Purposive Communication

Module Code: MOD-NGEC5 – M – 003

Module Title: Evaluating Messages and/or Images

Jeane Marie Galero

Faculty, School of Heritage Education
Asian Institute of Maritime Studies
 Module 3 – Week 5-6
Module Title: Evaluating Messages and/or Images
Course Outcome and Learning Outcomes

• CO NO. 3 : Evaluate multimodal texts critically to enhance receptive

(listening, reading, viewing) skills.
• LO No. 1: Convey ideas through oral, audio visual, and/or web based
presentations for different target audiences in local and global
settings.
• LO No. 2: Develop materials with awareness of audience and context in
presenting ideas through different communication purposes
Teaching-Learning Activity

Week 5
Meeting 1-2
Let’s evaluate!

• Check if the following texts and images are effective

or not. Explain your answer.
Let’s
Let’sevaluate!
evaluate!
Let’s
Let’sevaluate!
evaluate!

Wanted: Boy Waitress

Please see the manager.
Let’s evaluate!

Wanted Driver
Text or Call
09275806401
Let’s
Let’sevaluate!
evaluate!
Let’s
Let’sevaluate!
evaluate!
Let’s
Let’sevaluate!
evaluate!
The text or message

Generally:
• Message- Information conveyed in the communication
process
• Verbal and/or nonverbal
 The text or message
• Message- any recorded message that is physically
independent of its sender or receiver
• Assemblage of signs constructed with reference to the conventions
associated with a genre and in a particular medium of communication
• Chandler, 2017
 Texts
• any object that can be "read",
whether this object is a work of
literature, a street sign, an
arrangement of buildings on a city
block, or styles of clothing
• It is a coherent set of signs that
transmits some kind of informative
message.
 Texts

• can come in any form and be any

kind of writing
• Different types of texts
• Letters
• Advertisements
• user-guides
• Emails
• Postcards
• Notes
• magazine articles
Medium

• Speech or writing
• Specific technical forms like within
mass media or the media of
interpersonal communication
 Remember that students:

• Required to compose oral and written

texts
• Text type expected, its purpose, and
audience
• These have implications for the structure,
language and presentation of the text
 Structure

•How the information is organized

• Logical order
• Chronological order
• Spatial or space order
 Language

• Means by which information is expressed verbally

and/or nonverbally
Presentation

• Covers the layout, format,

length, oral delivery,
spelling, and referencing
Written text types

• Essays
• Reports
• Researches
• Reviews or reactions
• Journals
• Business letters
 Different Types of Texts

Persuasive Texts Example:

• encourages someone to do something
It may: Enjoy an Enchanting Holiday in the Maldives
 Use capital letters, exclamation
marks, questions and repeated words to catch Scattered across the Indian Ocean lie islands
your attention. with the finest white sand beaches and clearest
 Use adjectives to make something crystal blue waters. These are the MALDIVES!
sound attractive.
 Give only one side of an argument. Over 1,000 coral islands. Temperatures here
 Take the form of an advert; but it may are always in the 80s.
also be a letter from a friend trying to persuade
you to go to a class.
Different Types of Texts

Instructive Texts Example:

• tells you how to do something. • Cut the bread into small

• It will often use commands and squares. Arrange in layers and
pictures. sprinkle with sugar and raisins.
• It will be direct.
Different Types of Texts

Descriptive Texts Example:

• tells you what something is like • He was a big man with short curly
• The writer helps you imagine or ‘see’ a hair, brown teeth and a flat nose. A
person, place or thing. scar crossed his right cheek from
• Describing words, such as adjectives
ear to chin.
and adverbs are used, as well as
descriptions of the five senses: look,
sound, smell, touch, taste.
Evaluating Messages and/or Images

We evaluate the effectiveness of our messages by

developing and using strategic questions to identify strengths
and weaknesses.
Four Main Qualities of an Effective Message

• Simplicity

• Specificity

• Structure

• Stickiness
Strategies for Evaluating Messages

Simplicity
• In order to ensure that our
messages have simplicity, we
should ask ourselves two
questions:
• Is my purpose evident?
• Is my core message clear?
 Strategies for Evaluating Messages
Strategies for Evaluating Messages

Specificity

• refers to our choices of language and its usage

• ask:
• Is my language specific?
• Is my language concrete, rather than
abstract?
• Am I using words which have traditional
meanings and could perhaps be
misconstrued?
 Strategies for Evaluating
Strategies for Evaluating Messages Messages

Structure

• Ideas should be organized and

easy to follow.
• Does my message have
structure?
• Is there a more effective
way to arrange my ideas?
 Strategies for Evaluating Messages
Strategies for Evaluating Messages

Stickiness

• Ideas should be memorable

enough to move your readers
• Is my message engaging?
• Is my message creative?
 Evaluating Messages and/or Images

• Visual analysis is an important step in evaluating an image and

understanding its meaning.
• The three steps in evaluating an image.
• Identifying the source
• Interpret contextual information
• Understanding implications
 Evaluating
Evaluating Messages
Messages and/or
and/or Images
Images

• Content Analysis
• What do you see?
• What is the image all about?
• Are there people in the image?
• What are they doing?
• How are they presented?
• Can the image be looked at different ways?
• How effective is the image as a visual message?
 Evaluating
Evaluating Messages
Messages and/orand/or
ImagesImages

Image Source
• Where did you find the image?
• What information does the
source provide about the
origins of the image?
• Is the source reliable and
trustworthy?
 Evaluating
Evaluating Messages
Messages and/orand/or
ImagesImages

Visual Analysis
• How is the image composed?
• What’s in the background and
what is in the foreground?
• What are the most important
visual?
 Evaluating
Evaluating Messages
Messages and/orand/or
ImagesImages

• Technical Quality
• Is the image large enough to suit
your purpose/s?
• Are the colors, light and balance,
true?
• Is the image a quality digital
image without pixelation or
distortion?
• Is the image in a file format you
can use?
 Evaluating
Evaluating Messages
Messages and/orand/or
ImagesImages

• Contextual Information
• What information accompanies
the image?
• Does the text change how you
see the image? How?
• Is the text information intended to
be factual?
• What kind of context does the
information provide?
• Does it answer the questions,
were, how and why?
 Performance Task
Asynchronous Activity – Week 5

2.1 Activity No. 1 Activity title: Evaluating Messages and/or

Images
• Instructions: Evaluate the following advertisements and make
an analysis on why these popular ads are effective or not.
• Covered topic/s: Evaluating Messages and Images
Use the following questions to evaluate the message and
images.

• What is the message?

• What is the purpose of the message?
• How is the message conveyed by the text and/or image?
• Who is the target audience of the message?
• What other ways of presenting the messages are there?
Teaching-Learning Activity

Week 6
Meeting 1-2
Steps in Doing Audience Analysis
 Before the Presentation

1. Situational Analysis—Consider the demands of the occasion and the

environment in which you will be speaking.
• A. Determine whether your audience is required to attend your presentation, or
if they are doing so voluntarily.
• B. Consider the audience’s expectations for this form of address. Examine the
conventions of this genre of speech.
• C. Determine where you will be speaking, what technology will be available,
the time of day, and your place in the order of speeches.
 Before the Presentation
Before the Presentation

2. Demographic Analysis
- obtain information on your audience’s demographics before your presentation
- Demographic information
- Age
- gender
- race, ethnicity, class,
- sexual orientation
- level of education, occupation,
- marital status, political orientation, etc.
 Before the Presentation
Before the Presentation
A. Determining demographics:
• I. Consider the event itself. A school play, for example, is ordinarily
performed for parents.
• II. If possible, distribute a survey to your potential audience. This will not
always be feasible or appropriate, but it can be advantageous in specific
situations.
• III. Examine publicly accessible information, such as census data or social
media accounts.
 Before the Presentation
Before the Presentation

B. Responding to demographic data:

• I. Resist the temptation to stereotype your audience based on
demographic data.
• II. Use inclusive language, regardless of your audience’s
demographics, and avoid offensive language altogether.
 During the Presentation

1. Observation—
* Remain alert to the nonverbal cues of audience
members, including eye contact, physical movement, and note-
taking.
* Be prepared to adjust your volume, rate of speech, and
content to better engage with your audience.
 During the Presentation
During the Presentation

2. Audience Response
* Polls or open response questions during a
presentation can keep your audience engaged
* give you valuable feedback during your presentation.
 ASSESSMENT
Asynchronous Activity – Week 6

• Identify a cause oriented-event that you want people to be informed.

• Identify who will be your audience. Who are the people you will invite?
• Create an invitation for people to join cause-oriented event using
various media such as email, social media, and/or electronic
advertisements.