖ This, then, is the gist
of the mother-tongue approach to language learning, which the
Department of Education has finally adopted for our elementary schools
nationwide.
(13) In short, as Dr. Isabel Pefianco Martin, my friend and fellow professor
at the Ateneo de Manila University has put it: ―The Philippines is a
multilingual paradise.‖ The earlier we know that we live in a paradise of
many languages, the better we can savor its fruits ripened by the sun.
Comprehension Questions
2. In paragraph 4, the author asks the question ―Why?‖ This signals that
he is explaining something. What exactly is the phenomenon he is
explaining?
I. Pre-writing Activity
Before you write your explanation essay, fill in the table below.
II. Writing
Write an explanation essay on any topic of your choice. You may need to do
some research about the topic in order to better explain it. The essay must be
at least 500 words long and is organized as follows:
Introduction - one or two paragraphs
Body - at least three paragraphs
Conclusion - one or two paragraphs
CONTENT
You substantially explained the
phenomenon you choose to explain.
You provided convincing and 10 points
adequate support for your
explanations.
ORGANIZATION
You arranged the main points of your
essay clearly and logically. The ideas
presented are in order and logically 7 points
presented in each paragraph in the
entire essay.
Learning Outcomes
Input
October 9th 1942: “Today I have nothing but dismal and depressing news to report. Our many
Jewish friends and acquaintances are being taken away in droves. The Gestapo is
treating them very roughly and transporting them in cattle cars to Westerbok, the big
camp in Drenthe to which they’re sending all the Jews. Miep told us about someone who’d
managed to escape from there. It must be terrible in Westerbork. The people get almost
61
nothing to eat, much less to drink, as water is available only one hour a day, and there’s
only one toilet and sink for several thousand people. Men and women sleep in
the same room, and women and children often have their heads shaved. Escape is almost
impossible; many people look Jewish, and they’re branded by their shorn heads. If it’s
that’s bad in Holland, what must it be like in those faraway and uncivilized places where
the Germans are sending them? We assume that most of them are being murdered. The
English radio says they’re being gassed. Perhaps that’s the quickest way to die. I feel
terrible. Miep’s accounts of these horrors are so heartrending… fine specimens of
humanity, those Germans, and to think I’m actually one of them! No,
that’s not true, Hitker took away our nationality long ago. And besides, there are no
greater enemies on earth than the Germans and Jews. ”
Writing a Blog
Today, with easy access to computers and the Internet, people write their
diaries differently. From handwritten entries on a piece of paper or a notebook
page, diaries in contemporary times come in the form of online journals which
are called blogs.
Blogs, like diary entries, are individual accounts of a writer‘s experiences and
emotions. Thus, the viewpoint is usually personal and subjective. However,
blogs are different from the traditional journal or diary entry in the sense that
blogs are uploaded to online platforms that make it easier for bloggers to
include visual features, as well as links to other sites on the net. Unlike diaries,
blogs are public in nature. This means that bloggers, even if they write about
personal issues, must present these issues in a way that would interest the
general public. Blogs compared to diary entries, are more concerned with
communicating a message, rather than simply expressing or documenting an
idea or emotion.
Comprehension Questions
Check your understanding of the input by answering the following
questions:
1. What is a blog?
62
I. Pre-writing
II. Writing
Write a blog on any topic of your choice. Decide first on your purpose for
creating the blog. You may choose from any of the following reasons for
blogging:
To entertain
To inform
To instruct
To persuade
Your blog will be marked using the following rubric:
CONTENT
The blog have a theme or focus that is
of interest to the general public. The
purpose of the blog is clear. You were
able to communicate your message 10 points
well. You provided convincing
support for your claims and
assertions.
ORGANIZATION
You arranged the main points of your
blog clearly and logically. There are 7 points
order and logic in the ideas presented
in the entire blog.
BLOGGING CONVENTIONS
The blog observe the conventions of
blogging. It takes a personal and
subjective viewpoint. It makes use of 5 points
images and graphics well. It provides
64
Learning Outcomes
At the end this lesson, you should be able to:
a. differentiate the research-based argumentative essay from the
explanation essay and blog;
b. demonstrate the ability to transform research into sound arguments; and
c. write a research-based argumentative essay on any topic of choice
Input
By this time, you had already written once explanation essay and one
blog. In this lesson, you are expected to produce a research-based
argumentative essay. What do you think are the similarities and differences
among writing projects?
3. Doing Research
It is now time to do research. This means that you will read each of the
sources you identified in Step 2 and take research notes—paraphrases,
summaries, and direct quotations.
Comprehension Questions
Check your understanding of the input by answering the following
questions:
1. What is the role of research in producing the argumentative essay?
3. How can you practice intellectual honesty when you write your essay or
paper?
67
RESEARCH QUESTION
State your research question below.
SOURCES DESCRIPTION
(Include the complete bibliographical (This is also known as ‗Annotation‘)
data using the convention your
teacher requires.)
1.
2.
3.
4.
68
RESEARCH QUESTION
State your research question below.
RESEARCH QUESTION:
THESIS STATEMENT:
OUTLINE:
69
LIST OF SOURCES:
Learning Outcomes
At the end of this lesson, you should be able to:
a. deliver effectively the introduction and conclusion of your oral
presentation to create lasting impressions;
b. evaluate an oral presentation ; and
c. employ vocal and physical factors, eye contact, and presentation aids for
effective delivery
Input
Some students and professionals do not like the idea of speaking in public,
whether in front of small or large groups. Just the thought that they will be
facing people already makes them jittery. However, this is a normal part of life.
70
When you become professionals, there will always be a time that you will face
an audience. It may come as an unplanned activity in which you will be forced
to speak impromptu or it may be a previously planned event that has given
you sufficient time to prepare. Whatever the case may be, you need to exude
some degree of confidence as presentation of oral reports or speeches can be
very threatening.
Consider the following so you can render an effective speech and be a good
public speaker:
So how do you prepare for the big event? The following are some tips for you:
1. Read a lot. Research on the topic assigned to you.
2. Prepare your oral presentation with an introduction, body, and a
conclusion.
3. Rehearse by practicing aloud and getting the feedback of those who will
act as your audience during the rehearsal stage.
4. Use technology.
Presenting in Groups
1. Assign a specific task to each member.
2. Divide the work accordingly.
3. Decide a strategy how you begin and end.
4. Prepare audio-visual aids
5. Practice on your own.
6. Get feedback from teammates to improve
7. Think of possible questions
8. Respond to questions effectively
There are ways by which you can overcome stage fright. One way is by
preparing thoroughly for your presentation. It is important that you know
about the topic and that you know more than your listeners. Another way is to
practice. The more you practice or rehearse, the more confident you become.
Stage fright then can be minimized. It is not also a negative feeling all the time.
Learn how to convert this social fear into something positive so that you can
aspire for top performance.
Comprehension Questions
Check you understanding of the input by answering the following questions:
1. Why is it important to analyze the audience and know about the
logistics involved when making an oral presentation?
2. How important are the prosodic features when delivering a talk, speech,
or report?
72
3. How do you solve the conflict arising from a group presentation among
members who are not team players?
Each student will memorize and present orally ―Brutus‘s speech ‖ from ―The
Tragedy of Julius Caesar‖ of William Shakespeare.
73
Learning Outcomes
At the end of this lesson, you should be able to:
a. discuss the importance of debate in everyday life;
b. recognize the different types of debate and their structures; and
c. exhibit the different skills involved in being a good debater
Input
You may not be aware of it but you use debates even in your daily activities.
You hear people argue in different domains—home, school, office, market,
church, and in the government. This is so because a debate, loosely defined,
involves the exchange of opposing ideas or arguments. A debate, which is
carried out in a formal manner, usually takes place in a public meeting. The
exchange of arguments follows a certain procedure or a set of rules and has a
definite format.
Types of Debate
Formally or informally, debate happens in different scenarios. There are
debates in the classrooms, in the halls of the senate, congress and many other
else. Whatever forms it may take; whatever occasions or in what place, debate
allows us to stand and reasoned with our arguments.
1. The Lincoln-Douglas type of debate (also called as the two men debate)
is a kind of debate where there is only one speaker in the side of the
affirmative as well as in the side of the negative. The speaker in the
affirmative side opens the debate then followed by the negative speech.
2. The Rebuttal Type of debate is a kind of debate where each team from
the affirmative and the negative side is composed of about two or three
members. As the debate starts, the affirmative speaker opens the
constructive speech and the negative speaker starts the rebuttal. Every
74
Ethical Considerations
Comprehension Questions
Check your understanding of the input by answering the following questions:
1. How is debate related to one‘s everyday life experiences?
On the right side of the rubric, please write the number representing what you
think was the performance level of the debate team in question for each
criterion below. Then calculate the average for each team.
ts
given
had
significa
n
t
problem
s
Use of Excellent Good Decent Poor
Crossexaminat crossexaminat crossexaminat crossexaminat cross
ion ion ion and ion examinat
and Rebuttal and defense rebuttals, and/or i
against with only rebuttals, on or
Identification Negative minor slipups with some rebuttals,
of team‘s significant failure to
objection problems point out
weakness in problem
s
Negative in
team‘s
arguments and
ability to
defend itself Negative
against attack team‘s
position
or failure
to
defend
itself
against
attack
Presentation All style Most style Few style Very
Style features used features used features used style
convincingly convincingl convincingl features
Tone of voice, y y used,
clarity of none of
expression, them
precision convinci
of n gly
arguments all
contributing
to keeping
78
audience‘s
attention and
persuading
them of the
team‘s case
Total
Score:
(Divide
by 4)
Average
:
Averag
e:
CHAPTER 5:
COMMUNICATION ACROSS PROFESSIONS
Learning Outcomes
Input
Different professions use different genres. However, you will note that
there are communication materials that cut across professions. They
communicate important information about a certain organization, event, or
individual.
2.
Memorandum – can be shortened or abbreviated by calling it a memo. A
Latin term which means ―it must be remembered,‖ the memo is usually
issued and disseminated by those occupying mid-level positions and up
in an organization. It is written to serve as a reminder to one‘s
constituents who need to do or act upon something.
Comprehension Questions
Check your understanding of the input by answering the following questions:
1. Aside from the genres presented above, what are the other
communication materials or genres used across professions? Name
atleast three and give a detailed structure of each.
The students will compose one document each genres to be compiled and to
be submitted to their teacher. Use the format presented.
84
Learning Outcomes
At the end of this lesson, you should be able to:
a. illustrate the steps involved in the job application process;
b. recognize the importance of job interviews in the job application
process; and
c. demonstrate communication skills in a mock job interview process
Input
Types of Interviews
4. Prepare answers for the questions you are likely to be asked about.
5. Develop relevant questions to ask.
6. Plan your appearance.
7. Double-check the location and time for the interview.
B. Initial Stages of the Interview
1. Greet the interviewer by name, with a smile and direct eye contact.
2. Offer a firm but gentle handshake if the interviewer extends a hand.
3. Take a seat only after the interviewer invites you to be seated or has
taken his own seat.
4. Sit an erect posture, facing the interviewer.
5. Listen for cues that tell you what the interviewer wants to hear.
6. Assume a calm and posed attitude.
7. Avoid gum chewing, smoking, and other displays of nervousness.
C. Body of the Interview
1. Display a genuine not artificial, smile at appropriate times.
2. Convey interest and enthusiasm.
3. Listen attentively so that you can give intelligent responses.
4. Take no notes, but remember key points.
5. Sell the interviewer on hiring you.
6. Answer questions wisely.
7. Avoid cocktails if you are interviewed over lunch.
D. Salary Discussions
1. Put off a discussion of salary until late in the interview, if possible.
2. Let the interviewer initiate the discussion of salary.
3. If asked, state that you would like to receive the standard salary for the
position.
E. Closing Stages of the Interview
1. Watch for signs that the interview is about to end.
2. Tactfully ask when you will be advised of the decision of your
application.
3. If you‘re offered the job, either accept or ask for time to consider the
offer.
4. Thank the interviewer for meeting with you, with a warm smile and
handshake.
87
Comprehension Questions
Recall what was presented and discussed in the input. Then, answer the
following questions:
1. What steps are involved in the job application process?
By this time, you are ready to take part in a mock interview. Your teacher will
give you instructions for this mock interview, as well as the rubric that will be
used to evaluate your performance.
Interviewee: _________________________________
Section: ______________________
Write the score that reflect interviewee’s performance in each criterion and write specific
comments on overall performance at the bottom of the page. If the interviewee’s performance
lies between two columns, write 2 or 4 points.
88
CRITERIA 1 2 3 4 5 S
C
O
R
E
First Impression • Does not shake • Weak handshake • Firm
hands • Poor posture handshake
What was your • Minimal eye • Weak smile • Genuine smile
first impression contact • Acceptable • Confident body
of this • Does not smile hygiene/appearan language
• Poor • Excellent
interviewee? ce
hygiene/appearanc hygiene/a
e ppearance
REFERENCES