Purposive Communication MODULE 2020 TEJIDO

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Office of the Vice President for Academic Affairs
Santa Rosa Campus
____________________________________________________________
INSTRUCTIONAL MATERIAL FOR

PURPOSIVE COMMUNICATION
(GEED 10063)
COMPILED BY:
ROCIO MARIE M. TEJIDO

Instructor
PUP Santa Rosa Campus
June, 2020
TABLE OF CONTENTS
Page No.
Unit I INTRODUCTION TO COMMUNICATION
Lesson 1 Nature, Definition, Types, Functions and .………………. 4 - 15
Modes of Communication
Lesson 2 The Process and Elements of Communication …………. 16- 35
Lesson 3 Principles of Communication ……………………………… 36- 40
Lesson 4 Ethics of Communication ………………………………….. 41- 46
Unit II COMMUNICATION AND GLOBALIZATION

Lesson 5 Communication and Technology …………………………. 48- 56
Lesson 6 Introduction to Globalization ………………………….…… 57- 64
Lesson 7 Impacts of Globalization to Communication and to ……. 65- 67
Global Communication
Unit III LOCAL AND GLOBAL COMMUNICATION IN

MULTICULTURAL SETTING
Lesson 8 Diversity and the Global Community, ……………………. 69- 78
Cultural Awareness and Sensitivity
Lesson 9 World Englishes …………………………………………….. 79- 88
Lesson 10 Gender Sensitive Language and Political Correctness … 89- 92
Lesson 11 Varieties and Registers of Spoken and …………………. 93-100
Written Language
Unit IV EVALUATING MESSAGES, COMMUNICATION AIDS

STRATEGIES
Lesson 12 Linguistic Landscapes and Geosemiotics, ……………… 102-113
Kinds of Signs and Online Landscapes
Lesson 13 Kinds of Communication Strategies and …………………. 114-119
Factors in Developing Communication Strategy
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Unit V COMMUNICATION FOR VARIOUS PURPOSES
Lesson 14 Purposes of Communication, Preparing a Speech………. 121-126
and Oral Report, Informative, Persuasive Communication
and Public Speaking
Lesson 15 Workplace Communication, Business Letters, ………….. 127-148
Memos, Minutes and Incident Reports, Interview
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UNIT 1 – INTRODUCTION TO COMMUNICATION
OVERVIEW:
“To effectively communicate, we must realize that we are all different in the way we perceive
the world and use this understanding as a guide to our communication with others.”- Anthony
Robbins
Communication in the 21st century has become much complex than it was decades past. The
continuous development in human society allowed for individuals to form communities. The first
development was the appearance of language. Though limited with grunts and sounds, and
gestures, it is by no means null. This allowed for homo sapiens to collaborate in hunting. The
next development was the invention of the written language. With materials available,
communication traversed through time and space. Knowledge could now be passed and
preserved not only through oral tradition but also through materials available around (e.g. wood,
clay, etc.). The third development that significantly changed communication from the last two
developments was printing. Printing made it possible to make identical copies of documents and
distribute it far and wide. It was considered as the first technology to communication then. This
technology was further developed when communication had been able to reach distances
without physically moving for it to take place. In the past, postal services and transportation
made it possible for artifacts to be delivered to different places. However, the critical fourth
development made communication easier. The electronic communication like the telegraph to
telephone, fax machines and now the internet revolutionized communication.
With these developments to communication, it has become a necessity to understand its
complexities since all of us are constantly in a state of giving and receiving communications.
Problems arise when one does not receive, or understand the message sent in the
communication as it was intended, or when one subconsciously sends a nonverbal message
that contradicts the spoken word. This unit attempts to help students understand the importance
of good communications skills at school and at work. It will focus on (1) the understanding of
communication and its components, (2) the process and elements of communication, (3) the
principles behind it, and (4) ethics of communication.
LEARNING OUTCOMES: After successful completion of this unit, you should be able to:
1. Describe the nature, components, process, principles and ethics of communication in

various multicultural contexts.
2. Discuss key aspects of effective communication in a collaborative concept mapping.
3. Demonstrate good oral communication and listening skills in simulation tasks.
4. Hypothesize principles and ethics of communication
5. Evaluate concepts drawn about communication in a real-time reaction tasks.
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COURSE MATERIALS:
Lesson 1 COMMUNICATION: ITS NATURE, DEFINITION, TYPES, FORMS, FUNCTIONS
AND MODES
COMMUNICATION
Sussman (1984) stated that communication occurs when a sender expresses an emotion or
a feeling, creates an idea, or senses the need to communicate. The communication process is
triggered when the sender makes a conscious or an unconscious decision to share the
message with another person—the receiver. It is a process wherein the exchange of
information between two or more people (Bernales, Balon and Biligan, 2018). Keyton (2011) as
cited in Lunenburg (2010) supported the notion that communication is the process of
transmitting information and common understanding from one person to another. For
communication to succeed, both the participants must be able to exchange information and
understand each other. If this flow of information is interrupted or blocked communication fails.
The word communication is derived from the Latin word, ― “communis”, which means common.
In our everyday living, for a communication to be effectively transmitted, elements of
communication must be present and these include a) Speaker, b) Message, c) Receiver, d)
Channel, e) Feedback, and f) Communicative Situation.
Sussman (1984) further explains that every communicative act is based on something that
conveys meaning, and that conveyance is the message. The message may be either verbal
(spoken or written) or nonverbal (body language, physical appearance, or vocal tone).
Messages may also come from the context—or place and time—of the communication. For
instance, if you choose to make a critical comment to someone, the place and the time you
choose to make that comment will make a big impact on how it will be received.
Moreover, every message is sent and received through one of our five senses—it is seen,
heard, touched, tasted, or smelled. The sensory media through which messages are sent and
received are communication channels. In a work setting, messages may be seen through body
movement, letters, memos, newsletters, bulletin board notices, signs, emails, and so on.
Messages that are heard come through conversations, interviews, presentations, telephones,
radios, and other audio media. Sight and sound are the two most frequent communication
channels used in our society.
When the receiver gets the message (through seeing, hearing, feeling, touching, or
smelling), he or she will usually give feedback (return message) unconsciously or consciously.
Thus, the communications process is on-going.
The worst assumption a sender of a message can make is that the message will be received
as intended. So many things can go wrong during the communications process that we should
always assume that something will go wrong and take steps to prevent that occurrence.
Barriers to good communications are always present. For instance, the language itself can be a
barrier—unclear wording, slang, jargon, the tone. Another barrier is the failure of the sender to
realize that his or her body language might contradict the spoken message. The channel used
to convey the message might be wrong. For instance, you would not use the telephone to relay
a lot of statistical information; you would need to write that message on paper. Poor listening
skills can constitute a barrier also (Sussman, 1984).
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NATURE OF COMMUNICATION
→ We are social beings and such; we feel an intense need to express our thoughts,
feelings and aspirations, doubts, questions, and fears. Equally intense is our need to be
listened to. These needs - to express and to be listened to – are basic or innate in all of
us.
→ But as Ben Johnson, the English poet, has said, the ability to speak and the ability to
speak well are two different things.
→ Speaking well is comparable to any skill in the sense that it can be developed and
enhanced. All that you have to do is expose yourself to various speaking situations.
Listen well and study how effective speakers express themselves.
“Learn from their strengths and practice whenever opportunities arise.”

“Practice makes perfect”
“If it is to be, it is up to me.”
→ As much as 75% of the average person’s day is spent communicating.
→ Those in technical jobs are estimated to spend between 50% and 90% of their work day
engaged in communication process
DEFINITIONS OF COMMUNICATION
1. Communication is derived from the Latin word ‘communis,’which means, “Belonging to
many” or “equally” and “communico” – to confer with others. It is the mutual exchange of
information, ideas, and understanding by any effective means (Ballesterros, 2003).
2. Communication is a process by which we assign and convey meaning in an attempt to

create shared understanding.
↔ This process requires a vast repertoire of skills:
o Intrapersonal and o Speaking
interpersonal processing o Questioning
o Listening o Analyzing
o Observing o Evaluating
3. It can be seen as processes of information transmission governed by three levels of

semiotic rules:
↔ Syntactic
↔ Pragmatic
↔ Semantic
4. It is therefore a social interaction where at least two interacting agents share a common
set of signs and a common set of semiotic rules.
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5. The Oxford Advanced Learner’s Dictionary defines communication, as the act of passing
news, information…, the act of sharing or exchanging thoughts, ideas, feelings with
others or with a group; the act of participating with or sharing in common, the
“we-belong-to-same-feeling” as in communication with… or the act of thinking about
oneself.
6. Communication refers to the process of human beings responding to the symbolic

behavior of other persons (Adler and Rodman, 1997).
↔ COMMUNICATION IS HUMAN. The communication done by animals is relatively
different from humans.
↔ COMMUNICATION IS A PROCESS. Communication is a continuous, ongoing
process. It does not occur in isolation.
↔ COMMUNICATION IS SYMBOLIC. Symbols are used to represent things,
processes, ideas, or events in ways that make communication possible. The most
significant feature of symbols is their arbitrary nature. In addition to this, nonverbal
communication can have symbolic meaning. As with words, some nonverbal
behaviors, though arbitrary, have clearly agreed-upon meanings (Adler and Rodman,
1997).
TYPES OF COMMUNICATION - according to mode

A message may be impart through these types; verbal, non-verbal, and visual. While
communication is often thought of as verbal, the non-verbal mode is equally essential as it
enhances one‘s message.
A. VERBAL COMMUNICATION
↔ (Linguistics) The process of sending and receiving messages with words, including
writing and sign language.
↔ It refers to the form of communication in which message is transmitted verbally.
↔ Communication is done by word of mouth and a piece of writing.
Verbal Communication: Oral

o Spoken words are used
o It includes face-to-face conversations, speech, telephonic conversation, video,
radio, television, voice over internet.
o Communication is influenced by pitch, volume, speed and clarity of speaking.
Verbal Communication: Oral- Advantages

♦ It brings quick feedback. It’s flexible and is a reliable method of
communication.
♦ In a face-to-face conversation, by reading facial expression and body
language one can guess whether he/she should trust what’s being said or
not.
♦ It saves time and money in communication.
Verbal Communication: Oral- Disadvantages
♦ It has issues when communicating with distant people.
♦ It is difficult for certain people to understand speech due to various speech
tones used in verbal communication.
♦ This form of communication is not suitable for lengthy message.
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Verbal Communication: Written
o In written communication, written signs or symbols are used to communicate.

o In written communication message can be transmitted via email, letter, report,
memo etc.
o Written communication is most common form of communication being used in
business.
Verbal Communication: Written- Advantages
♦ Messages can be edited and revised.

♦ Easy to preserve: Written communication provide record and backup.
♦ Permanent record: A written communication enables receiver to fully
understand it and send appropriate feedback
♦ No opportunity to misinterpret: there is any opportunity to misinterpret the
information or messages of written communication.
♦ Easy presentation of complex matter: Written communication is the best way
to represent any complex matter easily and attractively.
♦ Proper information: It is a proper and complete communication system. There
is no opportunity to include any unnecessary information in a written
document.
♦ Less distortion possibility: In this communication system information is
recorded permanently. So, there is less possibility of distortion and alteration
of the information.
Verbal Communication: Written- Disadvantages
♦ Expensive: Written communication is comparatively expensive. For this

communication paper, pen, ink, typewriter, computer and a large number of
employees are needed.
♦ Time consuming: Written communication takes time to communicate with
others. It is a time consuming media. It costs the valuable time of both the
writer and the reader.
♦ Useless for illiterate person: It messages receiver is illiterate, written
communication is quite impossible. This is major disadvantage written
communication.
♦ Lack of flexibility: Since writing documents cannot be changed easily at any
time. Lack of flexibility is one of the most important limitations of written
communication.
♦ Delay in response: It takes much time to get a response from the message
receiver; prompt response is not possible in case of written communication
that is possible in oral communication.
♦ Delay in decision making: Written communication takes much time to
communicate with all the parties concerned. So the decision maker cannot
take decisions quickly.
B. NONVERBAL COMMUNICATION
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↔ Nonverbal communication is the sending or receiving of wordless messages. Such
gesture, body language, posture, tone of voice or facial expressions is called
nonverbal communication.
↔ It is all about the body language of speaker.
It has three elements:
o Appearance (speaker) - Clothing, hairstyle, neatness, use of cosmetics;

Appearance (surrounding) – room size, lighting, decorations, furnishings
o Body language - facial expressions, gestures, postures
o Sounds - voice tone, volume, speech rate
C. VISUAL COMMUNICATION
↔ Visual communication, on the other hand, is the type of communication that uses
visuals to convey information and/or messages. Some examples are signs, symbol,
imagery, maps, graphs, charts, diagrams, pictograms, photos, drawings or
illustrations, and even various forms of electronic communication.
↔ Visual communication now occupies an important place in any work environment.
For instance, during presentations, instructors, managers, doctors, lawyers,
legislators and the like use visuals to transfer data into digestible information. Very
likely, they have greater success in catching the attention of the audience making the
latter easily recall the information.
Verbal Communication: Visual- Advantages
o It makes use of technology that provides apps( applications), videos and

images that rely less on the printed word making presentations more interesting.
This leaves a powerful effect on the audience and prospective clients.
o Speakers/presenters should be mindful of the content of their presentation

since wrong and irrelevant information may lead to miscommunication. Likewise,
they should pay attention to graphic elements, such as position, color, size,
shape and orientation as all these play an important role in the presentation of
slides. Audience size should be considered as well when preparing slide
presentations or other forms of visuals.
TYPES OF COMMUNICATION - according to context

This sub-section, context in communication is referred to as composite of people interacting
with each other. Communication may also be classified according to context: (1) intrapersonal;
(2) interpersonal; (3) Dyadic; (4) Small Group; (5) Public; and (6) Mass communication.
A. INTRAPERSONAL COMMUNICATION
↔ The Latin prefixes intra-means within or inside. Intrapersonal communication then
means talking to oneself. Some label it as self or inner talk, inner dialogue.
Psychologists call it with other names such as self-verbalization or self-statement.
↔ Intrapersonal communication can be defined also as communication with one‘s
self, and that may include self-talk, acts of imagination and visualization, and even
recall and memory (McLean, 2005). Communication happens within the person.
Hence, there is no feedback and/or feedbacks are not interrupted.
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You read on your phone that your friends are going to have dinner at your favorite
restaurant. What comes to mind? Sights, sounds, and scents? Something special that
happened the last time you were there? Do you contemplate joining them? Do you start
to work out a plan of getting from your present location to the restaurant? Do you send
your friends a text asking if they want company? Until the moment when you hit the
―send button, you are communicating with yourself.
↔ Communications expert Leonard Shedletsky examined intrapersonal

communication through the eight basic components of the communication process
(i.e., source, receiver, message, channel, feedback, environment, context, and
interference) as transactional, but all the interaction occurs within the individual
(Shedletsky, 1989, as cited in McLean, 2015). From planning to problem solving,
internal conflict resolution, and evaluations and judgments of self and others, we
communicate with ourselves through intrapersonal communication. All this
interaction takes place in the mind without externalization, and all of it relies on
previous interaction with the external world.
B. INTERPERSONAL COMMUNICATION
↔ Interpersonal communication can be defined as communication between two
people, but the definition fails to capture the essence of a relationship. This broad
definition is useful when we compare it to intrapersonal communication, or
communication with ourselves, as opposed to mass communication, or
communication with a large audience, but it requires clarification. The developmental
view of interpersonal communication places emphasis on the relationship rather than
the size of the audience, and draws a distinction between impersonal and personal
interactions. Family for many is the first experience in interpersonal relationships, but
as we develop professionally, our relationships at work may take on many of the
attributes we associate with family communication. We look to each other with similar
sibling rivalries, competition for attention and resources, and support. The workplace
and our peers can become as close, or closer, than our birth families, with similar
challenges and rewards. To summarize, interpersonal relationships are an important
part of the work environment.
C. DYADIC COMMUNICATION
↔ Communication happens between two persons. Either way, the source become
the receiver and vice versa because of the dynamic and spontaneous flow of
discourse. One of the best examples of dyadic communication is between a patient
and a doctor.
D. SMALL GROUP COMMUNICATION

↔ This type of communication usually happen in an organizational communication
and involves more than two individuals. In this form of communication, the
information comes from the source down to the receiver and vice versa. There is a
continuous sending and receiving of feedbacks.
E. PUBLIC COMMUNICATION
↔ This type of communication is a one way type model of communication as it no
longer requires the feedback of the receiver or the audience. The message of the
speaker will be sent to a huge number of audiences, for instance, public speaking
like the State of the Nation Address (SONA) of the president.
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F. MASS COMMUNICATION
↔ This involves a large number of people and requires a tool to help disseminating
the information. This also no longer requires feedback from the audience to the
source, for instance, television news and advertisement. But in mass communication,
there is no direct access with the receiver. For that they need media like Newspaper,
Radio, Television and Internet. The audience feedback is very less or delayed.
FUNCTIONS OF COMMUNICATION
There’s a good reason why we speak, listen, read and write so much: Communication
satisfies most of our needs.
A. Physical Needs- Communication is so important that it is necessary for physical health.
Evidence suggests that an absence of satisfying communication can even jeopardize life
itself.
B. Identity Needs- Communication does more than enable us to survive. It is the way –
indeed, the only way – we learn who we are.
C. Social Needs- Besides helping to define who we are, communication provides a vital
link with others.
D. Practical Needs- Communication is the tool to help us in our everyday tasks.
MODES OF COMMUNICATION
The medium or channel is through which communicative intent is expressed. The typical
communication modes include natural speech, facial expression and gesture while exceptional
communication modes include the use of graphic symbols or synthetic speech. Communication
generally draws on multiple modes, such as vocalization, speech, gesture and symbols, and is
referred to as multimodal. Mode is a term used to describe the way something is done or
experienced. When we use the phrase mode of communication, we are describing the way
communication is expressed. This section will discuss the method of communication (Agura and
Bilagantol, 2019).
THREE MODES OF COMMUNICATION
A. Interpersonal mode is active oral or written

communication in which the participants negotiate
meaning to make sure that their message is understood.
B. Interpretive mode is the ability to listen or
read a text and interpret the meaning.
C. Presentational mode is written or oral
communication in which the presenter must take into
account the impact on the audience since this is
one-way communication with limited opportunity for
feedback.
The figure above shows the different macro skills
involved in the three modes of communication.
Interpersonal mode utilizes all the four (4) macro skills: reading, writing, listening, and speaking.
On the other hand interpretive mode uses reading and listening while presentational mode uses
speaking and writing
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To further understand the differences of the three modes, study the following table.
Interpersonal Interpretive Presentational

● Two-way ● One-way ● One-way
communication with communication with no communication
active negotiation of recourse to the active intended for an
meaning among negotiation of meaning audience of readers,
individuals with the writer, speaker, or listeners, or viewers.
producer
● Spontaneous ● reader, listener or ● presentation of
● Usually involves viewer interprets information; not
exchange of what the author, exchange
information speaker, or producer ● No direct
● meaningful wants the receiver opportunity for the
of the message to active negotiation of
understand meaning exists
● Participants observe ● Interpretation differs ● To ensure the
and from intended audience is
monitor one another comprehension and successful in its
to see translation in that it interpretation, the
how their meanings implies the ability to “presenter” needs
and intentions are read, listen or view knowledge of the
being “between the lines,” audience’s language
communicated and including and culture
make adjustments understanding
and clarifications from within the
accordingly cultural mindset or
perspective
● Speaking and ● Reading of ● Writing (messages,
listening authentic texts articles,
(conversation) (websites, advertisements,
● Reading and stories and other flyers, brochures,
writing (text literature, short stories,
messages, articles, signs) reports, scripts,
messages on ● Listening to Power Point
● social media, letters) authentic texts presentations);
(speeches, ● Speaking (telling a
messages, songs, story, giving a
radio news, ads) speech, TV or radio,
● Viewing of authentic news, drama
materials presentations
(videos, movies, including skits,
presentation to jury)
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● presentations, TV
shows,
● commercials, news,
plays)
(see also the following videos)

1. Three Modes of Communication: 3. Three Modes of Communication:
Part 1 Part 3
https://www.youtube.com/watch?v=R https://www.youtube.com/watch?v=f
LKp4oB91Kg SM5Qym-A0U
2. Three Modes of Communication: 4. Three Modes of Communication:
Part 2 Part 4
https://www.youtube.com/watch?v=Y https://www.youtube.com/watch?v=J
a5p8cNqtfM a7WAn5YaeE
READINGS
BOOK
1. Adler, R., Elmhorst. J. M., & Lucas, k (2012) Communicate at work: Strategies for
success in business and the professions. NY : McGraw Hill
2. Bernales, R., Balon, W. and Biligan, R., 2018. Purposive Communication: In Local And
Global Contexts. Malabon City: Mutya Publishing House, Inc.
(Online)
3. McLean, S. (2005). Intrapersonal Communication | Business Communication for
Success. Lumen Learning. Retrieved July 28, 2020, from
https://courses.lumenlearning.com/suny-geneseo-businesscommunication/chapter/intrap
ersonal-communication/
ONLINE ARTICLES
1. Sussman, L., & Deep, S. (1984). Comex: The Communication Experience in Human
Relations (2nd ed.). South-Western Pub. Retrieved from,
https://www.westgatech.edu/WorkEthics/Communication%20doc.pdf
2. Three Modes of Communication. (n.d.-b). Retrieved June 13, 2020, from
http://www.longwood.edu/staff/goetzla/TeachingLanguages/THREE%20MODES%20OF
%20COMMUNICATION.pdf
IMAGE
1. [Illustration]. (n.d.). Three Modes of Communication. Retrieved from
https://sites.google.com/site/technologyforclac/_/rsrc/1428614716445/home/three-mode
s-of-communication/Screen%20Shot%202015-04-09%20at%204.22.19%20PM.png
WATCH
1. Communication Coach Alex Lyon. (2020, January 28). Verbal and Nonverbal
Communication [Video]. YouTube. https://www.youtube.com/watch?v=wOhLMEKLTKE
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2. Mari Bryson. (2015, April 28). Nonverbal Communication Clip Compliation [Video].
YouTube. https://www.youtube.com/watch?v=Mh47wWr_Hbw
3. Stanford Graduate School of Business. (2017, January 19). Choosing a Mode of

Communication [Video file]. In YouTube. Retrieved from
https://www.youtube.com/watch?v=il9NRiJcMRY&feature=youtu.be
4. Zelma Soto. (2019a, March 21). Understanding the Three Modes of Communication -
Part 1/4 [Video]. YouTube. https://www.youtube.com/watch?v=RLKp4oB91Kg
5. Zelma Soto. (2019b, March 22). Interpretive Mode of Communication - Part 2/4 [Video].
YouTube. https://www.youtube.com/watch?v=Ya5p8cNqtfM
6. Zelma Soto. (2019c, May 6). Interpersonal Mode of Communication 3/4 [Video].
YouTube. https://www.youtube.com/watch?v=fSM5Qym-A0U
7. Zelma Soto. (2019d, May 6). Presentational Mode of Communication 4/4 [Video].
YouTube. https://www.youtube.com/watch?v=Ja7WAn5YaeE
ACTITVITIES/ASSESSMENT:
1. THINKING CAP- Quote Station: What do you think these quotes mean in relation to
communication?
What do these quotes mean in relation to communication?
“If all my talents and powers to be taken from me by some inscrutable Providence and I
had my choice of keeping but one, I would unhesitatingly ask that I be allowed to keep
my power of speech for through it, I would regain the rest.”- Daniel Webster
My answer:
______________________________________________________________________
__________________________________________________________
“To speak and to speak well are two different things”- Ben Johnson
My answer:
______________________________________________________________________
__________________________________________________________
“We listen a book a day, we speak a book a week, read the equivalent of a book
a month, and write the equivalent of a book a year”- Walter Loban
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My answer:
______________________________________________________________________
__________________________________________________________
2. ACTIVITY 1: Silent TV: We are going to watch part of a sitcom. For the first five
minutes, we willl watch with the volume turned on. During the second five minutes, we
will watch without the volume. You will write down what you think the characters are
doing and saying. Look for their nonverbal cues, and write down what you see.
Watch the video:

Mari Bryson. (2015, April 28). Nonverbal Communication Clip Compliation
[Video]. YouTube. https://www.youtube.com/watch?v=Mh47wWr_Hbw
Guide Questions:
1. Describe what the characters were saying and doing.
2. What were the nonverbal cues?
3. ACTIVITY 2: Paper Tear Communication: Prepare one 8 ½ x 11 inch sheet of paper.

You will follow the instructions that the teacher will give.
“This exercise requires listening to and following directions. As you hear the oral
instructions, perform the requested task.
1. No one may ask questions during this activity.

2. You may use only the materials given to you for the exercise.
3. You must close your eyes during the activity — no peeking!
4. Fold your sheet of paper in half.
5. Tear off the upper right-hand corner.
6. Fold your paper in half again.
7. Tear off the lower right-hand corner.
8. Fold your paper in half.
9. Tear off the upper left-hand corner.
10. Fold in half a final time.
11. Tear off the lower left-hand corner.
12. Unfold your paper and hold it up.
13. Open your eyes, look at the product and compare it with the other
participants’ products."
4. ACTIVITY 3: Collaborative Mind Mapping. In small groups, draw a concept map of the
different types of Communication. After making the map, each group will present their
map to class.
5. THINKING CAP- Watch Me! Watch the presentation of a group of Stanford Graduate
School of Business about “Sarah” and the communication situations they placed her in.
Then answer the following questions.
Guide Questions:
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1. What situations was Sarah in? How did she respond to each situation?
2. What modes of communication did she use?
3. What are the three points that the group surmised about
6. Quiz: For online classes, quiz will be given through Google forms in Google classroom;
while for Modular mode, they will have the quiz file in their flash disk.
COURSE MATERIALS:
Lesson 2 THE PROCESS AND ELEMENTS COMMUNICATION
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In a survey conducted by the Katz Business School at the University of Pittsburg,
organizations rated communication skills as the most important factor used in selecting their
management staff. The study found that oral and written communication skills were important in
predicting job success, as was the ability to communicate well with others in the workplace (Mtd
Training, 2010).
This result makes sense after all since communication is innate to us. Therefore, for us to be
able to communicate well is important. If we are not able to communicate well, the messages we
send get lost in translation (Mtd Training, 2010). Similarly, Bernales, Balon and Biligan (2018)
stated that when the flow of information is blocked for some reason or the parties cannot make
themselves understood, then communication fails.
So how do we communicate effectively?
We must consider a deeper understanding of the process and elements of communication.

Communication process may be simple to complex depending on the situation. To understand
the process there is a need to know the elements or components of the process
ELEMENTS OF COMMUNICATION
→ Speaking and listening are vital elements of communication. Therefore, in any

communication situation, you are both speaker and listener. (Villamarzo, 2003)
→ Eugene White (1960) mentions eight stages in the cycle of communication. These are:
↔ Thinking ↔ Receiving
↔ Symbolizing ↔ Decoding
↔ Expressing ↔ Reacting, and
↔ Transmitting ↔ Monitoring
→ Roman Jacobson mentions the following as components of communication:

↔ Addressor (speaker) ↔ Contact
↔ Addressee (listener ↔ Code, and
↔ Context (situation) ↔ Message
→ Gronbeck defines model as “a picture or a representation of a thing or process that

identifies the key parts or elements and indicates how each element affects the
operations of all of the elements.
→ Communication Model, therefore, is a sketch that shows the basic elements of the
communication process, and how each element affects the other elements in the entire
communication process as a system
A. COMPONENTS OF COMMUNICATION
1. SPEAKER/ SENDER
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o A person who sends the message
o A sender makes use of symbols (words or graphs or visual aids) to convey
the message and produce required response.
o Sender maybe an individual or a group or an organization
o The views, background, approach, skills, competencies and knowledge of the
sender have great impact on the message.
o The communication process begins with the sender, who is also called the
communicator or source. The sender has some kind of information – a
command, request, or idea – that he or she wants to share with others. In
order for the message to be received, the sender must first encode the
message in a form that can be understood and then transmit it.
2. MESSAGE
o Is the key idea that the sender wants to communicate
o It is a sign that elicits the response of the recipient.
o Communication process begin with decoding about the message to be
conveyed.
o It must be ensured that the main objective of the message is clear.
o Message is what you communicate verbally or non –verbally
o The message or content is the information that the sender wants to relay to
the receiver. It is relayed between the parties. Put all three together and you
have the communication process at its most basic.
o It also refers to the thoughts, ideas, or information that you convey to your
listeners.
▪ Verbal delivery of messages includes:
● Elements of voice (rate, volume, pitch, and quality)
● Articulation, and
● Pronunciation
▪ Verbal message consists of three variables:
● Content (is everything you say about something: referential or
relational) Ref- all relevant to your topic; Rel – a suggestion of
any relationship to your listeners
● Structure ( the pattern of organization you follow
● Style (how you express your ideas)
3. CHANNEL OR MEDIUM
o Is the means used to exchange or transmit the message
o The channel or medium is the language you use.
o The means through which the sender must choose an appropriate medium
for transmitting the message else the message might not be conveyed.
o It is also called channel, the medium is the means by which a message is
transmitted. Text messages, for example, are transmitted through the medium
of cell phones.
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4. RECEIVER OR LISTENER
o a person for whom the message is intended, aimed or targeted
o The degree to which the decoder understands the message is dependent
upon various factors such as: knowledge of recipient, their responsiveness to
the message, and the reliance of the encoder on the decoder.
o The person to whom a message is directed is called the receiver or the
interpreter. In order to comprehend the information from the sender, the
receiver must first be able to receive the sender’s information and then
decode or interpret it.
5. FEEDBACK
o Is the main component of the communication process as it permits the sender
to analyze the efficacy of the message?
o It helps the sender in confirming the correct interpretation of message by the
decoder.
o Feedback maybe verbal or non-verbal.
o The communication process reaches its final point when the message has
been successfully transmitted, received, and understood.
o The receiver, in turn, responds to the sender, indicating comprehension.
Feedback may be direct, such as written or verbal response, or it may take
the form of an act or deed in response.
o The communication process is not always simple or smooth, of course. Two
other elements may affect how the message is transmitted, received, and
interpreted.
6. NOISE
o This can be any sort of interference that affects the message being sent,
received, or understood. It can be as literal as static over a phone line or
esoteric as misinterpreting a local custom.
7. SITUATION or CONTEXT
o It refers to the time and place in which communication occurs
o This is the setting and situation in which communication takes place. Like
noise, context can have an impact of the successful exchange of information.
It may have a physical, social, or cultural aspect to it
B. THE COMMUNICATION PROCESS

↔ The goal of communication is to convey information—and the understanding of
that information—from one person or group to another person or group. This
communication process is divided into three basic components: A sender transmits a
message through a channel to the receiver. (Figure shows a more elaborate model.)
The sender first develops an idea, which is composed into a message and then
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transmitted to the other party, who interprets the message and receives meaning.
Information theorists have added somewhat more complicated language. Developing
a message is known as encoding. Interpreting the message is referred to as
decoding.
↔ The other important feature is the feedback cycle. When two people interact,
communication is rarely one‐way only. When a person receives a message, she
responds to it by giving a reply. The feedback cycle is the same as the
sender‐receiver feedback noted in Figure 1. Otherwise, the sender can't know
whether the other parties properly interpreted the message or how they reacted to it
(“The Communication Process,” n.d.).
The Communication Process Models
There are many communication models that can be used to visually describe different
communication situations. Here are some models that will allows us to get a deeper
understanding of the communication as process.
I. ARISTOTLE’S COMMUNICATION MODEL (1)
Figure 2. Aristotle’s Model of Communication (1)
Aristotle proposed the model before 300 B.C. He found the importance of the audience
role in communication chain. This model is more focused on public speaking than
interpersonal communication.
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Aristotle’s Model of Communication is formed with five (5) basic elements, namely: 1.
Speaker, 2. Speech, 3. Occasion, 4. Audience, and 5. Effect.
Aristotle advises speakers to build speech for different audience on different time
(occasion) and for different effect.
II. ARISTOTLE’S MODEL OF COMMUNICATION (2)

Aristotle defined communication (called RHETORIC in his time) as “the faculty of
observing, in any given case, the available means of persuasion.” The model shows the
process which the speaker must follow to communicate his idea or message to his
intended listener. This process involves four steps:
1) A Speaker discovers some logical, emotional and ethical proofs;
2) He arranges these materials strategically;
3) He clothes the ideas in clear, compelling words; and
4) He delivers the resulting speech appropriately.
IMPORTANT SKILLS OF A SPEAKER

The Aristotelian model seems to emphasize four important “faculties” or skills of a
speaker, which he must use (observe) as a means of persuading his listeners (audience)
to act according to his please or intentions.
These skills are as follows:
1) Logical reasoning skills coupled with the ability to present ethical and
emotional proofs of ideas he advances or proposes;
2) Skills in organizing or positioning his speech materials strategically (or
simply put, the proper ordering or sequencing of materials in order to help
the listener follow the speaker’s thoughts to an effective close or ending);
3) Skills in presenting his ideas/ messages in clear and compelling words;
and
4) Skills in delivering his resultant speech in appropriate oratorical style (e.g.
correct pronunciation, volume of voice, rate of speed, gestures or body
language, timing, etc.).
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Figure 3. Aristotle’s Model of Communication (2)
Although not specifically indicated in the model above, it is clear that the
communication process has these elements: (1) a Speaker, (2) an Idea or Message, and
(3) an Audience or Listener (s). It can also be safely assumed that there is a channel
chosen – the means to carry the idea or message across to the listener; and the channel
chosen is the human voice – the public speech instrument.
The Aristotelian model is SPEAKER-CENTERED. But, of course, during his time, the
emphasis was the training of speakers – public speakers called orators, skillful in the art
of reasoning and persuasion.
III. SHANNON’S MODEL

This model argues that communication can be broken down into 6 key concepts: sender,
encoder, channel, noise, decoder, and receiver. A later version of the theory by Warren Weaver
added a 7th concept (‘feedback’) which changed the model from a linear to cyclical model
(Drew, 2020).
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Figure 4. Shannon’s Model of Communication
It is known as the “mother of all models” because of its wide popularity. The model is
also known as ‘information theory’ or the ‘Shannon theory’ because Shannon was the
main person who developed the theory.
The model’s primary value is in explaining how messages are lost and distorted in the
process of communication (Drew, 2020).
IV. SHANNON-WEAVER MODEL
Drew, C. (2020) explains that the Shannon-Weaver model follows the concept of
communication in a linear fashion from sender to receiver with the following steps:
Figure 5. Shannon- Weaver Model of Communication

1. Sender (Information Source)
The model starts with the sender. They are the person (or object, or thing) who has the
information to begin with (the ‘information source’). The sender starts the process by
choosing a message to send, someone to send the message to, and a channel through
which to send the message.
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Example: An example of a sender might be the person reading a newscast on the nightly
news. They will choose what to say and how to say it before the newscast begins.
2. Encoder (Transmitter)
The encoder is the machine (or person) that converts the idea into signals that can be
sent from the sender to the receiver. The Shannon model was designed originally to
explain communication through means such as telephone and computers which encode
our words using codes like binary digits or radio waves.
However, the encoder can also be a person that turns an idea into spoken words,
written words, or sign language to communicate an idea to someone.
Examples: The encoder might be a telephone, which converts our voice into binary 1s
and 0s to be sent down the telephone lines (the channel). Another encode might be a
radio station, which converts voice into waves to be sent via radio to someone.
3. Channel
The channel of communication is the infrastructure that gets information from the
sender and transmitter through to the decoder and receiver. We sometimes also call this
the ‘medium’.
Examples: A person sending an email is using the world wide web (internet) as a
medium. A person talking on a landline phone is using cables and electrical wires as
their channel.
If we’re face-to-face, perhaps we don’t have a channel, except the sound waves from
our voice that carry the sound from the sender’s mouth to the receiver’s ear.
4. Noise
Noise interrupts a message while it’s on the way from the sender to the receiver. It’s
named after the idea that ‘noise’ could interrupt our understanding of a message. There
are two types of noise: internal and external.
At the point of transmission through the channel (for example, when we’re having a
conversation by a busy highway and the receiver is having trouble hearing over the
sound of cars)
One of the key goals for people who use this theory is to identify the causes of noise
and try to minimize them to improve the quality of the message.
Examples: Examples of external noise may include the crackling of a poorly tuned radio,
a lost letter in the post, an interruption in a television broadcast, or a failed internet
connection.
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Examples of internal noise may include someone having a headache so they can’t
concentrate, someone speaking with a heavy accent, or when the sender mumbles when
speaking.
5. Decoder
Decoding is the exact opposite of encoding. Shannon and Weaver made this model in
reference to communication that happens through devices like telephones. So, in this
model, there usually needs to be a device that decodes a message from binary digits or
waves back into a format that can be understood by the receiver.
If we’re talking about direct communication between people without the use of
technology, there may still be a need for decoding. For example, you might need to
decode a secret message, turn written words into something that makes sense in your
mind by reading them out loud, or you may need to interpret (decode) the meaning
behind a picture that was sent to you.
Examples: Decoders can include computers that turn binary packets of 1s and 0s into
pixels on a screen that make words, a telephone that turns signals such as digits or
waves back into sounds, and cell phones that also turn bits of data into readable (and
listenable) messages.
6. Receiver (Destination)
The receiver is the end-point of Shannon and Weaver’s original linear framework. This
is the step where the person finally gets the message, or what’s left of it after accounting
for noise.
Examples: Examples of a receiver might be: the person on the other end of a telephone,
the person reading an email you sent them, an automated payments system online that
has received credit card details for payment, etc.
7. Feedback
The ‘feedback’ step was not originally proposed by Shannon and Weaver in 1948.
Norbert Weiner came up with the feedback step in response to criticism of the linear
nature of the approach. (‘Linear’ means that the messages are only going one way).
Feedback occurs when the receiver of the message responds to the sender in order to
close the communication loop. They might respond to let the sender know they got the
message or to show the sender:
Examples: Feedback does not occur in all situations. Sometimes, like when watching TV,
we don’t tend to let the people talking on the TV know what we’re thinking … we simply
watch the show.
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V. BERLOS’ SMCR MODEL
Berlo’s model follows the SMCR model. This model is not specific to any particular
communication.
Berlo’s model includes a number of factors under each of the elements:
Source: The source is situated where the message originates.
Communication skills – It is the skill of the individual to communicate. For example,

the ability to read, write, speak, listen etc.
Attitudes – This includes attitudes towards the audience, subject and towards
oneself. For example, for the student, the attitude is to learn more and for teachers, it
is to help teach.
Knowledge– Communicating also means that the person needs to be knowledgeable

about the subject or topic. For e.g. a teacher needs to know about the subject in detail
that he or she teaches so that they can communicate properly such that the students
understand here.
Note: It refers, not to the general knowledge, but to the knowledge of the subject
that
the person is communicating and their familiarity with it.
Social system – The social system includes the various aspects of society like values,
beliefs, culture, religion and a general understanding of society. It is where the
communication takes place.
For example, classrooms differ from country to country just like people’s
behaviors and how they communicate, etc.
Note: We can communicate only to the extent that the social system allows. When
we communicate, we take the social system into account.
Culture: Culture of a particular society also comes under the social system.
According to this model, people can communicate only if the above requirements are
met in the proper or adequate proportion.
Encoder: The sender of the message, from where the message originates, is referred
to as the encoder. So the source encodes the message here.
Message
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Content – The body of a message, from the beginning to the end, comprises its
content. For example, whatever the class teacher teaches in the class, from beginning
to end, is the content of the message.
Elements – It includes various things like language, gestures, body language, etc.
They constitute all the elements of a particular message. Any content is accompanied
by some elements.
Treatment – It refers to the packing of the message and the way in which the message
is conveyed or the way in which it is passed on or delivered.
Note: When there is too much treatment, communication will not go smoothly.
Structure– The structure of the message refers to how it is arranged; the way people
structure the message into various parts.
Note: Message is the same, but if the structure is not properly arranged then the
receiver will not understand the message.
Code– The code of the message refers to the means through which it is sent and in
what form. It could be, for example, language, body language, gestures, music, etc.
Even culture is a code. Through this, people give and receive messages and
communication takes place.
Note: Only when the code is clear, the message will be clear. The wrong usage
may lead to misinterpretation.
Channel– It refers to the five sense organs. The following are the five senses:
● Hearing ● Smelling
● Seeing ● Tasting
● Touching
Communication occurs through one or more of these channels.
Hearing: The use of ears to receive the message. For example, orally transmitted
messages, interpersonal communication etc.
Seeing: Visual channels, for example, Watching television so the message is

conveyed through the scene/film.
Touching: The sense of touch can be used as a channel to communicate. For

example, we touch, buy food, hugging our loved ones, etc.
Smelling: Smell also can be a channel to communicate. For example, perfumes,

food, fragrances etc. Charred smell communicates something is burning. People
can deduct which food is being cooked by its smell etc.
Tasting : The tongue is a muscular organ used in the act of eat and taste food. For
example, while a food is being shared, the communication can happen regarding
its taste.
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Note: Despite not mentioning a medium, we need to assume that as
communication is taking place, channels can be any of the 5 senses or
combination.
Decoder: The person who receives the message and decodes it is referred to a
decoder.
Receiver: The receiver needs to think all the contents and elements of the source, so
as to communicate/responds to sender effectively.
Berlo’s model believes that for effective communication to take place, the source and
the receiver need to be on the same level. Only then communication will happen or take
place properly. Hence, the source and the receiver should be similar.
For example, if the communication skill of the source is good, then the receiver should
have equally good listening skills.
It cannot be said that the receiver does not receive the whole message because even
though he may receive it, but may not be able to interpret its meaning. For effective
communication, the source and the receiver need to be on the same level.
Note: Self-image differs from person to person. For communication, the person
should consider the receiver, speak accordingly and give them what they need.
Criticism of Berlo’s SMCR model of communication:
1. There is a lack of feedback. The effects are practically unknown.

2. It does not mention the barriers to communication.
3. There is no room for noise.
4. It is a rather complex model.
5. It is a linear model of communication.
6. It requires people to be on the same level for effective communication to
happen. However, that rarely happens in everyday life.
7. The main drawback of the model is that it omits the usage of sixth sense as a
channel of communication, which is an asset to human beings (thinking,
understanding, analyzing etc.)
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Figure 6. Berlo’s Model of Communication
VI. SCHRAMM’S MODEL, 1954

Janse (2019) in his article explains that the Schramm Communication Model is a
cyclical communication model containing all basic principles of communication. The
Schramm Communication Model offers a classic approach to and explanation of
communication. It can be used to determine how communication between two people
works when they’re exchanging information, ideas, or attitudes.
Figure 7. Schramm’s Model of Communication
The cyclical communication model is based on the theory and belief that
communication is a two-way street. This means there’s at least a sender and a recipient.
The model contains at least one other element as well; the message itself. Usually
communication takes places along the traditional path with a wasteful recipient and
sender. The recipient and sender can also be one and the same. This is called
intra-personal communication. The former is called interpersonal communication. Where
several other models and theories about communication are linear in nature, the
Schramm Communication Model is circular. This means at least two parties are required
to send and receive a message. Both the sender and the recipient have to encode and
decode the message to interpret the message correctly.
VII. TRANSACTIONAL MODEL OF COMMUNICATION

Transactional model of communication is the exchange of messages between sender
and receiver where each take turns to send or receive messages.
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Here, both sender and receiver are known as communicators and their role reverses
each time in the communication process as both processes of sending and receiving
occurs at the same time.
The communicators can be humans or machines but humans are taken as

communicators in this article to analyze general communication between humans. The
model is mostly used for interpersonal communication and is also called circular model
of communication.
Figure 8. Transactional Model of Communication
Transactional model is the process of continuous change and transformation where

every component is changing such as the people, their environments and the medium
used. Due to this, it assumes the communicators to be independent and act any way they
want.
Factors Affecting Transactional Model
There are many factors directly or indirectly affecting the communication process in
transaction model. These can be environmental noise or communication barriers. Environmental
Noises can be Physical noise, physiological noise or psychological noise.
Transactional model relates communication to social reality of an individual or a group of

people in social, cultural and relational contexts. Their responses cannot be predicted because
29
they all have different backgrounds and mental conditions. Communication pattern depends on
various factors such as physical, cultural, environmental, social, psychological, emotional, etc.
Cultural systems, social systems and relational situations are the most over-powering
elements of the communication in transactional model, while physical and psychological context
has considerable effect on the communication, enhancing or undermining it.
Social Context
Social context in communication refers to the norms, values, laws and other restrictions of a
society to communicate within a specific limit. It also includes rules that bind people’s ability to
communicate. Society shapes the way a person communicates. Some of the examples are:
greeting people when meeting, thanking, apologizing, etc.
People can also learn communication from trial and error method, and its consequences
ranges from social exclusion to embarrassment. This model also adds that it’s not just social
reality that help people in the communication process but communication also shapes self and
social reality in return. Communication is not only for exchanging messages but also to create
and establish relationship helping people in the formation of a community.
Cultural Context
Cultural context is the lifestyle and identity of a person. Caste, class, race, ethnicity, gender,
etc are the contexts which promotes communication. If two people are from the same cultural
group, they will have better communication with each other.
Cultural identities are made by communication. It changes the communication pattern of a

person. Marginalization of cultural groups oppress their communication with the other parts of
the society. People become unsure of themselves when they communicate with intercultural
groups. Some people also take it as unacceptable.
People have a closed mindset about the other groups of people they communicate with
displaying the trait of Ethnocentrism. Experiences, attitudes, moods, cultural beliefs, social
up-bringing, mindset, their sense of reality and many other factors affect the responses and the
message exchange.
Relational Context
Relational context of communication relates to relationship history and manners.
A person talks with an old friend differently than a stranger. Manners take the role of
communication when it is with strangers. Manners come from pre-established norms and
values, and are more scripted making interaction difficult. Type of relationship and the roles of
people create differences in the way people communicate. Communication always occurs on
the common systems of both the parties.
Criticisms of Transactional Model

● Without verbal response, the sender can not be sure that the receiver got the
message as intended. Feedback is an important component in the communication
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process, especially in interpersonal communication as it gives a space to clarify
misunderstandings.
● The transactional model gives the opportunity for a lot of noise because the
communication is simultaneous. For example, when many people are talking at the
same time in a meeting, the objective of the meeting will not be fulfilled.
Table 1.
Differences Between Transactional and Other Communication Models
TRANSACTIONAL MODEL OTHER MODELS
Used for interpersonal communication Used for Intrapersonal, interpersonal,
group or mass communications.
Senders and Receivers are known as Senders and receivers are different people
Communicators, they interchange their
roles
Includes the role of context and Role of context and environment are not
environment mentioned in other models
Includes noise and communication barriers Not necessarily have the concept of noise
as factors
Talks about non-verbal communication Ignores non-verbal communication
Simultaneous feedback Feedback comes later in interaction model
and is not included in linear model
READINGS
BOOK
1. Adler, R., Elmhorst. J. M., & Lucas, k (2012) Communicate at work: Strategies for
success in business and the professions. NY : McGraw Hill
2. Bernales, R., Balon, W., & Biligan, R. (2018). Purposive Communication in Local and
3. Diaz, Rafaela H.(2005). Speech and Oral Communication. Philippines: National

Book Store.
4. Padilla, Mely M. et al. ( 2003). Speech for Effective Communication. Philippines:

Trinitas Publishing, Inc.
(Online)
5. McPheat, S. (2010). Effective Communication Skills [Ebook]. MTD Training &
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Ventus Publishing ApS. Retrieved from
http://promeng.eu/downloads/training-materials/ebooks/soft-skills/effective-communicatio
n-skills.pdf
ONLINE ARTICLE
1. BERLO’S SMCR MODEL OF COMMUNICATION. (2019, September 24). Retrieved

June 5, 2020, from
https://www.communicationtheory.org/berlos-smcr-model-of-communication/
2. businesstopia. (2018, February 15). Transactional Model of Communication. Retrieved

June 5, 2020, from
https://www.businesstopia.net/communication/transactional-model-communication#:%7E
:text=Transactional%20model%20of%20communication%20is,to%20send%20or%20rec
eive%20messages.&text=The%20model%20is%20mostly%20used,called%20circular%
20model%20of%20communication.)
3. Communication: Definition, Principles, Elements and Means of Communication.

Retrieved from
http://www.yourarticlelibrary.com/sociology/communication-definition-principles-elements
-and-means-of-communication/36557
4. Drew, C. (2020). Shannon-Weaver Model of Communication | 7 Key Concepts (2020).

Retrieved June 5, 2020, from
https://helpfulprofessor.com/shannon-weaver-model/#:~:text=The%20Shannon%20and
%20Weaver%20Model,noise%2C%20decoder%2C%20and%20receiver.&text=The%20
model%20is%20also%20known,person%20who%20developed%20the%20theory
5. Janse, B. (2019). Schramm Communication Model, a communication theory. Retrieved

June 5, 2020, from
https://www.toolshero.com/communication-skills/schramm-communication-model/
6. Lunenburg, F. C. (2010). Communication: The process, barriers, and improving

effectiveness. Schooling, 1(1), 1-10. Retrieved from,
https://www.mcgill.ca/engage/files/engage/communication_lunenburg_2010.pdf
7. The Communication Process. (n.d.). Cliffnotes.

https://www.cliffsnotes.com/study-guides/principles-of-management/communication-and-
interpersonal-skills/the-communication-process
WATCH
Video 😂
1. The Random Videos. (2018, February 20). COMMUNICATION PROBLEMS | Funny
[Video file]. In
https://www.youtube.com/watch?v=dBT6u0FyKnc
YouTube. Retrieved from
ACTIVITIES/ASSESSMENT
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1. THINKING CAP- Wanted Scriptwriters! In your small groups (or pair) create a specific
example that shows how the model below illustrates various components of
communication.
Source:
Code:
Message:
Channel:
Noise:
Decode:
Receiver:
2. ACTIVITY 1: Idea Speed Dating: The class will be presented with different ‘conflict’
situations and they must offer a solution to resolve the conflicts with attention to the
different elements of communication. After the situation presentation, students will be
given time to think of a solution then present their ideas to the class in 30 seconds to 1
minute.
Procedure:
1. Begin by asking the participants to raise their hands if they have ever been
involved in a conflict (ex: a disagreement or a fight with someone). Brainstorm
what might cause a conflict (ex: bullying, teasing, gossip, jealousy, prejudice,
broken friendships, broken romances, possessions, different points of view,
wanting a different outcome to a problem).
2. Ask them to brainstorm some feelings that might go along with being in a
conflict (ex: angry, jealous, lonely, scared, confused, disappointed, worried,
sad). Write these feelings on the board or large paper as the students say
them.
3. Explain that when we are involved in a disagreement or any conflict, there are
choices we can make; every choice we make has a consequence. Explain that
learning about conflict resolution, or learning about how to work things out
peacefully without fighting, running away, or going against your own beliefs,
can keep your safe from violence, make you feel good about yourself, and help
you learn to respect others.
4. Explain the role playing activity. For every scenario, watch the set-up scene,
have a volunteer come and help resolve the conflict, and then brainstorm ideas
together about what choices can be made and what the consequences are of
those choices. Demonstrate a scenario and the conflict resolution. Ask if there
are any questions.
5. Ask for volunteers or choose participants to be the actors.
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6. Read the scenario and then have participants act out the scenario (see sample
scenarios below, or come up with your own). Have someone come in to help
resolve the conflict. Step in as needed to give suggestions. Have the
participants actually say the words of the peaceful conflict resolution to
practice.
7. Have the group identify the problem, the feelings that may be involved, and
then have the group come up with a list of choices and their corresponding
consequences. Ask: What choices can be made to escalate this incident or
make it worse? What choices can be made to resolve this conflict peacefully or
make it better? What choices could have been made to avoid this incident
altogether? When is it helpful to ask someone (a teacher, a friend, a parent, a
trusted adult) to mediate/step in and help solve a conflict?
8. Finish by asking the participants if they have an example of a positive conflict
resolution situation they were part of and would like to share.
Note: for Online Class, no role play will be needed. They activity will proceed to the
situations after the initial brainstorming.
SITUATIONS:
1. “I was sitting here first” (problem: stealing)—Sarah was sitting in a chair. She
got up to use the bathroom. When she came back, Dana was sitting in that
seat. The person who was sitting there first wants their seat back and the other
person doesn’t want to give the seat up. (Choices: hit each other and get into a
fight→someone gets hurt, they both get in trouble, no one gets the chair. OR
Discuss and explain calmly, both people compromise, get another
chair→everyone has a chair, no one gets hurt OR Ask a teacher for help→the
teacher assists them discussing and explaining calmly, everyone gets a chair,
no one gets hurt.
2. “That’s mine” (problem: stealing)—Jolie and Carrie are sitting next to each
other eating a snack. When Jolie turns to talk to another friend, Carrie grabs
Jolie’s snack and hides it in her lap. Jolie turns back and notices her snack is
gone and suspects that Carrie stole it. (Choices: call names, yell to give back
the snack, threaten to slap her if she doesn’t give it back, grab the snack back
out of her lap→someone gets hurt, both get in trouble, they stay mad at each
other OR discuss and explain calmly or get a teacher, Jolie gives the snack
back and apologizes, Carrie accepts the apology→they both get to eat the
snack, no one gets hurt or in trouble, they stay friends)
3. “I heard you said you didn’t like me” (problem: gossiping, teasing, bullying)
–Amina overhears a group of girls making fun of the outfit she is wearing today.
She notices that Lauren, a girl who has teased her about her clothes before, is
part of that group. Amina feels like crying. (Choices: go yell at the group, punch
Lauren, run away and hope it doesn’t happen again→someone gets hurt,
everyone gets in trouble, Lauren continues to tease and bully Amina, Amina
continues to feel sad OR Amina walk up to the group and tells them how their
comments make her feel→Lauren and the group apologize, Lauren and the
group continue to tease Amina OR Amina gets a teacher to help her confront
the group)
34
ALTERNATIVE (for distance learning –solo) Instead of Idea Speed Dating, students will
write their solutions in their journal.
3. ACTIVITY 2: Video Analysis: Watch the Youtube video and make a 300 word or more
journal entry answering the questions below.
Funny Video 😂
What this: The Random Videos. (2018, February 20). COMMUNICATION PROBLEMS |
[Video file].
https://www.youtube.com/watch?v=dBT6u0FyKnc
In YouTube. Retrieved from
After watching the video and reading the lesson, answer the following questions:
1. Who was the sender? What was his/ her motivation or intention for
participating in the communication situation?
2. Who was the receiver? What was his/ her motivation or intention for
participating in the communication situation?
3. What was/were the sender’s message/s? How did the receiver/s interpret the
message/s?
4. What was the medium used? Was it effective in conveying the message/s?
5. What was/were the feedbacks? How did the receiver/s send the feedback/s
6. Was there any noise? If yes, how did the noise affect the message/s?
35
COURSE MATERIALS:
Lesson 3 PRINCIPLES OF COMMUNICATION
PRINCIPLES ABOUT THE NATURE OF COMMUNICATION
Communication follows a set of rule or guidelines to ensure its effectiveness. The following
principles if assimilated will facilitate communication and render it effective
A. FOLLOWING PRINCIPLES OF COMMUNICATION MAKE IT MORE EFFECTIVE:

1. Principle of Clarity:
The idea or message to be communicated should be clearly spelt out. It should be worded in
such a way that the receiver understands the same thing which the sender wants to convey.
There should be no ambiguity in the message. It should be kept in mind that the words do not
speak themselves but the speaker gives them the meaning. A clear message will evoke the
same response from the other party. It is also essential that the receiver is conversant with the
language, inherent assumptions, and the mechanics of communication.
2. Principle of Attention:
In order to make communication effective, the receiver’s attention should be drawn towards
message. People are different in behavior, attention, emotions etc. so they may respond
differently to the message. Subordinates should act similarly as per the contents of the
message. The acts of a superior also draw the attention of subordinates and they may follow
what they observe. For example, if a superior is very punctual in coming to the office then
subordinates will also develop such habits. It is said that ‘actions speak louder than words.
3. Principle of Feedback:
The principle of feedback is very important to make the communication effective. There
should be feedback information from the recipient to know whether he has understood the
message in the same sense in which the sender has meant it.
4. Principle of Informality:
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Formal communication is generally used for transmitting messages and other information.
Sometimes formal communication may not achieve the desired results, informal communication
may prove effective in such situations. Management should use informal communication for
assessing the reaction of employees towards various policies. Senior management may
informally convey certain decisions to the employees for getting their feedback. So this principle
states that informal communication is as important as formal communication.
5. Principle of Consistency:
This principle states that communication should always be consistent with the policies, plans,
programs and objectives of the organization and not in conflict with them. If the messages and
communications are in conflict with the policies and programs then there will be confusion in the
minds of subordinates and they may not implement them properly. Such a situation will be
detrimental to the interests of the organization.
6. Principle of Timeliness:
This principle states that communication should be done at proper time so that it helps in
implementing plans. Any delay in communication may not serve any purpose rather decisions
become of historical importance only.
7. Principle of Adequacy:
The information communicated should be adequate and complete in all respects. Inadequate
information may delay action and create confusion. Inadequate information also affects
efficiency of the receiver; so adequate information is essential for taking proper decisions and
making action plans.
B. PRINCIPLES OF COMMUNICATION (acc. to Bernales, Balon and Biligan, 2018):
1. Communication is an interaction situation wherein the participants are affected by
each one’s behavior:
Every message is simultaneously a stimulus to new behavior and a response to prior
behavior of the receiver. No message should be isolated from what has occurred before
between the communicants if we really want to understand the message. It should be
understood in the totality of the situation.
2. One does communicate:

We do communicate even when we are ignoring the message of another or maintaining
complete silence. An easy way to understand this would be to think what you would do if
someone, you did not want to interact with, passed a smile to you. Even by ignoring him, you
would still be communicating, “I do not want to relate to you”. Silence, posture and all non-verbal
behaviors are the ways we communicate even when we wish to deny doing so.
3. The message received is not necessarily the message sent:

We usually relate to others as if there was only one reality the way we perceive the world.
We all live as separate individuals with different experiences and different views of ‘reality’. How
we interpret verbal and non-verbal messages may be quite different from the meaning intended
by the speaker (communicator). Even when several people are viewing the same behavior,
37
each interprets it differently. While talking or writing we are describing only those experiences
that occur inside us and they may not be the same for others because every person, because of
his different background, is unique.
4. Communication occurs simultaneously at more than one level:

We communicate on the level of the literal content of the information being conveyed as well
as on the relationship level. In other words, we do not convey information to the receiver
verbally only. By the context, in which the communication occurs, and by various verbal and
non-verbal cues, we are also telling the other person how we see our relationship with him, how
we see ourselves, and how he should interpret our messages.
This second level of communication is called ‘meta-communication’ and refers to any

communication about communication or any verbal or non-verbal cues about the literal content
of the message sent. For example, I may say to another person, “I’m very happy with you”, and
be serious indicating that I do not mean what I say. I may also verbally meta-communicate by
adding, “I was only joking”, which tells the receiver how he should interpret my original
statement.
The context in which communication occurs is another important component of

meta-communication. If I slap my wife while travelling in the bus, I would be telling the world
something quite different than if I were to do the same thing in my own house.
C. FOUR BASIC PRINCIPLES OF INTERPERSONAL COMMUNICATION
1. Interpersonal communication is inescapable

We cannot NOT communicate. The very attempt not to communicate communicates
something. Through not only words, but through tone of voice and through gesture, posture,
facial expression, etc., we constantly communicate to those around us. Through these
channels, we constantly receive communication from others. Even when you sleep, you
communicate. Remember a basic principle of communication in general: people are not mind
readers. Another way to put this is: people judge you by your behavior, not your intent.
2. Interpersonal communication is irreversible

You cannot really take back something once it has been said. The effect must inevitably
remain. Despite the instructions from a judge to a jury to "disregard that last statement the
witness made," the lawyer knows that it can't help but make an impression on the jury. A
Russian proverb says, "Once a word goes out of your mouth, you can never swallow it again."
3. Interpersonal communication is complicated

No form of communication is simple. Because of the number of variables involved, even
simple requests are extremely complex. Theorists note that whenever we communicate there
are really at least six "people" involved: 1) who you think you are; 2) who you think the other
person is; 30 who you think the other person thinks you are; 4) who the other person thinks /she
is; 5) who the other person thinks you are; and 6) who the other person thinks you think s/he is.
We don't actually swap ideas, we swap symbols that stand for ideas. This also complicates
communication. Words (symbols) do not have inherent meaning; we simply use them in certain
ways, and no two people use the same word exactly alike.
Osmo Wiio gives us some communication maxims similar to Murphy's law (Osmo Wiio,
Wiio's Laws--and Some Others (Espoo, Finland: Welin-Goos, 1978):
↔ If communication can fail, it will.
38
↔ If a message can be understood in different ways, it will be understood in just
that way which does the most harm.
↔ There is always somebody who knows better than you what you meant by
your message.
↔ The more communication there is, the more difficult it is for communication to
succeed.
These tongue-in-cheek maxims are not real principles; they simply humorously remind us of
the difficulty of accurate communication. (See also a commentary of Wiio's laws by Jukka
Korpela.)
4. Interpersonal communication is contextual

In other words, communication does not happen in isolation. There is:
↔ Psychological context, which is who you are and what you bring to the
interaction. Your needs, desires, values, personality, etc., all form the
psychological context. ("You" here refers to both participants in the
interaction.)
↔ Relational context, which concerns your reactions to the other person--the
"mix."
↔ Situational context deals with the psycho-social "where" you are
communicating. An interaction that takes place in a classroom will be very
different from one that takes place in a bar.
↔ Environmental context deals with the physical "where" you are
communicating. Furniture, location, noise level, temperature, season, time of
day, all are examples of factors in the environmental context.
↔ Cultural context includes all the learned behaviors and rules that affect the
interaction. If you come from a culture (foreign or within your own country)
where it is considered rude to make long, direct eye contact, you will out of
politeness avoid eye contact. If the other person comes from a culture where
long, direct eye contact signals trustworthiness, then we have in the cultural
context a basis for misunderstanding.
READINGS
BOOK

Book Store.

ONLINE ARTICLE
1. 7 Principles of Communication – Explained! (2015, May 15). Retrieved June 5, 2020,
39
from
https://www.yourarticlelibrary.com/management/communication/7-principles-of-communi
cation-explained/53333
2. Chase, R., & Shamo, W. (2014). Elements of Effective Communication [Ebook]. Plain
& Precious Publishing. Retrieved from
https://play.google.com/store/books/details/Elements_of_Effective_Communication_4th_
Edition?id=iWqsBAAAQBAJ)
3. Four Principles of Interpersonal Communication. Retrieved from

http://www.pstcc.edu/facstaff/dking/interpr.htm
4. Principles, theories and methods of effective communication (written and oral) in

general, and in a management context. Retrieved from
https://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5
a-understanding-itd/effective-communication
5. King, D. (n.d.). Four Principles of Interpersonal Communication. Retrieved June 5,

2020, from http://www.pstcc.edu/facstaff/dking/interpr.htm
1. THINKING CAP- Hey Scientist, Make that Hypotheses! In your small groups (or pair)
write three hypotheses on what you think are the principles behind effective
communication. Each group (pair) must answer the following:
a. What do you mean by a principle?
b. Hypothesize about three principles that you think govern communication.
i. _______________
ii. _______________
iii. _______________
2. ACTIVITY 1: The One-minute paper: In one minute, the students record on their
notebook/ journal the most eye-opening revelation or biggest question they have about
the lesson.
3. ACTIVITY 2: Chain Notes: After ‘The One-minute paper’ activity students will pass
around their paper to get responses or answer to their question from the class like a
chain message.
ALTERNATIVE (online) students will pass around shared document where students can
edit the documents for the responses or answers.
40
COURSE MATERIALS:
Lesson 4 ETHICS OF COMMUNICATION
ETHICS AND COMMUNICATION
Ethics is defined as a set of rules or guidelines; these are theories as to which is right or
wrong. In communication, ethics is considerable important because it would likely guide
everyone to effective communication. Theses ethical principles are universal in the sense that
all people should consider these things because of their vitality in the communication process
and effectiveness.
Communication ethics emphasizes that morals influence the behavior of an individual, group,
or organization thereby affecting their communication. For instance, given the unethical
communication practice of a certain company of concealing the non-remittance of deducted
premiums from employees‘ salaries to the SSS or the Social Security System (or GSIS or
Government Service Insurance System in the case of government offices), the company‘s
accountability to its employees is undoubtedly affected. Compare this situation with that of an
organization that observes ethical practice and remits the employees’ monthly contributions to
the SSS or GSIS regularly. It is important to note that one‘s behavior should be regulated by
honesty, decency, truthfulness, sincerity, and moral uprightness.
A. ETHICS OF COMMUNICATION
Communication ethics is the notion that an individual's or group's behavior are governed by
their morals which in turn affects communication. Generally speaking communication ethics
deals with the moral good present in any form of human communication. This includes
interpersonal communication, mass mediated communication, and digital communication.
41
The questions that need to be asked are the following:
1. What do ethics have to do with communication?
2. How can ethics (the consideration of right and wrong) help us in crafting our
communications?
3. Is it possible to be an effective communicator and yet not an ethical communicator?
“Questions of right and wrong arise whenever people communicate. Ethical communication is
fundamental to responsible thinking, decision making, and the development of relationships and
communities within and across contexts, cultures, channels, and media. Moreover, ethical
communication enhances human worth and dignity by fostering truthfulness, fairness,
responsibility, personal integrity, and respect for self and others."
– from the National Communication Association credo
Bernales, Balon and Biligan (2018) took the classic example of a charismatic, but immoral
leader in explaining the concept of ethics in communication. He understands how to persuade
his followers with dazzling rhetoric that appeals to their emotions. Is he an ethical
communicator?
Communication ethics concerns not only the individual, but is of great concern to
businesses, corporations, and professional entities. A business with unethical communication
practices is not effective as one with ethical communication practices. For example, a business
with unethical communication practices may withhold evidence that it is harming the
environment or breaking a law through a lack of transparence; while a business with ethical
practices will immediately press a release to the affected parties. In this example, transparency
makes the business more effective because it notifies its clients, prospective or established,
providers/ suppliers, or other affiliates of the potential environmental hazard or law violation. In
other words, in this example transparency will encourage trust and good faith, that the effective
business will not conceal what is in the interest of its audience. (Bernales, Balon and Biligan,
2018).
Johnson (as cited in Bernales, Balon and Biligan, 2018) developed ten basics of Ethical
Communication using principles learned in Straight Talk and Nonviolent Communication as
wells as best practices for small group work in general:
1. Seek to “elicit the best” in communications and interactions with other group members.
2. Listen when others speak.
3. Speak non-judgmentally.
4. Speak from your own experience and perspective, expressing your own thoughts,
needs, and feelings.
5. Seek to understand others (rather than to be “right” or “more ethical than thou”).
42
6. Avoid speaking for others, for example by characterizing what others have said without
checking your understanding, or by universalizing your opinions, beliefs, values, and
conclusions, assuming everyone shares them.
7. Manage your own personal boundaries: share only what you are comfortable sharing.
8. Respect the personal boundaries of others.
9. Avoid interrupting and side conversations.
10. Make sure that everyone has time to speak, that all members have relatively equal “air
time” if they want it.
B. ETHICAL PRINCIPLES OF COMMUNICATION

Completeness
The message must be complete and geared to the receiver‘s perception of the world. The
message must be based on facts and a complex message needs additional information and / or
explanation. A good subdivision of subjects will clarify the message as a result of which there
will be a complete overview of what is said.
Concreteness
Concrete business communication is also about a clear message. This is often supported by
factual material such as research data and figures. The words used as well as the sentence
structure can be interpreted univocally. Nothing is left to the imagination.
Courtesy
In addition to considering the feelings and points of view of the target group, it is also
important to approach the audience in a friendly and courteous manner. Use of terms that show
respect for the receiver contribute towards effective communication. The same goes for the
manner in which you address someone. Not everyone will be charmed if you use a familiar form
of address and use of a formal address could come across as too distant.
Correctness
A correct use of language has the preference. In written business communication,
grammatical errors must be avoided and stylistic lapses or a wrong use of verbs are not
sufficient either in verbal communication. A correct use of language increases trustworthiness
and the receiver will feel that they are taken seriously.
Clarity
Clear or plain language is characterized by explicitness, short sentences and concrete
words. Fuzzy language is absolutely forbidden, as are formal language and cliché expressions.
By avoiding parentheses and keeping to the point, the receiver will get a clear picture of the
content of the message. Briefly-worded information emphasizes the essence of the message.
Coherence means the connection of ideas at the idea level, and cohesion means the
connection of ideas at the sentence level.
43
Consideration
Communicating with the target group (Consideration). In order to communicate well, it is
important to relate to the target group and be involved. By taking the audience into account, the
message can be geared towards them. Factors that play a role in this are for example:
professional knowledge, level of education, age and interests.
Conciseness
A message is clear when the storyline is consistent and when this does not contain any
inconsistencies. When facts are mentioned, it is important that there is consistent, supporting
information. Systematically implementing a certain statement or notation also contributes to
clear business communication. When statements are varied, they will confuse the receiver.
Observing a code of ethics is essential as it determines the kind of behavior that is proper and
desirable 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 not
only for an individual but also for 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.
READINGS
BOOK

Book Store.

ONLINE ARTICLE
1. Communication ethics. Retrieved from

https://en.wikipedia.org/wiki/Communication_ethics
1. Chase, R., & Shamo, W. (2014). Elements of Effective Communication [Ebook]. Plain
& Precious Publishing. Retrieved from
https://play.google.com/store/books/details/Elements_of_Effective_Communication_4th_
Edition?id=iWqsBAAAQBAJ)
2. Four Principles of Interpersonal Communication. Retrieved from

http://www.pstcc.edu/facstaff/dking/interpr.htm
3. Principles, theories and methods of effective communication (written and oral) in

general, and in a management context. Retrieved from
https://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5
a-understanding-itd/effective-communication
44
4. King, D. (n.d.). Four Principles of Interpersonal Communication. Retrieved June 5,
2020, from http://www.pstcc.edu/facstaff/dking/interpr.htm
WATCH
1. Institute of Singapore Chartered Accountants. (2016, September 23). Ethics Case
Study: It was Just a Careless Mistake [Video file]. In YouTube. Retrieved from
https://www.youtube.com/watch?v=ZwFyASop8nc
2. LS1ClassPrsnttns. (2017, June 3). Ethical dilemmas: Situations with students

[Video file]. In YouTube. Retrieved from
https://www.youtube.com/watch?v=sQS6jKianYQ
1. THINKING CAP- Case Detective! Watch the following videos. Then briefly explain what
is wrong in the situations presented.
Watch this:
a. Institute of Singapore Chartered Accountants. (2016, September 23). Ethics
Case Study: It was Just a Careless Mistake [Video file]. In YouTube. Retrieved
from https://www.youtube.com/watch?v=ZwFyASop8nc
b. LS1ClassPrsnttns. (2017, June 3). Ethical dilemmas: Situations with students

[Video file]. In YouTube. Retrieved from
https://www.youtube.com/watch?v=sQS6jKianYQ
2. ACTIVITY 1: Elevator Speech: An elevator speech is a clear, brief message or

“commercial” about you. It communicates who you are, what you’re looking for and how
you can benefit a company or organization. Students will be given 5 minutes to draft a
30-second elevator speech introducing themselves to the class following the simple
format below:
a. Introduce yourself (1 sentence)
b. Add interesting details about yourself.(2-3 sentences)
c. Tell the listener why you are important to them. Make them want to know you
more about you and see you again. (2-3 sentences)
d. End with an opportunity to meet your listener again. (1 sentence)
3. ACTIVITY 2: Real-time Charts: During the Elevator Speech presentations, students will
give real-time responses or comments about the speaker using twitter, Face book
comments or Google meet chat box. As an alternative in the classroom, students may
write comments or give sticker notes in a given sheet of paper or any paper available. It
45
will then be collected once the speech is done. Students may respond multiple times
during a speech.
4. ACTIVITY 3: Board Meeting: In small groups, students will address the a situation
presented in the company board meeting.
(Classroom)
Role play
(Online)
Read the situation carefully. Create a short skit of the meeting exemplifying Ethics in
Communication. In the board meeting, students will review the current policy and
discuss whether or not they should accept the policy as it stands. Write the script on a
Google doc to be attached at the assignment. The names of the characters must be the
names of the group members.
Situation:
PUP Public Library was within two miles of a homeless shelter and many homeless
individuals, who had to leave the shelter between the hours of 10:00 AM and 3:00 P.M.,
often went to the library. The new director often found these individuals sleeping or
simply sitting in the library and decided it was bad for the library and its “real patrons.”
People pay taxes to come and use this library and I won’t have them scared off by the
smell or sight of these people. This library is not a shelter and, if they aren’t paying
taxes, they have no right to be here.” The director then issued a new policy, which
prohibited sleeping in the library and occupying the desk for longer than 2 hours, which
prohibited sleeping in the library and occupying the desk for longer than 2 hours. Patrons
could request the table longer if they had “legitimate” business. [end of quote]
5. UNIT QUIZ: For online classes, quiz will be given through Google forms in Google
classroom; while for Modular mode, they will have the quiz file in their flash disk.
46
UNIT 2 –COMMUNICATION AND GLOBALIZATION
OVERVIEW:
Man, as explored in the previous unit, has been able to create different forms of
communication – from smoke signals and to messenger pigeons to the telephone and mobile
phones then the email – which consequently evolved our ways of interacting with people. Of the
many inventions of man to reach the farthest places of the world and improve communication,
he had used technologies that were revolutionary of its times, like the telegraph in 1831. Now,
digital methods have superseded all other forms of communication which later on affected
business and economy. This growth in technology made the world larger and smaller at the
same time. Today we are able to communication from across nations and borders at a click of a
button. We begin to discover more outside the confines of our small world and see the vast
opportunities of communication outside; whilst closing the gap between different cultures and
ideas.
While globalization or communication between nations is an old concept, with the onset of
technology globalization is impacting the ways we communicate and learn in fascinating ways.
Globalization inevitably made the world smaller and more accessible than it was decades ago. It
has made the world more accessible and equitable. The rise in the use of the internet in
particular has been instrumental in improving the ways in which we connect with one another.
The internet has allowed for search engines, e-books, online courses and virtual education to
provide more people to access information. Thus globalization created a space for ideas to
transcend borders and social strata. This unit attempts to help students understand cultural and
global issues that affect modern communication while mastering the different modes of
communication.
47
1. Identify the positive and negative dimensions of the use of technology in

communication
2. Explain how cultural and global issues affect communication.
3. Distinguish the difference between mass mediated communications from
interpersonal communication.
4. Present ideas on the impact of globalization on global communication in the society
and the world creatively through a Blackout Poetry.
5. Deliver a message for a variety of audiences using the most appropriate
technological tool.
COURSE MATERIALS:
Lesson 5 COMMUNICATION AND TECHNOLOGY
MASS-MEDIATED COMMUNICATION
Before discussing fully the Mediated Communication and Computer Mediated
Communication (CMC), it is important to understand the distinction between mass-mediated
communication and interpersonal communication.
When most people talk about mass-mediated communication, they are usually referring to
newspapers, radio and television stations, and so on. Thus, they focus on the channels, or
media, typically associated with this type of communication. Although each of these channels
would fall into a working definition of mass-mediated communication, Westerman, Bowman and
Lachlan (2017) borrowed from Chaffee and Metzger (2001) who offered three characteristics of
“mass” communication: mass production, a lack of individual (audience) control and it is
finite in its available channels.
Mass production means that the products made – in this case, the messages – are made for
large and often anonymous audiences, with the goal of being to attract as big of an audience as
possible. Similar to an assembly line, mass messages are produced in a “one size fits all”
manner to appeal to as many people as possible in a standardized way. Some have referred to
this phenomenon as appealing to the lowest common denominator, usually as a criticism of this
type of programming. For example, most modern U.S. newspapers are written to a fourth- or
sixth- grade reading level to ensure that all possible audiences can read the news without
barriers, but writing stories at a lower-reading level also means that they are sometimes
48
oversimplified and might not present in-depth coverage of societal events. Just demonstrated in
the definition of communication, the choice of encoding can alter how a message is received
(Westerman, Bowman and Lachlan 2017, p. 6).
Further, they define lack of individual control as an individual audience member’s or media
user’s limited control over the content provided and over how they should consume it. The
content itself is created by large, anonymous companies and organizations with very little input
from audience members before creation (Nielsen ratings and the like may be seen as audience
input after creation and broadcast to help set advertising rates and inform future creation of
content). Also to be able to consume mass communication, one has to do it on the schedule
created by the content creators. For example if you want to watch a particular TV show, you
need to be in front of a television at a particular time. For the most part, traditional mass media
audiences were at the mercy of the media production company and those running the channel
in terms of when, where, and how a media product was consumed (Westerman, Bowman and
Lachlan 2017, p. 6).
49
(These images show the lack of control that audience have on the content they are provided
and how they will consume it.)
Mass communication is communication from a singular and impersonal source to a large
and anonymous audience. It is also finite in its available channels. In crafting messages for
mass communication, Westerman, Bowman and Lachlan (2017) stated that there are only a few
channels that are able to reach large audiences. Among these are highway billboards, major
metropolitan newspapers, and radio and television signals are most easily accessed by large
populations. Furthermore, mass communication works with limited bandwidth. Bandwidth is the
amount of capacity a channel has to carry a signal/ information. Be it the plywood surface of a
highway billboard, a particular television or radio frequency, or the amount of space on a
newspaper page, each channel is physically limited in the amount of content it has, and usually
having more content is more expensive. Therefore, only a limited amount of content can be
produced and broadcasted through mass-mediated channels. More recent thinking on media
has, however, challenged the importance of these defining characteristics.
CHANGES IN TECHNOLOGY HIGHLIGHT CHANGES IN LINES OF DELIENATION

Chaffee and Metzger (2001) as cited by Westerman, Bowman and Lachlan (2017) pointed
out that new communication technologies decrease the importance of the three characteristics
of mass communication. In fact, they go so far as to suggest a shift in nomenclature (labeling)
50
from “mass communication” to “mediated communication” that focuses attention on the idea that
while communication vie technology is still mediated, it is no longer necessarily “mass.” In this
way, we can understand that mediated communication differs from non-mediated
communication in one very clear way: one requires technology for a message to get from the
source to the receiver (mediated) and the other does not (non-mediated).
This is nothing brand new. According to Westerman, Bowman and Lachlan (2017), media
technologies have a long history of “demassifying” communication; that is, working against the
three characteristics that Chaffee and Matzger point out. For example, cable television
introduced a much greater availability of television channels – cable customers often have
hundreds of channels compared to the half- dozen or so broadcast channels one can get
through an antenna – and with these new channels, content producers were able to create
content for more specific and smaller audiences ( a practice known as narrowcasting). In this
way, cable television became less finite in available channels and also less “one size fits all” in
terms of content. Considering the notion of audience control, we can look at the advent of the
VCR as an invention that shifted this. By recording television and storing it to watch later, VCRs
gave media audiences much greater control over when and how they watched a program by
allowing you to watch a show not at the time it was broadcast, but also fast-forwarding or
rewinding through recording (such as skipping commercials). Thus, trending away from these
traditional mass communication characteristics is not new. However, newer technologies allow
this to occur to a much greater degree and even allow a great deal more interpersonal
communication as well.
INTERPERSONAL COMMUNICATION
In general, interpersonal communication is communication between two individuals who
share some sort of relationship. It differs from mass-mediated communication in at least two
ways. First, we can consider the intended audience size. Although mass-mediated
communication considers messages meant for large audiences, interpersonal communication
considers messages that are exchanged between much smaller numbers of people, such as
friends, romantic couples, or a small work group. Second, we can consider the nature of the
relationship that typically exists between the source and receiver (s) of a message. With
mass-mediated communication messages come from large and largely anonymous
organizations and it is unlikely that the source really knows any of the receivers of the message
beyond a general “understanding” of the audience such as their age, sex, and geographic
location. However, sources and receivers of interpersonal communication are likely to have
some understanding of each other – they very possibly already have a relationship together –
and this understanding and relationship gives the far more information for which to craft
meaningful messages for each other.
In this change from what Chaffee and Metzger (2001) call “mass” to “media” communication,
six differences between the two are highlighted:
1. Channels. As mentioned previously, mass communication is typified by a finite
availability of channels, and newer technologies have allowed for many channels. For
example, the internet allows for a near infinite number of possible channels that are
readily available for consumption by anyone with a network connection.
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2. Audience. Under the notion of mass media, the audience is often considered as one
large and anonymous “mass” (hence the term mass communication). However, newer
technologies allow message producers to identify smaller ad more focused audiences
that allow them to tailor content to satisfy a variety of niche markets. Moreover, as
bandwidth – an important consideration in the cost of producing messages – becomes
cheaper and cheaper (and in some cases free), producers can be profitable without
having to attract an enormous audience, allowing for even greater narrowcasting. Even
more recently, social media has helped create circumstances in which media audiences
are producing as much, if not more, content than the media producers themselves.
Example of this includes YouTube videos.
3. Control. Mass communication puts control of message distribution and consumption

squarely in the hands of the sender – usually a media company or organization – but
newer technologies move that control to the hands of the audiences, or users. Because
there is such an increase in the number of available channels and because those
channels can be accessed (nearly) anywhere and anytime, the individual audience
members have much greater choice in what, and how, to consume.
4. Transmission. Mass communication messages are often transmitted in a very

regimented and particular way. Messages go from source to receiver (s) only (a one-way
flow of communication), and they are transmitted in a time-specific manner. This means
that if an individual wanted to watch a television show, that show would be beamed from
a station (for instance, GMA or ABS-CBN) to the individual’s television at a particular
time (8:00 pm). So if an individual were to get home at 8:05 pm and spend a few minutes
stumbling through the television channels, they would miss a good part of the show’s
opening scenes. However, newer technologies have allowed transmission to be more
interactive (two-way) and, in terms of timing, to be more at the convenience of the
audience. Referring to television as an example, many broadcast and cable stations now
stream many of their more popular shows on Web sites or make them available for
download, allowing audience members to both choose the particular program of the
show they want to watch and control when that program is watched.
5. Typification. Another way to think about the difference between “mass” and “media” is
to consider the channels that best typify each, particularly as we see a continued
evolution in communication technologies. As referenced in short earlier, we often
associate “mass” communication with newspapers and television, while we often
associate “media” communication as being Internet-based, such as Web pages and
social media applications. Indeed, these different types embody some of the other
elements of “mass” and “media” on this list.
6. Learning. The sixth and final difference that Chaffee and Metzger (2001) addressed
when distinguishing “mass” from “media” has to do with how each encourages learning.
With mass communication, the learning process is often done through modeling and
observation. When somebody watches a television program – such as a segment on
hand-washing on Sesame Street – they watch the segment, remember the lesson, and
attempt to re-enact what was just learned. However, learning through newer media
technologies is more of an experiential process, particularly as new media are often
more interactive. Instead of learning simply by watching others and imitating, newer
media allow the opportunity to learn by experiencing things directly. This can be seen in
video game systems such as Nintendo Wii and the Song PlayStation Move – both
technologies require the user to physically interact with on-screen content; of course,
52
even a Web site that has a child click a mouse to move objects from one screen to the
next also has a layer of interactivity beyond what could be accomplished in a flat book.
Even more promise for experiential learning will exist as augmented and virtual reality
systems become more popular, systems that blend the virtual and actual worlds.
MEDIATED COMMUNICATION
In contrast to face-to-face communication, Mediated Communication refers to a

communications that happens using the technological tools of Information and Communication
Technology as a mode of exchanging information to one person or another. These include the
following:
1. Video communication is achieved by using Web cameras to connect two or more

parties. This is the next best communication option after face-to-face, as you get most of
the same benefits. However, there is always the possibility of bad connections or other
technical issues that hinder the communication. If there are no technical glitches
encountered, this could be very effective mode of communication especially for people
separated by distance. For example, you may engage in a conversation via Skype with
you loved ones especially during significant, meaningful or memorable occasions. This is
a convenient communication mode for people how want to reach-out to each other
despite distance.
2. Audio Communication is a voice-only form of communication, such as a conversation

on a telephone. This is a good instant communication tool if you catch the person
instead of getting an answering machine or voice mail, but it does not have the benefit of
allowing you to see the other person. It is also more difficult to include more than two
parties. An obvious down side of this mode is not being able to see the body language or
cues of the person you are talking to. However, if good listening skills is applied, one
may detect the tone and rising of intonation or pitch of the voice which may indicate the
feeling or mood of the speaker or listener.
3. The last mode is text-based communication. Although it can be linked or traced back
to the traditional mode of communication, however, because of the evolution of our
communication we learned to adapt and integrate it to our daily living to address such
necessities. Like e-mail, text messaging and instant messaging and social networking
site such as Facebook, Twitter and Instagram likewise offer text-based interaction. Text
communication includes Internet communication, such as email, instant messaging and
forums, text messaging and printed papers. Text communication does not have the
benefits of audio and video, but it is much easier to distribute information to a large
group of people and save records of the communication.
COMMUNICATION IN SOCIAL MEDIA

In the past there are various modes through which we communicate. These modes took the
form of hand written messages, type written messages, short telegrams; computer encoded
text, as well as the audio and video conversations. Each mode of communication is distinct from
the other; the ways in which you craft our messages differ.
53
Now people can use email, social media, chat messengers, video conferencing, video calls,
images, videos, symbols, diagrams, charts, and emoticons, etc. for the communication. Many
things are wasting our time and we‘re becoming more busy than productive. The debates,
questions, viral communications are not achieving the desired results and conclusions. There
are even newer topics to communicate the next day and we start looking for the next
conclusions.
If we follow good communication skills we can use many tools and platform for research and
development of nature including a synergistic development of humans, our environment and
natural sources. Technology has affected communication tremendously, but it is entirely
dependent on us how we use it.
Today with the rapid rise and spread of internet connectivity, they old forms of communication
have given way to new forms that make communication easier and faster. The emergence of
social media has created a new avenue for facilitating daily information and communication
needs. As technology grows and expands our range of communication, social media is
becoming a vital tool for daily social interaction. It creates opportunity for people to interact with
each other in a way that is both helpful and essential to socially motivate people. The rapid fire
quick communication style that captivates the millennial and other generation has shifted our
conversations from face-to-face instances to through –the-screen ones.
Social media and online communication is believed to be having adverse effect on social
skills and communication among adolescents. When social media did not exist and social
communication and interaction were the only way of communication. In the era of technology,
social media interactions now dominates both online and offline conversations. In a society
where interacting and over-sharing is the norm, you are probably more likely to speak to friends
and family through electronic devices than face-to-face. As more generations are born into the
social age, social media will continue to be the favored communication form among young
people.
Being able to reach customers, co-workers and vendors quickly helps improve the efficiency
of any business operation. Mobile technology makes it easy to get or to keep contact
information in a mobile device. You can reach out with questions or updates from anywhere. For
example, a manager in the field trying to determine why an order hasn't arrived can quickly
contact his office, supplier and delivery courier within a few minutes from the offsite location.
Furthermore, technology has reduced the amount of face-to-face interaction or the number of
actual telephone conversations that people have. It is much easier to send a quick text rather
than to engage in a phone call. Although this efficiency is certainly a benefit, there is value to the
chit-chat that's now becoming lost. Relationships are built when a business knows its customer
and discover opportunities to serve them more effectively through personal interactions.
When the message you convey are not communicated properly and felt guilty of not
conveying the message as it wants to be conveyed feels worse. It is because the effective
communication is being hindered by noise or in other reference, barriers. Some of the barriers
that obstruct effective communication include noise, inappropriate medium, assumptions,
emotion, and use of jargons or technical terms, and poor listening skills. These barriers are
categorized into five. Physical, Psychological, Cultural, Language Used, and Personal.
FIVE CATEGORIES OF BARRIERS
54
1. Physical Barrier- this barrier includes the defects in media or the medium for
communication, environment or geographical location, and physical disability like in
hearing, vision, or speaking.
2. Psychological Barrier- it is the manifestations of human behavior and attitude when
communicating. These are emotions, past experiences or trauma, lacks retention of
attention or simply inattentive, status, and temperament.
3. Cultural Barrier- include the age and gender of the person, educational background,
economic status quo, popularity, religion, political views, and ethics.
4. Language Used- as the word posits, it refers to the contributory factor of the diverse
language across the world, dialect, and even its accent or the way the word is uttered.
Nonetheless, colloquial term adds the situation.
5. Personal Barrier- refers to the poor listening skills, egoistic, interpersonal trust, and
ability to communicate effectively.
For us to be a good communicator, one must develop the effective communications and be
able to identify the barriers in communication. Thus, identifying the purpose of the message and
target audience will give a solid framework and will determine the success of the
communication. However, this cannot be done in just one try, constant practice and developing
good communications skills will improve the way we convey the message to and equip us to
converse with the people surrounding us without any interferences or misunderstanding to both
parties.
“Communication may be broadly defined as the process of meaningful interaction among human beings.
More specifically, it is the process by which meanings are perceived and understandings are reached
among human beings.” (D.E. McFarland, 1994)
READINGS
BOOK
(Online)
2. Westerman, D. K., Bowman, N. D., & Lachlan, K. A. (2014). Introduction to Computer
Mediated Communication: A Functional Approach. In Introduction to Computer Mediated
Communication: A Functional Approach (1st ed., pp. 1–15). Kendall Hunt Publishing.
https://he.kendallhunt.com/sites/default/files/uploadedFiles/Kendall_Hunt/Content/Higher
_Education/Uploads/CH01_Westerman_1e_072414.pdf
IMAGE (s)
1. Livingston, G. (2009, November 18). Le Chien et le Chat: Reading a Newspaper
[Photograph]. Flickr. https://www.flickr.com/photos/9397412@N06/4146974105
55
2. A look back at GMA’s ANIMANIA Era. (n.d.). [Photograph]. GMA AniMANIA.
https://preview.redd.it/8hsrdsat5tb01.jpg?width=640&crop=smart&auto=webp&s=438da0
c4cabda25e8f2178edbf31db85161ce60c
3. Kapamilya Online World. (2020, May 3). Kapamilya Schedule [Photograph]. Twitter.
https://pbs.twimg.com/media/EXExFCMVAAEcA7x.jpg
WATCH
1. Ryan Guy. (2019, January 11). Mediated Communication #1: Introduction to Mediated
Communication [Video]. YouTube. https://www.youtube.com/watch?v=awfT-GXYEUM
2. University of California Television (UCTV). (2018, September 24). Computer-Mediated

Communication and Hyperpersonal Interaction [Video]. YouTube.
https://www.youtube.com/watch?v=CQEHU5ryPfQ
1. THINKING CAP- Watch Me! Watch the following videos. Then answer the questions that
follow.
Watch this:
a. Video: Mediated Communication #1: Introduction to Mediated Communication-
https://www.youtube.com/watch?v=awfT-GXYEUM
b. Video: Computer- Mediated Communication and Hyperpersonal Interaction-
https://www.youtube.com/watch?v=CQEHU5ryPfQ
1. What is mediated communication?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is the difference of mediated communication from a face to face

communication?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
56
2. ACTIVITY 1: Journal Entry: Make a journal entry of 300 words or more describing
mediated communication. Look for examples of mediated communication. Examine the
communication using the points presented about mediated communication. You are
encouraged to include media (e.g. pictures, video, etc.) to explain the principles of
communication and your insight on mediated communication in your selected example/s.
a. For ONLINE Class: The Assignment can be found at the Discussion Forum on
Google Classroom. You must submit your completed journal entry using Google
Forms or attach a Word/ PDF file of your entry.
b. For MODULAR Class: Print the journal entry to be submitted to your Instructor.
3. QUIZ: For online classes, quiz will be given through Google forms in Google classroom;
57
COURSE MATERIALS:
Lesson 6 INTRODUCTION TO GLOBALIZATION
GLOBALIZATION
While the term communication has been in existence for a long time, the term globalization is
relatively new in our vocabularies. In comparison to communication, which is generally
understood by all, globalization is not.
A. WHAT IS GLOBALIZATION?
Globalization is a process of interaction and integration among the people, companies, and
governments of different nations, a process driven by international trade and investment and
aided by information technology. This process has effects on the environment, on culture, on
political systems, on economic development and prosperity, and on human physical well-being
in societies around the world. ("What Is Globalization? | Globalization101", 2016)
Heywood (as cited in Bernales, Balon and Biligan, 2018) describes globalization as a
slippery and elusive concept. Despite intensifying interest in the phenomenon of globalization
since the 1980s, the term is still used to refer, variously, to a process, a policy, a marketing
strategy, a predicament, or even an ideology. The problem with globalization is that it is not so
much an ‘it’ as a ‘them’: it is not a single process but complex of processes, sometimes
overlapping and interlocking processes but also, at times, contradictory and oppositional ones. It
is difficult therefore to reduce globalization to single theme. Perhaps the best attempt to do this
was in Kenchi Ohmae’s (1989) idea of a borderless world. This not only refers to the tendency
of traditional political border, based on national and state boundaries, to become permeable; it
also implies that divisions between people previously separated by time and space have
become less significant and are sometimes entirely irrelevant…
It also describes the process by which regional economies, societies, and cultures have
become integrated through a global network of political ideas through communication,
transportation, and trade.
Roland Robertson defined globalization as “the compression of the world and the
intensification of consciousness of the world as a whole.”
Globalization is also the process of international integration arising from the interchange of
world views, products, ideas, and other aspects of culture. Put in simple terms, globalization
refers to processes that increase worldwide exchanges of national and cultural resources.
Advances in transportation and telecommunication infrastructure, including the rise of the
telegraph and its posterity the internet, are major factors in globalization, generating further
interdependence of economic and cultural activities.
Globalization is not new, though. For thousands of years, people—and, later,
corporations—have been buying from and selling to each other in lands at great distances, such
as through the famed Silk Road across Central Asia that connected China and Europe during
the Middle Ages. Likewise, for centuries, people and corporations have invested in enterprises
in other countries. In fact, many of the features of the current wave of globalization are similar to
those prevailing before the outbreak of the First World War in 1914.
But policy and technological developments of the past few decades have spurred increases
in cross-border trade, investment, and migration so large that many observers believe the world
58
has entered a qualitatively new phase in its economic development. Since 1950, for example,
the volume of world trade has increased by 20 times, and from just 1997 to 1999 flows of
foreign investment nearly doubled, from $468 billion to $827 billion. Distinguishing this current
wave of globalization from earlier ones, author Thomas Friedman has said that today
globalization is “farther, faster, cheaper, and deeper.”
This current wave of globalization has been driven by policies that have opened economies
domestically and internationally. In the years since the Second World War, and especially during
the past two decades, many governments have adopted free-market economic systems, vastly
increasing their own productive potential and creating myriad new opportunities for international
trade and investment. Governments also have negotiated dramatic reductions in barriers to
commerce and have established international agreements to promote trade in goods, services,
and investment. Taking advantage of new opportunities in foreign markets, corporations have
built foreign factories and established production and marketing arrangements with foreign
partners. A defining feature of globalization, therefore, is an international industrial and financial
business structure.
Technology has been the other principal driver of globalization. Advances in information
technology, in particular, have dramatically transformed economic life. Information technologies
have given all sorts of individual economic actors—consumers, investors, businesses—valuable
new tools for identifying and pursuing economic opportunities, including faster and more
informed analyses of economic trends around the world, easy transfers of assets, and
collaboration with far-flung partners. ("What Is Globalization? | Globalization101", 2016).
GLOBALIZATION VS LOCAL CULTURE
The globalization of the production and distribution of goods and services is a welcome
development for many people in that it offers them access to products that they would not
otherwise have. However, some are concerned that the changes brought about by globalization
threaten the viability of locally made products and the people who produce them. For example,
the new availability of foreign foods in a market—often at cheaper prices—can displace local
farmers who have traditionally earned a living by working their small plots of family-owned land
and selling their goods locally.
Globalization, of course, does more than simply increase the availability of foreign-made
consumer products and disrupt traditional producers. It is also increasing international trade in
cultural products and services, such as movies, music, and publications. The expansion of trade
in cultural products is increasing the exposure of all societies to foreign cultures. And the
exposure to foreign cultural goods frequently brings about changes in local cultures, values, and
traditions. Although there is no consensus on the consequences of globalization on national
cultures, many people believe that a people's exposure to foreign culture can undermine their
own cultural identity (Globalization 101, n.d.-b).
INFLUENCE OF U.S. CORPORATIONS IN THE LOCAL MORES
One of the principal concerns about the new globalization of culture that is supposedly taking
place is that it not only leads to a homogenization of world culture, but also that it largely
represents the "Americanization" of world cultures. The spread of American corporations abroad
has various consequences on local cultures, some very visible, and others more subtle. For
example, the influence of American companies on other countries' cultural identity can be seen
with regard to food, which matters on two levels. First, food itself is in many countries an integral
aspect of the culture. Second, restaurants can influence the mores and habits in societies where
they operate. The French are proud of having a localized cuisine, including crepes and pastries,
which reflects their unique culture. Because of their pride in their cuisine, some French people
59
are concerned that U.S. restaurant chains crowd out their own products with fast food. Some
French people would argue that fast food does not belong in French society and is of lower
quality than their own.
Moreover, restaurant chains not only affect eating habits, but they also influence the
traditions and habits in countries where they are located. Starbucks causes cultural concerns in
Italy because of the association that Italians make between coffee and leisurely sidewalk cafes.
Coffee in Italy is more than a drink; it is part of the way of life and Italian mores. While in the
United States it is common for people to buy takeaway coffee for drinking in the street or office,
in Italy people usually prefer to relax and chat with peers while drinking coffee. Coffee shops
offer a personal, friendly atmosphere that many Italians believe a large chain could not provide.
Similarly, many people would prefer to frequent coffee shops that are each unique, while
Starbucks offers a standard formula.
Another example can be seen with the worldwide influence of McDonald's. Fittingly enough,
the sociologist George Ritzer coined the term McDonaldization. In his book The
McDonaldization of Society, Ritzer states that “the principles of the fastfood restaurant are
coming to dominate more and more sectors of American society as well as of the rest of the
world.” Statistics show that within the last fifty years, McDonalds has expanded to over 31,000
restaurants worldwide.
McDonaldization, Ritzer argues, is a result of globalization and, ultimately, leads to global
uniformity, influencing local habits and traditions. Take, for example, the previously mentioned
example of Starbucks coffee disrupting the traditional coffee culture in Italy. This sometimes
leads to negative reactions, such as in the case of the Starbucks coffeehouse in the Forbidden
City in central Beijing. This particular Starbucks branch, which opened in 2000, was shut down
in 2007 due to heavy protests. Critics called it a stain on China’s historical legacy.
Figure 9. Global Graph of Starbucks and McDonald Monopolies
60
The concerns that globalization leads to a dominance of US customs and values are also
present with regard to films and the entertainment industry more broadly. This is the case with
French films in France, for example. As will be discussed later in the brief, governments from
countries like France have attempted to intervene in the functioning of the market to try to
protect their local cultural industries, by taking measures such as restricting the number of
foreign films that can be shown.
But if a government imposes domestic films, TV shows, or books onto its people, it limits
their choice to consume what they prefer. In other words, the government is effectively saying
that it does not trust its people to make the choices that are right for them.
Throughout history, cultures have changed and evolved. Globalization may accelerate
cultural change. However, because change is driven by the choice of consumers, the elements
of a particular culture will inevitably reflect consumer choice (Globalization 101, n.d.).
WHAT IS CULTURAL GLOBALIZATION?
I. CULTURE
↔ Culture is one of the important concepts in
sociology.
↔ No human society can exist and develop
without its culture. The main difference
between the animal and human societies is of
culture only.
↔ Animal societies have no culture because they
do not have systems of learning and
transmitting social experiences.
“Culture is that complex whole which includes knowledge,
beliefs, art, law, custom, and any other capabilities and habits
acquired by man as a member of the society.” –Edward Taylor
Other definitions of culture:

↔ Linton – “Culture is social heredity, which is
transmitted from one generation to another with the
accumulation of individual experiences.”
↔ John Beattee: “Culture is the way of life which is
transmitted from generation to generation.”
Types of Culture
a) Material Culture
a. From material culture, we understand material and physical objects. For instance,
house, road, vehicles, pen, table, radio set, book etc. these are products of
human efforts to control his environment and make his life comfortable and safe.
b) Non- Material Culture

a. In non-material culture, we include non-material objects. For example religion,
art, ideas, customs, values system, attitudes, knowledge etc. it does not have
physical shape. It is very important in determining human behavior and has
strong hold on an individual. Both parts are inter-related with each other.
c) Real Culture
61
a. Real culture is that which can be observed in our social life. The culture on which
we act upon in our daily life is real culture. It is that parts of culture, which the
people adopt in their social life, for example. If a person says that he/she is
Muslim and follows all the principles of Islam, then the principles of Islam [as
culture] is real. When he doesn’t follow, it is not real.
d) Ideal Culture
a. The culture which is presented as a pattern to the people is called ideal culture. It
is the goal of society and never achieved fully because some parts remain out of
practice. This culture is explained in books, speeches, etc.
→ Culture is often defined in interrelation to communication.

→ “Culture is communication and communication is culture”
→ Culture is linked to communication and a wide-range of human experience
including feelings, identify and sense-making. It provides people with different ways
of thinking, seeing, hearing and interpreting the world. It also involves a number
of man-made, collective artifacts and is shared by the members of a social
group. Finally, it is something that shapes one’s behavior or structures one’s
perception of the world.
B. CULTURAL GLOBALIZATION
“Cultural Globalization refers to the transmission of ideas, meanings and values across
national borders. This process is marked by the spread of commodities and ideologies, which
become standardized around the world.”
It is also the rapid movement of ideas, attitudes and values across national borders.
Likewise, cultural globalization refers to the interpenetration of cultures which, as a
consequence, means nations adopt principles, beliefs, and costumes of other nations, losing
their unique culture to a unique, globalized supra-culture (“What is Globalization? Examples,
Definition, Benefits and Effects,” 2020).
Watson (2017) also defined cultural globalization as a phenomenon by which the experience
of everyday life, as influenced by the diffusion of commodities and ideas, reflects a
standardization of cultural expressions around the world. Propelled by the efficiency or appeal of
wireless communications, electronic commerce, popular culture, and international travel,
globalization has been seen as a trend toward homogeneity that will eventually make human
experience everywhere essentially the same. This appears, however, to be an overstatement of
the phenomenon. Although homogenizing influences do indeed exist, they are far from creating
anything akin to a single world culture.
Examples:
o Pop Culture (Celebrity activisim, typical TV shows, fashion style) [Read
more on:
i. (Globalization 101, n.d.-d) https://www.globalization101.org/pop-culture/
ii. (Globalization 101, n.d.-a)
https://www.globalization101.org/bono-the-power-of-one/
o Culture of Luxury (in Russia) [Read more on:
62
i. (Globalization 101, n.d.-e)
https://www.globalization101.org/the-globalization-of-luxury-3/
o Culture of beauty [Read more on:
i. (Globalization 101, n.d.-c)
https://www.globalization101.org/is-beauty-globalized-2/
o Culture of Imperialism
o Linguistic Imperialism
READINGS
BOOK
ONLINE ARTICLE (s)

1. Globalization 101. (n.d.-a). Bono: The Power of One | Globalization101. Retrieved June
18, 2020, from https://www.globalization101.org/bono-the-power-of-one/
2. Globalization 101. (n.d.-b). Culture and Globalization. Retrieved June 17, 2020, from
https://www.globalization101.org/uploads/File/Culture/cultall.pdf
3. Globalization 101. (n.d.-c). Is Beauty Globalized? | Globalization101. Retrieved June 18,

2020, from https://www.globalization101.org/is-beauty-globalized-2/
4. Globalization 101. (n.d.-d). Pop Culture | Globalization101. Retrieved June 18, 2020,
from https://www.globalization101.org/pop-culture/
5. Globalization 101. (n.d.-e). The Globalization of Luxury | Globalization101. Retrieved

June 18, 2020, from https://www.globalization101.org/the-globalization-of-luxury-3/
6. Turkle, S. (2012). The Flight from Conversation. The New York Times. Retrieved from
https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html
7. Watson, J. L. (2017, March 17). Cultural globalization | anthropology. Retrieved June 18,
2020, from https://www.britannica.com/science/cultural-globalization
8. What Is Globalization? | Globalization101. (2016). Retrieved from

http://www.globalization101.org/what-is-globalization/
9. What is Globalization? Examples, Definition, Benefits and Effects. (2020, May 20).
Retrieved June 18, 2020, from
https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effects-ex
amples/
WATCH
1. McDonaldization: Interview with George Ritzer May191 (2007, October 24).
McDonaldization theory of George Ritzer. Retrieved June 22, 2012, from
http://www.youtube.com/watch?v=Fdy1AgO6Fp4
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2. TED. (2012). Connected, but alone? [Video]. Retrieved from
https://www.youtube.com/watch?v=t7Xr3AsBEK4
3. TED. (2012). How social media can make history [Video]. Retrieved from
https://www.youtube.com/watch?v=ASZJE15E0SY
4. TED. (2009). Wiring a web for global good [Video]. Retrieved from
https://www.youtube.com/watch?v=y7rrJAC84FA
1. THINKING CAP- Watch Me! Watch the following videos. Then answer the questions that
follow.
Watch this:
1. Video: Turkle, S., 2012. Connected, But Alone?. [video] Available at:
https://www.ted.com/talks/sherry_turkle_connected_but_alone/transcript?lan
guage=en [Accessed 13 May 2020].
2. Video: TED Talks. (2009). How Social Media Can Make History [Video]. Retrieved
29 May 2020, from
https://www.ted.com/talks/clay_shirky_how_social_media_can_make_history
?language=en.
3. Video: TED Talks. (2009). Wiring a Web for Global Good [Video]. Retrieved 29 May
2020, from
https://www.ted.com/talks/gordon_brown_wiring_a_web_for_global_good?la
nguage=en.
Draw a mind-map of how globalization has changed communication based from the videos you
had watched.
My answer:
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2. ACTIVITY 1: Tito Boy’s Magic Mirror: After reading the New York Times Article, A
Flight from Conversation by Sherry Turkle, you are given a 2 minute brain writing time to
answer the questions below. Then, you are to face Tito Boy’s Magic Mirror to speak to
your future self 3 years from now. In 1 minute, you are to tell your reflections based from
your answers.
Read the article: Turkle, S. (2012). The Flight from Conversation. The New York Times.
Retrieved from
https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html
Questions:
a. What is Turkle’s argument? Do you agree with it?
b. If you had to take the other side (or wanted to), how would you disagree with
her?
c. Is texting a form of conversation? If yes, how so? If not, why not?
d. How often do you have conversations? Have their always been people who had
trouble conversing? Are there more or fewer of them now?
3. ACTIVITY 2: Record Me Techie: Record your interactions with technology used for
communication for at least 1 day. Then briefly reflect on the technology’s impact on your
communication with other people. Record as many interactions you’ve made.
a. For ONLINE Class: The record must be submitted at Google Classroom using
Google Forms or attach a Word/ PDF file of your entry.
Time Activity Reflection
65
COURSE MATERIALS:
Lesson 7 IMPACTS OF GLOBALIZATION TO COMMUNICATION AND TO
GLOBAL COMMUNICATION
IMPACTS OF GLOBALIZATION ON COMMUNICATION

In an article entitled, The Impact of Globalization on Communication Skills Development,
David Ingram said that communication skills development has always been an important factor
of success in business, but the influence of globalization and cross-cultural interaction in recent
decades has impacted the types of communication skills needed in dramatic ways. No longer
can entrepreneurs afford to simply communicate well within their own homogenous cultures.
Thus, today, people need to understand the dynamics of long-distance collaboration, the
impact of culture on manners of speaking and body language, and how to use technology to
communicate with people on the other side of the globe:
Virtual Interactions
Globalization has introduced virtual communication and collaboration as a major part of
workplace dynamics. Modern entrepreneurs need to understand the strengths and limitations of
different communications media, and how to use each medium to maximum effect. For example,
communicating via email to distant team members requires a certain etiquette and nuance not
necessarily required in face-to-face interactions. Holding virtual meetings requires a similar
change in approach, and people who are unaccustomed to communicating in groups in virtual
settings can find themselves lost, confused or unable to share their input. When choosing a
communication skills training program, look for courses that address the challenges of virtual
interactions.
Cultural Awareness in Speech

The need for cultural awareness is a major impact of globalization on the required skillset of
effective communicators, resulting in the evolution of communication skills development
programs. Modern entrepreneurs and employees need the ability to catch subtle nuances of
people's manner of speech when communicating across cultures. Even when two people are
speaking the same language, cultural differences can affect vocabulary, colloquial expressions,
voice tone and taboo topics. In Japanese business culture, for example, it can be considered
rude to ask personal questions in an initial business meeting. In the U.S., on the other hand,
asking personal questions and sharing personal information can display warmth and openness.
American and Japanese businesspeople who understand this about each other can
communicate in ways that resonate more effectively with each other.
Cultural Awareness in Body Language

Awareness of cultural differences in body language can be just as important as the nuances
of speech. That is why in schools, students are taught to understand acceptable speaking
distances, conflict styles, eye contact and posture in different cultures, accepting that the
physical expressions of their own culture are not universally accepted. Look for training
programs that address these differences to prepare you for face-to-face meetings with foreign
suppliers, customers or team members when they become professionals.
Time Differences
The advent of global collaboration introduces another new dynamic to communication skills
-- the need to communicate and share information with people across several time zones. When
66
people collaborate with others on the other side of the globe, their counterparts are usually at
home asleep while they themselves are at work. This is why schools teach students to address
the nuances of overcoming this challenge by teaching people to understand the information
needs of their colleagues, according to the communication styles of different countries or
cultures. Being able to effectively share information between shifts can make or break the
productivity of a geographically dispersed team, making this an important issue for many
companies. This skill is particularly need in call centers catering clients from countries of
different time zones.
IMPACTS OF GLOBALIZATION ON GLOBAL COMMUNICATION
According to Danev (2017), the process of globalization has widely increased the availability
of information for people across the world. By the use of Internet and advanced mobile services,
people are able to discuss business plans and proposals on an International level as well as
exchange private data securely. Global communication services have also contributed to the
enlightenment and development of the political process in a number of states.
Danev (2017) also enumerates three major impacts of globalization on global communication
and identifies the major problem, as follows:
1. Availability of Information. The availability of information is a major effect of the
process of globalization. The World Health Organization, in its works focused on the
cultural dimensions of globalization, has expressed the view that with the spread of
business delivering Internet, satellite TV and mobile services, the costs of such
information technologies drop. The decreased prices makes it easier for people across
the world to make use of the World Wide Web and resources available.
2. Business Conduct. Globalization has influenced global communication by

implementing new techniques for business conduct among workers at international
corporations. Long distance travels are no longer necessary for business people should
they require a meeting with a partner overseas. Internet technology makes it possible to
exchange business information and conduct video conferences. Additionally, enhanced
communication allows businesses to promote their products more efficiently in the
International market. This significantly changed the business world.
In his works on the matter, U.S. economist John Thompson concludes that the advanced
means of communication have enabled international organizations to take faster and
more adequate decisions in accordance with the changes in economic, political or social
setting in a particular region. For example, as described by Boonlert Supadhiloke, a
professor of communication in Bangkok University, Thai-based International technology
corporations use advance communications to respond to the growing demand for
Thai-made products.
3. Social Awareness. The availability of information, which is a direct effect of the

development of global communication systems, has led to increased social awareness of
people across the world. Information technology and networks enable them to share
opinions, views, work on projects and research different areas. These are among the
main reasons why the process of globalization is creating a sense of a global society.
For example, through the use of communication, many students from the developing
countries enroll in university degrees in the developed world.
Education is only a single sector of the social awareness. Other effects, like social
determination, have also occurred – the political unrest in Tunisia in the beginning of
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2011 had been inspired by opinions and political considerations shared over the social
networks available on the web.
4. The Problem. Despite its quick spread and continuous development, global
communication has not reached the majority of people on all continents. The World
Health Organization indicates that at least 70 percent of all people in Africa will never
make a single phone call or use application of communication technologies as part of the
process of globalization.
READINGS
BOOK
ONLINE ARTICLE (s)

1. Ahmed, A. (2018). Retrieved from
https://bizfluent.com/info-8232542-effects-globalization-global-communication.html
1. THINKING CAP- Our Action Plan! In small groups, discuss the data you have recorded
from ACTIVITY 2: Record Me Techie in Lesson 6. Analyze the data on a shared
document using Google Forms. Draw at least three (3) conclusions from the data you
have gathered. Then provide a recommendation/s. Think of this activity as writing an
action research. Be ready to present your action plan.
2. ACTIVITY 2: Blackout Poetry: Creatively interpret the impact of globalization on

communication and on global communication through a blackout poetry.
a. For ONLINE Class: The record must be submitted at Google Classroom using
Google Forms or attach a Word/ PDF file of your entry.
c. Sample:
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UNIT 3 –LOCAL AND GLOBAL COMMUNICATION IN MULTICULURAL
SETTING
OVERVIEW:
Effective communication is the heart of any organization. It drives change, shapes

expectations, and rallies people towards a common goal. Productivity in the workplace is
therefore dependent on a professional’s ability to communicate with and influence others
effectively. However, nowadays, it is easier said than done, especially if the organization deals
with (1) a globalized environment that imposes changes on the tams or organizations
communication practices, (2) more foreign clients and global counterparts as well as greater
demands from them, (3) diversity in the workplace composition and culture, and (4) the need to
communicate successfully in a cross-functional and cross-cultural setup ((Guthrie Jensen Global
Training Consultants, 2020).
In a global environment, the ability to communicate effectively can be a challenge. Even
when both parties speak the same language, there can still be misunderstandings due to ethnic
and cultural differences (Bernales, Balon and Biligan, 2018). So, in response to globalization,
man needs to be culturally aware and sensitive to the manner by which he communicates his
ideas to the members of the international community. This unit attempts to help students
understand the importance of determining culturally appropriate ways of communication at
school and at work.
1. Examine the impact of globalization on global communication in multicultural settings

in case analyses.
2. Determine culturally-appropriate terms, expressions, and images (sensitivity to
gender, race class, etc.)
3. Adopt cultural awareness and sensitivity in communicating ideas.
4. Demonstrate an awareness of the reality of cultural diversity through identification of
known dialects and languages
5. Explain how cultural diversity affects effective communication
6. Compare and contrast World Englishes in terms of lexicon and semantics
7. Use the variety of English in different context.
69
COURSE MATERIALS:
Lesson 8 DIVERSITY AND THE GLOBAL COMMUNITY, AND CULTURAL
AWARENESS AND SENSITIVITY
MULTICULTURAL SETTING
Bernales, Balon and Biligan (2018) stated that in a global environment, the ability to
communicate effectively can be a challenge. Even when both parties speak the same language,
there can still be misunderstandings due to ethnic and cultural differences.
Over the last decade, there have been countless examples from the business sector that
demonstrate how poor communication can lead to poor organizational performance (and public
criticisms and outcry). Understanding the impact of globalization on cross-culture
communication is imperative for organizations seeking to create a competitive advantage in the
global market. Recent economic challenges further highlight the need for organizations to
develop the internal communication capacity necessary to control and monitor external
threats.
As society becomes more globally connected the ability to communicate across

cultural boundaries has gained increasing prominence. For example, global businesses must
understand how to communicate with employees and customers from different cultures in
order to fulfill the organization’s mission and build value for stakeholders. Also, the use of
technology has had a profound impact on how businesses communicate globally and market
their products and services. However, with the advancements in technology, individuals,
groups, organizations and institutions must be sensitive to the culture nuisances that can
potentially present obstacles in trying to increase profits and market share.
70
According to Genevieve Hilton, “cultural proficiency doesn't mean memorizing every
cultural nuance of every market. It's knowing when to listen, when to ask for help, and
when—finally—to speak”
Multiculturalism refers to the presence of people with several cultures in a specific setting.
It is the coexistence of diverse cultures, where culture includes racial, religious, or cultural
groups and is manifested in customary behaviors, cultural assumptions and values, patterns of
thinking, and communicative styles
A. A WORLD OF DIVERISTY
Parapak (2015) describes our world as a world of diversity. For many centuries, the peoples
of the world were separated by mountains and seas. They rarely saw each other; their lives
were practically unrelated. They developed and live their own unique cultures. People in a
particular locality developed their own particular way of life, their own language, their religion
and thus became known as a tribe, an ethnic group of a particular group of people who
established a nation of their own.
The world [although one world] was and is inhabited by diverse populations, each with their
own identity, physical, spiritual and cultural uniqueness. Indeed this world has always been a
world of diversity. There is no reason to be ashamed or frightened of diversity. The invention
and development of new technologies have been and continue to be instrumental in changing
the way we line, the way we communicate, the way we respond to our environment, the way
we express our thoughts, our ideas. In short, technology has influenced the dynamic
development of our cultural identities (Parapak, 1995).
Columbus discovered America, Cook sailed to Australia. New communities were

established because of new access through technology. The invention of radio and telephone
technology just over 100 years ago made possible inter-cultural communications through
long-distance media. Radio and television broadcasting have reinforced and globalized our
intercultural encounters, communications, inter-influence, interdependence and
71
interrelationship. Now we are truly globalized. Through transportation, trade, tourism and
telecommunications, we can access a global market; we can meet with almost anyone on this
planet earth; we have the facilities to instantly see and follow any event around the world
(Parapak, 1995).
In some ways technology has united the world and mankind. But technology has not
eliminated our diversity.
The same may be said about communicating locally – meaning here in the Philippines, and
communicating with other Filipinos. Like the globe, ours is a diverse country, but global
communications have made our country a small city of intelligence. Distance is no longer
relevant to our way of life. We, now, obtain, process, store, transmit and utilize information at
the speed of light. With modern communications, we enhance our competitiveness, we
accelerate our national development, we modernize and integrate our economy and our
society, we improve our national efficiency and productivity, we strive for equitable distribution
of our development, we eliminate isolation of remote and rural areas, we attract capital inflow
for infrastructural development.
However, the efforts to achieve global competitiveness and the sense of national identity
has not eliminated distinctive regional cultures, but rather aroused a sense of pride in the
diversity which is a source of the rich Philippine cultural heritage.
Philippines is an archipelagic country with 7,641 islands, of which, about 2,000 are
inhabited. More than 175 ethno-linguistic groups comprise our population, the majority of
whose languages are Austronesian in origin.
More diverse that our country is our Asian neighbor, Indonesia, with 17,508 islands, with
more than 300 ethnic groups, each with its own language, but much can be learned from the
Indonesian experience. As Parapak (1995) said:
The challenge is: How do we use diversity for our benefit and for the enrichment of our lives?
B. THE GLOBAL COMMUNITY
More than fifty (50) years ago, MacLuhan anticipated the arrival of a global village where
everyone on this planet earth could feel himself to be a citizen of a village. MacLuhan’s vision
was inspired by the tremendous development of radio and television broadcasting. The
development of global satellite transmission and broadcasting in some ways realized the
dream of MacLuhan.
72
Technological development, however, has kept on accelerating, especially during the last
twenty five (25) years. Now, through satellite, radio and cables, almost any part of the world
is reachable by a telephone. Or to put in another way, potentially everyone on this planet
earth can access a telephone, or if he has a computer and a modem, he can access
information stored in any computer around the globe. The experts and leaders of the world
are talking about superhighways of information, the global intelligent information
infrastructure which could be creating a totally new world not a global village, but a global
intelligent community, a global brain (Parapak, 1995 as cited in Bernales, Balon and Biligan,
2018).
The superhighway of information of global network of intelligence, allows us now to

globally share information, communicate instantly and work together to develop robust and
sustainable economic progress, promote democracy suitable to our different societies,
improve our environment, healthcare and education and ultimately realize a prosperous and
just world society.
Global high-tech communications facilities also help to work together as nations,

exchange ideas and nurture friendships which transcend the barriers of nations, mountains
and seas.
Today, our globe is circled by superhighways of optical fiber cable systems providing
almost an unlimited bandwidth of information transmission. Most of our major offices and
some homes are linked with optical fiber systems giving us access to global multimedia
services, visual, intelligent and personal services.
These facilities give an almost unlimited choice of information and entertainment to those
who have access. Our sky is loaded with programs and anyone with a receiving system has
an unlimited choice of programs. Yes, through communications, the global world is now filled
with information and entertainment that potentially have an impact on our value systems,
religious beliefs, business activities, taste in and choice of entertainment.
Local communication means data transferred directly from the gateway to bluz DK, without
going through the Particle cloud. Local communication can be used for a lot of tasks that don't
require the cloud.
Multicultural education refers to any form of education or teaching that incorporates the
histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds
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The study of global communication is an interdisciplinary field focusing on global
communication, or the ways that people connect, share, relate and mobilize across geographic,
political, economic, social and cultural divides.
C. COMMUNICATING ACROSS CULTURES

Communicating across cultures is challenging. Each culture has set rules that its members
take for granted.
Few of us are aware of our own cultural biases because cultural imprinting is begun at a very
early age. And while some of culture‘s knowledge, rules, beliefs, values, phobias, and anxieties
are taught explicitly, most of the information is absorbed subconsciously.
The challenge for multinational communication has never been greater. Worldwide business
organizations have discovered that intercultural communication is a subject importance not just
because of increased globalization, but also because their domestic workforce is growing more
and more diverse.
Intercultural communication - is a discipline that studies communication across different
cultures and social groups, or how culture affects communication. It describes the wide range of
communication processes and problems that naturally appear within an organization or social
context made up of individuals from different religious, social, ethnic, and educational
backgrounds. In this sense it seeks to understand how people from different countries and
cultures act, communicate and perceive the world around them.
CULTURAL AWARENESS AND SENSITIVITY
Cultural awareness means knowing that there are multiple different cultures- based on
religion, ethnicity, nationality and other factors – that have different attitudes and outlooks.
Cultural sensitivity involves accepting those differences without insisting your own is better, or
that everyone should do it your way. Cultural-sensitivity skills are sometimes called cultural
competence, or the ability to work alongside people with different cultural attitudes and
behaviors and to do so effectively (Sherman, 2018).
According to Dabbah (2018) cultural sensitivity is being aware that cultural differences and
similarities between people exists without assigning them a value – positive or negative, better
or worse, right or wrong. It simply means that you are aware that people are not all the same
and that you recognize that your culture is no better than any other culture. A challenge, if you
ask the author, for members of dominant cultures.
In life and work environments we frequently face situations where there is a dominant and a
secondary culture. For instance, in the U.S. the European American is the dominant culture
whereas Hispanic, African American and Chinese cultures are all secondary.
Cultural sensitivity implies that both groups understand and respect each other’s
characteristics. This is always a challenge, and even more so in large corporations where the
dominant culture is the one that employees are expected to adopt.
In addition, Dabbah (2017) stated that “the idea behind cultural sensitivity is very
straightforward. Cultural sensitivity refers to a set of skills that allows you to learn about and
understand people whose cultural background is not the same as yours.” But what does that
really mean? Essentially, it means that, as you go about your daily life, you operate with the
74
awareness that cultural differences between yourself and the people you meet exist without
assigning them a value. You see our differences as a positive thing, and don’t consider one
culture better or worse, right or wrong.
She continued to say that this is often easier said than done. With increasingly diverse
populations living together in the same communities, it’s not always possible to intimately
understand the backgrounds of those we’re interacting with.
But having cultural sensitivity doesn’t mean that you must be an expert in each culture’s
values. It simply means that you’re willing to ask honest questions, seek understanding, and
demonstrate empathy rather than judging those around you. It also means that, when you
knowingly enter a space in which there will be cultural differences at play, you do a bit of
homework beforehand and avoid knee-jerk reactions or jumping to conclusions.
Sherman (2018) observes that communicating in a diverse, multicultural environment can be

awkward. For example, someone might make a sweeping and inappropriate generalization to a
coworker about what "his people" are like, causing discord. More subtle problems can involve
the differences in how people from different cultures communicate.
A gesture that is acceptable in one culture might be meaningless or offensive in another.

What’s considered the "normal" space between two people standing and talking is different in
different societies. In some cultures, criticizing or correcting your boss openly is much less
acceptable than it is in the United States.
The following guidelines adapted from (https://www.coloradoedinitiative.org) helps

you exhibit cultural awareness and sensitivity in words and in deeds.
1. View human difference as positive and a cause for celebration;
2. Have a clear sense of your own ethnic, cultural, a racial identity;
3. Be aware that in order to learn about others, you need to understand and be
prepared to share your own culture;
4. Be aware of your own discomfort when you encounter differences in race,
color, religion, sexual orientation, language, and ethnicity;
5. Be aware of the assumptions that you hold about people of cultures different
from your own;
6. Be aware of stereotypes as they arise and develop personal strategies for
reducing the harm that they cause;
7. Be aware of how your cultural perspective influences your judgments about
what appropriate, normal, or superior behaviors, values and communication
styles are;
8. Accept that in cross-cultural situations, there can be uncertainty, and that
uncertainty can make you anxious. It can also mean that you do not respond
quickly and take the time needed to get more information;
9. Take any opportunity to put yourself in places where you can learn about
differences and create relationships; and
10. Understand that you will likely be perceived as a person with power and racial
privilege (or the opposite), and that you may not be seen as unbiased or as
an ally.
75
READINGS
BOOK
ONLINE ARTICLE (s)

1. Dabbah, M. (2017). The Importance of Cultural Sensitivity and Awareness. Retrieved
from https://discovercorps.com/blog/cultural-sensitivity-awareness/
2. Dabbah, M. (2018). What is Cultural Sensitivity? Discover Definition & Theory. Retrieved
from https://redshoemovement.com/what-is-cultural-sensitivity/
3. Guthrie Jensen Global Training Consultants. (2020, February 20). Communication

Strategies in a Diverse and Global Environment. Guthrie-Jensen: Top Management
Training and Consultancy Provider in the Philippines.
https://guthriejensen.com/communication-strategies-in-a-diverse-and-global-environment
/
4. Sherman, F. (2018). Cultural Sensitivity Skills in the Workplace. Retrieved from

https://smallbusiness.chron.com/cultural-sensitivity-skills-workplace-20375.html
IMAGE (s)
1. Dunkin Donut. (n.d.). Dunkin Donut Charcoal Donut Ad [Photograph]. Retrieved from
https://www.bet.com/news/global/2013/08/30/dunkin-donuts-criticized-for-racist-ad-camp
aign/_jcr_content/image.large2x1image.dimg/__1377874797699__1377873022478/083
013-global-dunkin-donuts-criticized-racist-ad-charcoal-donut.jpg
2. H&M. (n.d.). H&M Hoodie [Photograph]. Retrieved from

https://chicagocrusader.com/wp-content/uploads/sites/2/2018/01/Screen-Shot-2018-01-0
8-at-10.37.52-AM.png
WATCH
1. Movieclips. (2011, May 30). Suntory Time! - Lost in Translation (1/10) Movie CLIP (2003)
HD [Video file]. In YouTube. Retrieved from
https://www.youtube.com/watch?v=FiQnH450hPM
2. TED Talks. (2009). Pop Culture in the Arab World [Video]. Retrieved 29 May 2020, from
https://www.ted.com/talks/shereen_el_feki_pop_culture_in_the_arab_world?language=e
n.
76
1. THINKING CAP- Watch Me! Watch the movie clip from Lost in Translation. Then answer
the questions that follow.
Watch this:
a. Video: Lost in Translation clip- https://www.youtube.com/watch?v=FiQnH450hPM
1. Briefly describe the situation Bob Harris (Bill Murray) was in the clip?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What was the problem in the situation?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What would you have done if you were Bob Harris?My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. ACTIVITY 1: Research it: Research on various cultural and intercultural modes of

communication (e.g. words and gestures) used to show respect in countries [any
country/ies of your choice] in the regions below.
↔ Africa
↔ Asia
↔ Latin America and the Caribbean
↔ Europe
↔ North America and Oceania
Google Classroom. You must submit your completed research using Google
77
3. ACTIVITY 2: Journal Entry: Write a reflection paper of 300 words or more based from
the TED video “Pop Culture in the Arab World. Write a brief summary of the video first,
followed by your reflection on how you are able to relate with it.
Watch this: TED Talks. (2009). Pop Culture in the Arab World [Video]. Retrieved 29
May 2020, from
https://www.ted.com/talks/shereen_el_feki_pop_culture_in_the_arab_world?language=e
n.
4. ACTIVITY 3: Journal Entry: Make a Journal entry of 300 words or more. Cite an
example in work or school that shows the need for cultural awareness and sensitivity.
Explain the consequences of not being aware or sensitive to other cultures in the
situation/s that you have cited. Cite examples to prove your points.
b. For MODULAR Class: Print the journal entry to be submitted to your Instructor
5. ACTIVITY 4: Picture Games: Place one picture that is often times confused because of
stereotypes. Identify at least three (3) common stereotypes assumed by people. Then
list three facts about it.
Example:
VISAYAN/ BISAYA
Common Stereotype:
1.Visayan women are members of the lower economic
strata (poor).
2. They are either uneduecated, unemployed or working in
service-oriented positions (yaya).
3. They were also believed to be, character-wise, as either irrational or servile, justifying the
oppression and discrimination that they may suffer.
FACTS: (list 3 facts about the visayan woman).
6. ACTIVITY 5: Micro Case Study: With the pre-assigned group, collaborate on applying
the lesson in Impacts of Globalization to Communication and to Global Communication
PROMPT
Read the micro case study assigned for your group. Create a presentation
(PowerPoint and video) discussing your group’s answer to the sets of question assigned
78
for your case study. Each student will be assigned with a question/s which will be their
basis for the PowerPoint and Video presentation.
Basic format of the presentation:
1. Title Page (contains Micro Case Study Title, Group #, Group members, Name of
presenter)
2. Slide 1: Review of the case study (short summary or key points from the micro
case study)
3. Slide 2: Question/s to answer
4. Slide 3: Answer to the question
5. Slide 4 & 5: Repeat Slide 2&3 as needed (depending on how many questions the
presenter needs to discuss)
6. Final Slide: References
MICRO CASE STUDIES

Group 1: Micro Case Study Two: Power Distance Consequences: Authoritarian Doctor
and the Silent Student Nurse
Group 2: Micro Case Three: Collaboration or Betrayal: Communicating Inside an
Alliance.
Group 3: Micro Case Four: The Ethnically Dressed Lawyer
Group 4: Micro Case Five: Fried Cottage Cheese
Group 5: Micro Case Six: Culturally Appropriate Responses Group 6: Micro-Case Seven:
Sub-Cultural Issues: Intent Versus Impact
Note: (online)
1. The Assignment can be found at the Discussion Forum on Google Classroom
titled, “WEEK 2, COLLABORATION”
2. If you do not wish to record a video of your explanation, record your voice
while presenting and attach it appropriately on the PowerPoint presentation.
(module)
3. Simply make the Power point presentation.
Read Micro case studies: Barker, Kimberley; Day, Christine R.; Day, Deanna L.;
Kujava, Elizabeth R.; Otwori, Juliette; Ruscitto, Robert A.; Smith, Alex; and Xu,
Tianjiao (2017) "Global Communication and Cross-Cultural Competence:
Twenty-First Century Micro-Case Studies," Global Advances in Business and
Communications Conference & Journal: Vol. 6: Iss. 1, Article 5. Available at:
http://commons.emich.edu/gabc/vol6/iss1/5 or at
https://pdfs.semanticscholar.org/163e/0fcbfd9845b7bbd0413e644c452894ecc78a.pd
f
79
COURSE MATERIALS:
Lesson 9 WORLD ENGLISHES
WHAT IS WORLD ENGLISHES?

The rise of English is a remarkable success story. When Julius Caesar landed in Britain
nearly 2,000 years ago, English did not exist. Five hundred years later, Englisc,
incomprehensible to modern ears, was probably spoken by about as few people as currently
speak Cherokee – and with about as little influence. Nearly a thousand years later, at the end of
the 16th century, when William Shakespeare was in his prime, English was the native speech of
between 5 and 7 million Englishmen, and it was in the words of a contemporary, “a small reatch,
it stretceth no further than this iland of ours, naie not there over all.”
Four hundred years later the contrast is extraordinary. Between 1600 and the present, in
armies, navies, companies and expeditions, the speakers of English--including Scottish, Irish,
Welsh, American and many more--travelled into every corner of the globe, carrying their
language and culture. Today English is used by at least 700 million people, and barely half of
those speak it as a mother tongue. Some estimates have put that figure closer to 1 billion.
English at the end of the 20th Century is more widely spoken and written than any other
language ever has been. It has become the language of the planet, the first truly global
language (Chicago Tribune, 2018).
As such, the term World Englishes refers to the differences in the English language that
emerge as it is used in various contexts across the world. Scholars of World Englishes identify
the varieties of English used in different sociolinguistic contexts, analyzing their history,
background, function, and influence (Purdue University, n.d.).
Since language develops to fulfil the needs of the societies that use them, it has transformed
to multiple varieties in response to the diverse social needs, cultures and geographies of the
people. The Purdue Writing Lab mentioned that while there is no single way for a new variety of
English to emerge, its development can generally be described as a process of adaptation. A
certain group of speakers take a familiar variety of English and adapt the features of that variety
to suit the needs of their social context (Purdue University, n.d.).
For example, a store selling alcoholic beverages is called a “liquor store” in American
English, whereas it is called an “off-licence” in British English. The latter term derives from
British law, which distinguishes between businesses licensed to sell alcoholic beverages for
consumption off the premises and those licensed for consumption at the point of sale (i.e., bars
and pubs).
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Such variations do not occur in terms of word choice only. They happen also in terms of
spelling, pronunciation, sentence structure, accent, and meaning. As new linguistic adaptations
accumulate over time, a distinct variety of English eventually emerges. World Englishes
scholars use a range of different criteria to recognize a new English variant as an established
World English. These include the sociolinguistic context of its use, its range of functional
domains, and the ease with which new speakers can become acculturated to it, among other
criteria.
McArthur’s model of World Standard English (From McArthur 1987:11)

A. THE ORIGIN OF WORLD ENGLISHES
1965
Linguist Braj Kachru (1932-2016) publishes his first journal article, entitled “The Indianness in
Indian English.” In the article, he lays the theoretical groundwork for the idea of World Englishes
by interpreting how English is nativized in India, delineating some of its unique sociological and
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cultural aspects, and showing that “Indian English” is a unique variety of English which is neither
an American or British English.
1984
Kachru formally introduces the term “World Englishes” at the Teachers of English to
Speakers of Other Languages (TESOL) Conference along with the global profile of English.
Later, he proposes the three concentric circles model. Both papers are subsequently published.
Kachru's three concentric circle model. Image c/o Wikimedia Commons (Creative Commons 4.0 License).
The inner circle refers to the countries where English is used as the primary language, such
as the USA, Britain, Canada, New Zealand, and Australia.
The outer/middle circle denotes those countries where English usage has some colonial
history. This includes nations such as India, Bangladesh, Ghana, Kenya, Malaysia, Nigeria,
Pakistan, Philippines, Singapore, Sri Lanka, Tanzania, and Zambia.
The expanding circle includes countries where English is spoken but where it does not
necessarily have a colonial history or primary/official language status. This includes nations
such as China, Japan, South Korea, Egypt, Nepal, Indonesia, Israel, Korea, Saudi Arabia,
Taiwan, USSR, and Zimbabwe. Any country where English is regularly spoken (even in limited
contexts—e.g., for international business) that does not fall under the first two categories is
considered to be in the expanding circle.
The boundaries between outer and expanding circles can be blurred as the users of English
in any of these specific countries may fluctuate because of the demographic shifts, economic
motivations, and language education policy.
Kachru argues that it is important to view each variety of English in its own historical,
political, sociolinguistic, and literary contexts. This concentric circle model does not only show
the wide spread of English across the world, but also emphasizes “the concept of pluralism,
linguistic heterogeneity, cultural diversity and the different theoretical and methodological
foundations for teaching and research in English” (1984, p. 26).
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Kachru also defines the quality of “nativeness” in World Englishes “in terms of both its
functional domains and range, and its depth in social penetration and resultant acculturation”
(1997, p. 68). A community acquires “native” English-speaking status as it uses English in
broader a greater number of societal contexts. This process, however, is shaped by the
historical role of English in the community (e.g., as the language of a colonizing force). It is this
interaction between functionality and history that leads to the nativization of English in a
particular society or population group. Consequently, Kachru argues, the English language
belongs not only to its native speakers but also to its various non-native users throughout the
world.
1992
Larry E. Smith contributes a chapter titled, “Spread of English and Issues of Intelligibility” to
The Other Tongue: English Across Cultures, edited by Braj B. Kachru. Smith, in this chapter,
mentions that since the global spread of English has been very rapid by historical standards, not
all these English varieties will necessarily be intelligible to each other. Thus, he argues that the
idea of English’s “intelligibility” should be thought of as a matter of its ability to be understood by
a speaker and listener within the same speech community, rather than its degree to be
understood solely by native speakers of English. He also proposes the following three terms to
understand the interaction between speaker and listener: 1) intelligibility (word/utterance
recognition), 2) comprehensibility (word/utterance meaning, or “locutionary force”), and 3)
interpretability (meaning behind word/utterance, “illocutionary force”).
B. WORLD ENGLISHES: VARIATIONS, DEVELOPMENT, AND FUNCTION
Here are some common ideas required to understand the frameworks of new varieties of
English taken from Purdue Writing Lab:
What counts as a “new” English
The answer to this question depends on the standards used to differentiate one set of
English-speaking practices from another.
Most scholars are careful to distinguish between the notions of language and dialect. While
Melchers and Shaw (2003) note that this distinction is not clear-cut, languages are generally
autonomous, whereas dialects are heteronomous. In other words, one can say that X is a
dialect of language Y or that language Y has the dialects X and Z, but never that Y is a
language of dialect X. This is a useful distinction, though it is contentious in borderline cases (p.
11).
Another difference offered by Melchers and Shaw (2003) is that dialects, in contrast with
languages, are mutually intelligible. While dialects are typically spoken and do not, like
languages, have a codified written form, some regional/social or nonstandard dialects are
frequently reflected in writing. Dialects are also said to be used only in certain “domains,”
whereas languages show maximal variation or “elaboration of function” (p. 12).
In order to avoid making the notoriously difficult dialect/language distinction, some linguists
prefer a more neutral term, “variety,” which covers both concepts and is not tainted through
popular usage. The concept of “varieties” is very useful, as “variety” in the singular is a neutral
label applied to many different types of language use. According to Kachru et al. (2006), the
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phrase “varieties of English” suggests the heteronomy of such varieties to the common core of
English. Bauer (2002) argues that we can use “variety” to mean a language, a dialect, an
idiolect, or an accent; it is a term which encompasses all of those ideas.
Today, “variety” is an academic term used for any kind of language production, whether
viewed as being determined by region, by gender, by social class, by age or by our own
inimitable individual characteristics.
How do new English varieties develop?
In non-English-speaking regions, English tends to emerge initially as an import from an

English-speaking region. This can occur for many reasons, including migration/diaspora,
colonization, the adoption of new technology, and the proliferation of entertainment like movies.
However, local languages, cultures, values, and perceptions toward English can also influence
the development and spread of the new language. It may, for instance, initially take root in just
one particular domain of society, like the education or media spheres. Gradually, however, it
tends to spread into other domains as a dialect (or even as a new variety of English) and starts
evolving at a societal level.
Chambers (1995) provides two basic causes for any language variations: naturalistic and
socially-constructed explanations. Chambers argues that the underlying cause of
sociolinguistic variation is the human instinct to establish and maintain social identity (p.
250).Therefore, the recognition of “new varieties” of English has not historically rested on
linguistic criteria alone. For instance, in addition to a distinctive vocabulary and accent,
important defining features of new varieties also include a historical tradition, creative writing,
and the existence of reference works of various kinds.
The World Englishes initiative in recognizing and describing the new Englishes of the
Caribbean, Africa, and Asia has been party motivated by a consideration of the local linguistic
“facts,” and partly by the desire to creatively remodel and reconstruct discursive practices. The
notion of “varieties” in this context is similarly dynamic, as new contexts, new realities, and the
origins and traditions of the metalanguage have the potential to assist our own
conceptualizations and theorizations of this branch of linguistics (Kachru et al., 2006, p. 308).
Variation in World Englishes can thus potentially be found (and can potentially begin) in all
domains of language: i.e., spelling, phonetics/phonology, morphology, syntax, the lexicon
(vocabulary), and discourse.
How do new English varieties function?

As each setting is shaped by local cultural and social values, local norms of use develop
consistent with these values. These norms specify what, when, where, and how something can
be said at all linguistic levels, from the phonological to the pragmatic (Berns, 2009). Any variety
of English works similarly in any particular context, which means the varieties of English function
locally based on their local norms and values.
To observe the functions of any variety of English, scholars have provided a heuristic called
the functional framework (later termed “sociolinguistic profile”). This framework, adopted by
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Berns (1990 and originally proposed by Kachru (1981), helps researchers understand English
usage in any particular context.
According to the framework, there are four categories that explain the distinctive uses of
English language in any particular context:
● the regulative function (for administrative and legal purposes),
● the instrumental function (status of a language as a medium of instruction),
● the interpersonal function (to serve as a link language and to symbolize prestige,
elitism, and modernity), and
● the imaginative/innovative function (literary creation).
Berns (1990) mentions that this sociolinguistic profile highlights the salient features of use
and users in a particular context and serves as a basis for comparison of these features in a
range of contexts (native as well as non-native). Comparison of this type is instrumental in
understanding the characteristics that distinguish one context from another.
There are multiple sociolinguistic profiles published already based on Berns’ (1990)
functional framework. The following are just a few examples of profile articles published in World
Englishes, a leading journal in the field:
● “English in Colombia: A sociolinguistic profile” (Gloria Valez-Rendon, 2003)
● “English in a multilingual Algeria” (Kamal Belmihoub, 2018)
● “English in Costa Rica” (Jorge Aguilar-Sanchez, 2005)
● “English in Mongolia” (Roger Cohen, 2005)
● “English in Turkey” (Seran Dogncay-Aktuna and Zeynep Kiziltepe, 2005)
● “English in Russia” (Irina P. Ustinova, 2005)
These sociolinguistic profiles focus on the local context and highlight how English has been
used in different domains of that context, viewing these usages through the different
perspectives of the functional framework. For instance, in Japan, English serves a variety of
functions. Some Japanese people use English words and phrases for professional purposes,
while others use it to identify themselves as modern, Western, or sophisticated. Similarly, in
Nepal, English functions (mostly) as a primary language in schools, though English is not an
official language in the country.
C. STANDARD ENGLISH: WHAT IT ISN’T
1. Standard English is not a language

Standard English is often referred to as “the standard language”. It is clear, however,
that Standard English is not “a language” in any meaningful sense of this term. Standard
English, whatever it is, is less than a language, since it is only one variety of
English among many. Standard English may be the most important variety of English in
all sorts of ways: it is the variety normally used in writing, especially printing; it is the
variety associated with the education system in all the English-speaking countries of the
world, and is therefore the variety generally spoken by those who are often referred to as
“educated people”; and it is the variety taught to non-native learners. But most native
speakers of English in the world are native speakers of some nonstandard variety of the
language, and English, like other Ausbau languages (see Kloss, 1967), can be described
as consisting of an autonomous standardized variety together with all the nonstandard
varieties which are heteronomous with respect to it, i.e. dependent on it (Chambers and
Trudgill, 1997). Standard English is thus not the English language but simply one variety
of it. This much is uncontroversial.
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2. Standard English is not an accent.
There is one further point about Standard English on which most linguists, or at least
British linguists, do appear to agree, which is that Standard English has nothing to do
with pronunciation. This point becomes even clearer if we adopt an international
perspective: Standard English speakers can be found in all native English-speaking
countries, and it goes without saying that they speak Standard English with different,
non-(RP) accents depending on whether they come from Scotland or the USA or New
Zealand or wherever.
3. Standard English is not a style.
People usually associate Standard English to vocabulary associated with formal
varieties of the English Language. However, if we characterize styles as varieties of
language viewed in relation to formality, then we can simply look at style as varieties of
language which can be ranged on a continuum from very formal to very informal.
All the languages of the world appear to demonstrate some degree of stylistic
differentiation in this sense, reflecting the wide range of social relationships and social
situations found, to a greater or lesser extent, in all human societies.
4. Standard English is not a register.

We use the term register in the sense of a variety of language determined by topic,
subject matter or activity, such as the register of mathematics, the register of medicine
etc.
D. BRITISH ENGLISH VS AMERICAN ENGLISH
Spelling Differences
British and American English have some spelling differences. The common ones are
presented in the table below.
British English American English

-oe-/-ae- (e.g. anaemia, diarrhoea, -e- (e.g. anemia, diarrhea, encyclopedia)
encyclopaedia)
-ed (e.g. burned, dreamed, leaped)
-t (e.g. burnt, dreamt, leapt)
-ense (defense, offense, license)
-ence (e.g. defence, offence, licence)
-el- (e.g. canceled, jeweler, marvelous)
-ell- (e.g. cancelled, jeweller, marvellous)
-ize (e.g. appetizer, familiarize, organize)
-ise (e.g. appetiser, familiarise, organise)
-ll- (e.g. enroll, fulfill, skillfull)
-l- (e.g. enrol, fulfil, skilful)
-og (e.g. analog, monolog, catalog)
*Note that American English also recognizes
-ogue (e.g. analogue, monologue, catalogue)
words spelled with –ogue
-o (e.g. color, behavior, mold)

-ou (e.g. colour, behaviour, mould)
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-er (e.g. meter, fiber, center)
-re (e.g. metre, fibre, centre)
-i- (e.g. tire)
-y- (e.g. tyre)
Vocabulary Differences
The Americans and the British also have some words that differ from each other. The table
below lists some of the everyday objects that have different names, depending on what form of
English you are using.
British English American English

trousers pants
flat apartment
bonnet (the front of the car) hood
boot (the back of the car) trunk
lorry truck
university college
holiday vacation
jumper sweater
crisps chips
chips French fries
trainers sneakers
fizzy drink soda
postbox mailbox
biscuit cookie
chemist drugstore
shop store
football soccer
Grammar Differences
Aside from spelling and vocabulary, there are certain grammar differences between British
and American English. For instance, in American English, collective nouns are considered
singular (e.g. The band is playing). In contrast, collective nouns can be either singular or plural
in British English, although the plural form is most often used (e.g. The band are playing).
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The British are also more likely to use formal speech, such as ‘shall’, whereas Americans
favour the more informal ‘will’ or ‘should’.
Americans, however, continue to use ‘gotten’ as the past participle of ‘get’, which the British
have long since dropped in favour of ‘got’.
‘Needn’t’, which is commonly used in British English, is rarely, if at all used in American
English. In its place is ‘don’t need to’.
In British English, ‘at’ is the preposition in relation to time and place. However, in American
English, ‘on’ is used instead of the former and ‘in’ for the latter.
READINGS
BOOK
ONLINE ARTICLE (s)

2. Chicago Tribune. (2018, September 3). SPEAK ENGLISH. Chicagotribune.Com.
https://www.chicagotribune.com/news/ct-xpm-1986-09-07-8603070293-story.html#:%7E:
text=The%20rise%20of%20English%20is,ago%2C%20English%20did%20not%20exist.
&text=Today%20English%20is%20used%20by,figure%20closer%20to%201%20billion.
3. Purdue University. (n.d.). World Englishes: An Introduction. Purdue Writing Lab.

Retrieved July 31, 2020, from
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html
4. Trudgill, P. (2011). Standard English: what it isn’t. LAGB Education.

https://lagb-education.org/wp-content/uploads/2016/01/SEtrudgill2011.pdf
WATCH
1. TED-Ed. (2015, July 16). Where did English come from? - Claire Bowern [Video].
YouTube. https://www.youtube.com/watch?v=YEaSxhcns7Y
2. BritishCouncilSerbia. (2013, December 7). David Crystal - World Englishes [Video].

YouTube. https://www.youtube.com/watch?v=2_q9b9YqGRY
1. THINKING CAP- Watch Me! Watch the video. Then answer the questions that follow.
Watch this:
a. Video: Where did English come from? - Claire Bowern -
https://www.youtube.com/watch?v=YEaSxhcns7Y
1. List three things you’ve learned about the English Language from the video
88
My answer:
1 _____________________________________
2 _____________________________________
3 _____________________________________
2. ACTIVITY 1: Detective Hunt 1: Using a library or the Internet, try to find two texts in
English, preferably from a single domain (e.g., newspaper editorials), but written about
50 years apart. Compare them to see how aspects of English usage have changed in
the course of the period separating them (Davies, 2005)
b. For MODULAR Class: Print the activity on a short bond paper to be submitted to
your Instructor.
3. ACTIVITY 2: Detective Hunt 2: Find two or three texts (e.g. advertisements) which
combine dialects in various ways and discuss the linguistic and stylistic effects produced
by this combination. Consider the aims of the texts and how the use of more than one
dialect contributes to these aims.
c. For ONLINE Class: The Assignment can be found at the Discussion Forum on
d. For MODULAR Class: Print the activity on a short bond paper to be submitted to
your Instructor.
89
COURSE MATERIALS:
Lesson 10 GENDER SENSITIVE LANGUAGE AND POLITICAL CORRECTNESS
GENDER SENSITIVITY
Gender sensitivity refers to the aim of understanding and taking account of the societal and
cultural factors involved in gender-based exclusion and discrimination in the most diverse
spheres of public and private life. It focuses mainly on instances of structural disadvantage in
the positions and roles of women (Šribar, R., 2015).
Gender-sensitive language is the realization of gender equality in written and spoken
language. Gender equality in language is attained when women and mean addressed in
language as persons of equal value, dignity, integrity and respect
Avoiding sex- and gender-bias discrimination starts with language, as the systematic use of
gender-bias terminology influences attitudes and expectations and could, in the mind of the
reader or listener, relegate women to the background or help perpetuate a stereotyped view of
women’s and men’s roles. There are a number of different strategies that can be used to
express gender relationships with accuracy, such as avoiding, to the greatest possible extent,
the use of language that refers to explicitly or implicitly to only one gender, and ensuring,
through inclusionary alternatives and according to each language’s characteristics, the use of
gender-sensitive and inclusive language.
Examples of gender-neutral words
1. Ancestors, forebears (instead of forefathers)
2. Artificial, manufactured (instead of man-made)
3. Average/ ordinary person (instead of common man)
4. Chair, chairperson (instead of chairman)
5. Courteous, cultured (instead of ladylike)
6. First-year student (instead of freshman)
7. Flight attendant (instead of steward, stewardess)
8. Human resources (instead of manpower)
9. Legislator, representative (instead of congressman)
10. Mail carrier, letter carrier, postal worker (instead of mailman, postman)
11. People, human beings (instead of mankind)
12. Person, individual (instead of man)
13. Police officer (instead of policeman)
14. Solidarity (instead of brotherhood)
15. To operate, to cover, to staff (instead of to man)
Gender Sensitive Language in Personal Titles
90
Hayek as cited by Kutateladze (2015) offers a neutral solution for the use of gender-sensitive
language in personal titles. He advises usage of “Ms.” With women as sometimes their marital
status is vague or not known if not given special directives from the woman herself.
Miss, Mrs. Ms. (unless the woman herself prefers
the courtesy title Mrs. Or Miss). A
woman’s marital status is very often
irrelevant to the matter in hand.
Mr. and Mrs. John Smith Mr. and Mrs. Smith; or Jane and John
Smith; or Mrs. Jane and Mr. John Smith
Mrs. Michael Austen Ms. Patricia Austen
Dear Sir Dear Sir or Madam; Dear Editor; Dear
Service Officer; To Whom it may
concern
A. STEREOTYPING ROLES AND ATTRIBUTES

Stereotyping roles mean when certain jobs are presumed to be performed only by men or
women, giving rise to gender biased terms. Hayek provides an example to illustrate
stereotyping: John and Mary both have full-time jobs; he helps her with the housework. This
sentence can be stated in other way which sounds more respectful and gender neutral. John
and Mary both have full-time jobs; they share the housework.
Attributes means usage of certain words which underline stereotypic gendered attributes.
For instance: women are caretakers, gentle and emotional, while men are achievers, strong and
logical.
Gender sensitive language is not simply terminology and rules which should be carried by a
gender-sensitive writer, it shows that a person or a company respects all employees, favors
social equality and equal opportunity and helps avoid ambiguity (Kutateladze 2015).
Communicating effectively requires respectful treatment of people, and regard for their needs
and individuality.
She further added that proper communication brings proper achievements. Communication
can be oral or written, but written one is the most important as it is not just a set of words but the
reflection of one’s reasoning, attitudes, and knowledge. It cannot be erased easily and the
impression it gives to a reader can damage or advance one’s reputation. Attention to gender
sensitivity in writing is one-way to demonstrate relevance, erudition, and culture.
Thus, to ensure that you have used gender-sensitive language in a piece of writing, the
following checklist for gender revisions may be of help:
1. Have you used "man" or "men" or words containing one of them to refer to
people who may be female? If so, consider substituting another word. For
example, instead of "fireman" try "firefighter."
2. If you have mentioned someone's gender, was it necessary to do so? If you
identify someone as a female architect, for example, do you (or would you) refer
to someone else as a "male architect"? And if you then note that the woman is an
attractive blonde mother of two, do you mention that the man is a muscular,
square-jawed father of three? Unless gender and related matters -looks, clothes,
and parenthood -are relevant to your point, leave them unmentioned.
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3. Do you use any occupational stereotypes? Watch for the use of female pronouns
for nurses and male ones for scientists, for example.
4. Do you use language that in any way shows a lack of respect for either sex?
5. Have you used "he," "him," "his," or "himself" to refer to people who may be
female?
B. POLITICAL CORRECTNESS
The term political correctness is used to describe language, policies, or measures that are
intended to avoid offense or disadvantage to members of particular groups in society. Since the
late 1980s, the term has come to refer to avoiding language or behavior that can be seen as
excluding, marginalizing, or insulting groups of people considered disadvantaged or
discriminated against, especially groups defined by sex or race. In public discourse and the
media, it is generally used as a pejorative, implying that these policies are excessive.
Merriam-Webster’s Dictionary defined it as conforming to a belief that language and

practices which could offend political sensibilities (as in matters of sex or race) should be
eliminated. It is also agreeing with the idea that people should be careful to not use language or
behave in a way that could offend a particular group of people (Molly, 2015 as cited in Bernales,
Belan and Biligan, 2018).
Molly (2015) continues to say that Political correctness is nothing more than treating others
with respect. Being kind, being a nice person, and, yes, this means maybe not calling someone
a racial slur and not making judgments or assumptions based on stereotypes.
Some words that may be used for political correctness are as follows:
1. Academic dishonesty (instead of cheating)
2. Aesthetically challenged ( instead of ugly)
3. Black (instead of negro)
4. Comb-free (instead of bald)
6. Differently abled (instead of disabled)
7. Drug dependent (instead of drug addict)
8. Dysfunctional family (instead of broken home)
9. Economically marginalized (instead of poor)
10. Elderly, senior (instead of old)
11. Ethically disoriented (instead of dishonest)
READINGS
BOOK
2. Kutateladze, M. (2015). Importance of Gender-Sensitive Language and Some

Guidelines for Business Writing. Journal In Humanities, Volume 4(Issue 1), 21-24. doi:
ISSN 2298-0245
92
ONLINE ARTICLE (s)
1. Gederman, D. (2019, February 25). How Gender Stereotypes Kill a Woman’s
Self-Confidence. Retrieved June 20, 2020, from
https://hbswk.hbs.edu/item/how-gender-stereotypes-less-than-br-greater-than-kill-a-wom
an-s-less-than-br-greater-than-self-confidence+
2. Gender -Sensitive Language. (2018). Retrieved from

https://www.mtu.edu/policy/development/how-to/19-gender-sensitive-language.pdf
1. THINKING CAP- Motive Question Answer the question below using the Venn diagroam
to compare and contrast your ideas.
What is your impression of a man and a woman in terms of the following?
a. Education / Intelligence
b. Job Opportunity Success/ Promotion
c. Communication Skills
My answer:
2. ACTIVITY 2: Journal Entry: Make a 300 word or more Journal entry on your insight on
the article, “How Gender Stereotypes Kill a Woman’s Self-Confidence” by Dina
Gederman. Your insight must contain a thesis statement, three points to support your
thesis statement and a conclusion. Your insight must also have a list of references of
the other sources that you have used to draw your insights and conclusions
93
Read the article:
https://hbswk.hbs.edu/item/how-gender-stereotypes-less-than-br-greater-than-kill-a-wom
an-s-less-than-br-greater-than-self-confidence
your Instructor.
COURSE MATERIALS:
Lesson 11 VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
VARIETIES AND REGISTERS

Linking our world through global communications is nearly completed. Our world is now
circled by superhighways of information. Our skies are loaded with satellites for broadcasting
our communication. Interconnectivity is now easy.
Does this mean that our world will become one world, integrated and united economically
and politically, harmonized culturally? We do not believe this will be the case.
The observation of John Naisbitt in his book Megatrends 2000 says that ‘the more
homogeneous our lifestyles become, the more steadfastly we cling to deeper values religion,
language, art and literature. As our outer worlds grow more similar, we will increasingly treasure
the traditions that spring from within (Parapak, 1996 as cited in Bernales, Balon, and Biligan,
2018).
In some ways, we have been more and more globalized in our lifestyle, business, factories,
music, fashion, and fast food; however, the inner elements, the fundamentals of language,
philosophy, religion, and value systems will remain diverse and varied (Bernales, Belan and
Biligan, 2018).
A. LANGUAGE VARIETIES
In present-day linguistics, the term variety is used to refer to any variant of a language which
can be sufficiently delimited from another one. The grounds for such differentiation may be
social, historical, spatial or a combination of these.
Language variety simply refers to a distinguishable variant of a language. This means that
there are a large number of varieties of any given language. The sole criterion to be fulfilled by a
particular variety is delimitation vis-à-vis other varieties. Dialects within a variety framework are
frequently referred to as regional varieties and sociolects as social varieties, though the label
dialect can be retained if used objectively.
Varieties of Language
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A pidgin is a new language which develops in situations where speakers of different
languages need to communicate but don't share a common language. The vocabulary of a
pidgin comes mainly from one particular language (called the 'lexifier'). An early 'pre-pidgin' is
quite restricted in use and variable in structure. But the later 'stable pidgin' develops its own
grammatical rules which are quite different from those of the lexifier.
Once a stable pidgin has emerged, it is generally learned as a second language and used for
communication among people who speak different languages. Examples are Nigerian Pidgin
and Bislama (spoken in Vanuatu).
A creole. When children start learning a pidgin as their first language and it becomes the
mother tongue of a community, it is called a creole. Like a pidgin, a creole is a distinct language
which has taken most of its vocabulary from another language, the lexifier, but has its own
unique grammatical rules. Unlike a pidgin, however, a creole is not restricted in use, and is like
any other language in its full range of functions. Examples are Gullah, Jamaican Creole and
Hawaiì Creole English.
Note that the words 'pidgin' and 'creole' are technical terms used by linguists, and not
necessarily by speakers of the language. For example, speakers of Jamaican Creole call their
language 'Patwa' (from patois) and speakers of Hawaiì Creole English call theirs 'Pidgin.'
A regional dialect is not a distinct language but a variety of a language spoken in a

particular area of a country. Some regional dialects have been given traditional names which
mark them out as being significantly different from standard varieties spoken in the same place.
Some examples are 'Hillbilly English' (from the Appalachians in the USA) and 'Geordie' (from
Newcastle upon Tyne in the UK).
A minority dialect. Sometimes members of a particular minority ethnic group have their own
variety which they use as a marker of identity, usually alongside a standard variety. This is
called a minority dialect. Examples are African American Vernacular English in the USA, London
Jamaican in Britain, and Aboriginal English in Australia.
Indigenized varieties are spoken mainly as second languages in ex-colonies with

multilingual populations. The differences from the standard variety may be linked to English
proficiency, or may be part of a range of varieties used to express identity. For example,
'Singlish' (spoken in Singapore) is a variety very different from Standard English, and there are
many other varieties of English used in India.
B. LANGUAGE REGISTER
According to Nordquist (2018) in his article entitled, ‘What is Register in Linguistics,’ register
is defined as the way a speaker uses language differently in different circumstances. Think
about the words you choose, your tone of voice, even your body language. You probably
behave very differently chatting with a friend than you would at a formal dinner party or during a
job interview. These variations in formality, also called stylistic variation, are known as registers
in linguistics.
Language register is the level and style of one’s writing. It should be appropriate for the
situation one is in.
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Registers are marked by a variety of specialized vocabulary and turns of phrases,
colloquialisms and the use of jargon, and a difference in intonation and pace; in "The Study of
Language," linguist George Yule describes the function of jargon as helping " to create and
maintain connections among those who see themselves as 'insiders' in some way and to
exclude 'outsiders'."
The Language register determines the vocabulary, structure, and some grammar in one’s
writing.
Registers are used in all forms of communication, including written, spoken, and signed.
Depending on grammar, syntax, and tone, the register may be extremely rigid or very intimate.
You don't even need to use an actual word to communicate effectively. A huff of exasperation
during a debate or a grin while signing "hello" speaks volumes.
C. TYPES OF LINGUISTIC REGISTERS
Some linguists say there are just two types of register: formal and informal. This isn't
incorrect, but it is an oversimplification. Instead, most who study language say there are five
distinct registers:
Frozen: This form is sometimes called the static register because it refers to historic
language or communication that is intended to remain unchanged, like a constitution or prayer.
Examples: The Bible, the United States Constitution, the Bhagavad Gita, "Romeo and Juliet"
Formal: Less rigid but still constrained, the formal register is used in professional, academic,
or legal settings where communication is expected to be respectful, uninterrupted, and
restrained. Slang is never used, and contractions are rare. Examples: a TED talk, a business
presentation, the Encyclopaedia Brittanica, "Gray's Anatomy," by Henry Gray.
Consultative: People use this register often in conversation when they're speaking with
someone who has specialized knowledge or who is offering advice. Tone is often respectful (use
of courtesy titles) but may be more casual if the relationship is longstanding or friendly (a family
doctor). Slang is sometimes used, people may pause or interrupt one another. Examples: the
local TV news broadcast, an annual physical, a service provider like a plumber.
Casual: This is the register people use when they're with friends, close acquaintances and
co-workers, and family. It's probably the one you think of when you consider how you talk with
other people, often in a group setting. Use of slang, contractions, and vernacular grammar is all
common, and people may also use expletives or off-color language in some settings. Examples:
a birthday party, a backyard BBQ.
Intimate: Linguists say this register is reserved for special occasions, usually between only
two people and often in private. Intimate language may be something as simple as an inside
joke between two college friends or a word whispered in a lover's ear.
D. LANGUAGE REGISTER (FORMAL, INFORMAL, AND NEUTRAL)
Language register is the level and style of your writing. It should be appropriate for the
situation you are in.
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The language register determines the vocabulary, structure, and some grammar in your
writing.
The three most common language registers in writing are:

Formal
Informal
Neutral
We use different language registers for different types of writing, just as we speak differently
to different people. You would not speak to the President of the United States the same way you
would talk to your brothers.
To your brother: What's up? It's awesome that you came to visit!
To the President: Good morning, Mr. President. We appreciate your visit.
The formal register is more appropriate for professional writing and letters to a boss or a
stranger.
The informal register (also called casual or intimate) is conversational and appropriate when
writing to friends and people you know very well.
The neutral register is non-emotional and sticks to facts. It is most appropriate for technical
writings.
Let's look closely at the three most common language registers used in the English
language.
I. Formal Language Register. Formal writing is probably the most difficult type of writing.
It is impersonal, meaning it is not written for a specific person and is written without
emotion.
Some kinds of writing are always written in formal English. Formal writing includes:
Business Letters Official speeches

Letters of complaint Announcements
Some essays Professional emails
Reports
There are many rules for writing in formal writing. We will discuss some of the most common
rules here. When in doubt, check the rules in an APA style guide.
Rules of the formal language register:

1. Do not use contractions. Contractions are not usually used in formal writing, even
though they are very common in spoken English. In formal writing, you should spell
out contractions.
Examples:
In formal writing, you should use:
→ cannot instead of can’t
→ have not instead of haven’t
→ will not instead of won’t
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→ could not instead of couldn’t
→ is not instead of isn’t
These are just a few examples of contractions. See more contractions by following the
contraction link above.
Contractions CAN be used if you are quoting someone’s exact words in your writing.
Example:
“Two-thirds of my eighth grade students can’t read at grade level,” the professor
stated.
Keep in mind that an apostrophe does not always make a contraction.
2. Apostrophes are also added to nouns to show ownership. These are used in all
language registers, including formal.
Examples:
→ children’s classroom
→ professor’s report
→ elephant’s trunk
3. Spell out numbers less than one hundred
Examples:
→ nineteen
→ twenty-two
→ seventy-eight
→ six
4. Write in third person point of view. In formal writing, we usually do not use first
person or second person unless it is a quote.
Avoid using:
I We
You Us
Examples:
Informal: You can purchase a second-hand car for under Php 100,000.
Formal: One can purchase a second-hand car for under Php 100,000.
A second-hand car can be purchased for under Php 100,000
Informal: You will probably see an elephant on an African safari.

Formal: One may see elephants on an African safari.
Elephants are a common sight on African safaris.
Informal: We decided to invest in the company.

Formal: The group decided to invest in the company.
5. Avoid using too much passive voice. In formal writing it is better to use an active
voice.
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Examples:
Passive sentences:
The bone was eaten by the dog.
The research was completed by the students in 2009.
Active sentences:
The dog ate the bone.
The students completed the research in 2009.
In 2009, the students completed the research.
For example, in a rule above I wrote, “Apostrophes are also added to nouns to show
ownership.”
I wrote this sentence in a passive voice.

To make it active, I could write:
“Additionally, add an apostrophe to a noun to show ownership.”

OR
“Use apostrophes with nouns to show ownership.”
6. Avoid using slang, idioms, exaggeration (hyperboles) and clichés. Slang is common
in informal writing and spoken English. Slang is particular to a certain region or
area.
Examples of slang:
→ awesome/cool
→ okay/ok
→ check it out
→ in a nutshell
A cliché is a phrase that is overused (said too often).

Common clichés:
→ too much of a good thing → Don’t push your luck.
→ moment of truth → Beauty is only skin deep.
→ Time is money.
7. Avoid abbreviations and acronyms. If you use an acronym or abbreviation, write it

out the first time. When using acronyms, write the entire name out the first time it
appears, followed by the acronym. From then on, you can use the acronym by itself.
Examples:
→ National Aeronautics and Space Administration (NASA)
→ Kansas Department of Transportation (KDOT)
For abbreviations, write the complete word the first time, then use the abbreviation.
Examples:
→ influenza => flu
→ United States of America => U.S.A or USA
→ tablespoon => tbsp.
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→ Kansas => KS
8. Do not use slang abbreviations or symbols that you would use in friendly emails and
texts
.
Examples:
→ LOL (laugh out loud) → &
→ ttyl (talk to you later) → b/c (because)
→ ϑ → w/o (without)
→ w/ (with)
9. Do not start sentences with words like and, so, but, also. Here are some good
transition words and phrases to use in formal writing:
→ Nevertheless → In addition
→ Additionally → As a result of
→ However → Although
10. Always write in complete sentences.

11. Write longer, more complex sentences.
II. Informal Language Register. Informal writing is written in the way we talk to our friends
and family. We use informal writing when we are writing to someone we know very well.
Some kinds of writing can be written in an informal style.

Informal writing includes:
→ Personal e-mails
→ Phone texts
→ Short notes
→ Friendly letters
→ Most blogs
→ Diaries and journals
There are no major rules to informal writing. With informal writing, you can include things
such as:
→ Slang and clichés → Paragraphs or no

→ Figurative language paragraphs
→ Symbols and → Jokes
abbreviations → Personal opinions
→ Acronyms → Extra punctuation (Hi
→ Incomplete sentences Bob!!!!!!!)
→ Short sentences → Passive and active voice
→ First person, second
person, and third person
III. Neutral Language Register. We use the neutral language register with non-emotional
topics and information.
Neutral writing is not necessarily formal or informal. It is not usually positive or negative. A
neutral register is used to deliver facts.
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Some writings are written in a neutral register. This means they are not specifically formal or
informal.
Writing in the natural language register includes:

→ Reviews
→ Articles
→ Some letters
→ Some essays
→ Technical writing
READINGS
BOOK
ONLINE ARTICLE (s)

1. Language Varieties. (2018). Retrieved from http://www.hawaii.edu/satocenter/langnet/
2. Studying Varieties of English, (c) Raymond Hickey. (2018). Retrieved from

https://www.uni-due.de/SVE/
3. Youssef, S. (2015, January 29). «It ain’t right, innit?» – About language register in
English. Retrieved June 20, 2020, from
https://celsalangues.wordpress.com/2015/01/29/it-aint-right-innit-about-language-register
-in-english/
1. ACTIVITY 1: Journal Entry: Make a 300 word or more Journal entry on your insight on
the article, “«It ain’t right, innit?» – About language register in English” by Shiar Youssef.
Your insight must contain a thesis statement, three points to support your thesis
statement and a conclusion. Your insight must also have a list of references of the other
sources that you have used to draw your insights and conclusions
Read the article: Youssef, S. (2015, January 29). «It ain’t right, innit?» – About language
register in English. Retrieved June 20, 2020, from
https://celsalangues.wordpress.com/2015/01/29/it-aint-right-innit-about-language-register
-in-english/
your Instructor.
2. ACTIVITY 2: Infomercial/ Dialogues: Compose short dialogues for infomercial using

each of the following language registers.
→ Frozen → Consultative
→ Formal → Casual
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→ Intimate
your Instructor.
UNIT 4 –EVALUATING MESSAGES AND COMMUNICATION AID
STRATEGIES
OVERVIEW:
Language is all around us – from the way we speak and communicate with one another, to
books that we read even when we use our body to give away signals of pleasure, pain and
excitement. Now that we are transitioning to the online age where communication is no longer
personal and face to face, linguists no continue to study the emerging language mediums
(Bernales, Balon and Biligan, 2018). As a field focused on the study of the use of language in
different context; Linguistics today study the new form of communication utilized in the online
age. With the internet, communication and online content not only use words but also images
and signs that contains ideologies, propagandas and other stimulating contents that speaks to
people in this new multilingual landscape.
This unit attempts to help students understand that value of critically examining and
evaluating multimodal text that communicates to them the context of the author and the reader
or recipient so that they can enhance receptive (listening, reading, viewing) skills.
1. Evaluate multimodal text critically to enhance receptive (listening, reading, viewing)

skills
2. Convey ideas through oral, audio-visual and/or web-based presentations for different
target audience in local and global settings using appropriate registers in the English
language.
3. Adopt awareness of audience and context in presenting ideas.
4. Use the variety of English in different context.
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COURSE MATERIALS:
Lesson 12 EVALUATING MESSAGES AND COMMUNICATION AIDS STRATEGIES
THE NEW AGE OF COMMUNICATION

Whenever you find yourself lost in an unfamiliar place, you most likely will search for signs that
will tell you exactly where you are. These may be street names, signs, billboards and more.
In this new age of communication,

not only do we need to deepen our
knowledge of communication
through words but we also need to
increase our knowledge to decipher
an author’s purpose and meaning in
communication using multitude of
emerging linguistic landscapes that
we find online and offline.
Now it is not just texts that we have

to break down but we must also familiarize ourselves in the use of signage, pictures and other
means of communication while still paying attention to cultural contexts that may influence its
meaning to us, the receivers.
A. LINGUISTIC LANDSCAPES
No matter where you are in the world today, language is everywhere you look. It’s used in
shop signs, products in the supermarket, the names of buildings, menus, graffiti, airports, public
transport, shopping centres, notices, advertising posters and hoardings.
The term Linguistic Landscape was first used by Landry and Bourhis in a paper published in
1997, when they defined it as;
“The language of public road signs, advertising billboards, street names, place names,
commercial shop signs, and public signs on government buildings combine to form the linguistic
landscape of a given territory, region or urban agglomeration” (Landry and Bourhis, 1997).
Shohamy and Gorter have since widened the scope of the definition to include:
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“…language in the environment, words and images displayed and exposed in public spaces,
that is the center of attention in this rapidly growing area referred to as Linguistic Landscape
(LL).”
→ It is the “visibility and salience of languages on public and commercial signs in a given
territory or region” (Landry and Bourhis, 1997:23).
→ It is a thing that one can see that do not necessarily need words to express a thought.
→ It refers to all visible semiotic signs in public space. This not only includes printed,
written, carved, sprayed or otherwise visible language that occurs in the physical world
but also pictures, colors, logos, graphs and other meaningful signs. It’s the ensemble of
such semiotic signs that constitutes the linguistic landscape of a given locality (The
Editors of diggit magazine, 2019).
VISIBLE SEMIOTIC SIGNS OFFLINE AND ONLINE
Linguistic landscape data in principle can be found everywhere where people leave visible
signs. In the offline world this includes notice boards, traffic signs, billboards, shop windows,
posters, flags, banners, graffiti, menus, T-shirts, tattoos, etcetera. One could however also
consider the publicly accessible online world as part of the linguistic landscape. This means that
also Facebook, Twittter, Instagram, Blogs, Websites etcetera can be places where linguistic
landscape data can be found. An important difference between signs that one comes across in
the physical world and signs that can be found on the Web is that the latter might be fake. They
might have been created for making fun on the Internet only, without referring to actual places in
the offline world.
The unit of analysis in linguistic landscaping is the sign, i.e. one specific specimen of visible
language that one finds in public online or offline space. One picture can contain several signs
and one sign can be captured in several pictures at the same time (The Editors of diggit
magazine, 2019).
According to Bernales, Balona and Biligan (2018) linguists consider signs to express
symbolic meaning and messages. It is both a language and medium of communication on its
own. Researchers tend to analyze the purpose of the author or writer, how these signs and
symbols are produced; and to whom they are directed to. In some cases, signs can usually be
identified on the basis of form of the signage or symbol.
FEATURES OF LINGUISTIC LANDSCAPE
Most studies of the Linguistic Landscape are socio-economic in nature, i.e. they seek to find
correlations between the use of certain languages (such as English) in parts of a city and
compare them to the general standard of living in those areas. There is general agreement that
language use in the linguistic landscape falls into one of two categories, top-down (public signs,
created by the state and local government bodies) and bottom-up language use (created by
shop owners, private businesses, etc.), as is summarized in the table below:
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Ben-Rafael, Shohamy, Amara and Trumper-Hecht, 2006
1. TOP DOWN DISCOURSE OR SIGNS – top down signs contain official (i.e.,
institutional) information, often related to regulations, designations, or public
announcements.
Official Signs are produced with a top down discourse
2. BOTTOM UP DISCOURSE OR SIGNS – bottom ups signs contain all other types of
information that is communicated by private, commercial, or subcultural actors.
Signs produced by an individual or group but not
officially recognized has bottom up discourse.
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We can also think of linguistic landscape as a cline, with varying degrees of how ‘official’ and
‘unofficial’ the language use is, as below:
This allows us to include things which are more complex to define, such a T-shirts, which are
designed and manufactured by a company, but in which the individual expresses a personal
choice by wearing. Their appearance in the urban landscape therefore has both top-down and
bottom-up influences.
IMPORTANCE OF LINGUISTIC LANDSCAPE
“LL, indeed, constitutes the very scene – made of streets, corners, circuses, parks, buildings
– where society’s public life takes place. As such, this scene carries crucial sociosymbolic
importance as it actually identifies; and thus serves as the emblem of societies, communities
and regions” (Ben-Rafael, Shohamy, Amara and Trumper-Hecht, 2006).
The linguistic landscape is important not only because it provides the backdrop to our
day-to-day lives, but also as a valuable language learning resource. It shapes how we interact
as a society and gives us our identity. And the best thing about it is that it’s everywhere, open to
everyone and free.
B. GEOSEMIOTICS
Looking at a particular sign, you may notice that the various elements used in it have
meaning, and elements symbolic in the message they want to convey. Try to pay attention to the
various features including color, size, shape, and where the sign is placed. They may be used in
analyzing the symbolic and contextual meaning of signs. This is what linguists call as
geosemiotics. It is a mode of analyzing signs.
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GEOSEMIOTICS is the study of the social meaning of the material placement of signs in the
world. By signs we mean to include semiotic system including language and discourse (Scollon
& Scollon, 2003; in Mooney & Evans, 2015).
If you look at a sign more critically, you would likely understand the intention of the maker
and his purpose. This is why signs are placed in a location that has relevance to the message it
wants to convey. Imagine a one-way sign in a two-way street. Most drivers would surely get
confused because it does not relate to the place where it is supposed to be.
Language and placement of signs are just two of the semiotic systems. OTHER things like
typeface used, the color, images and so on, also create and communicate meaning. Because
signs are so varied across the linguistic landscape, you need to pay attention to all these
semiotic choices of the maker.
Having mentioned the images, the use of symbols and other features also support the
message of the sign. Imagine what would happen if the skull and bone sign on a poisonous
bottle is colored pink.
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Now, consider the sign that follows:
Analyze the sign. Is it in the right place? What meaning is the sign trying to convey?
(See other advertisements that are creatively and brilliantly placed to convey the company’s
message: 18 Street Ads That Will Make You Look Twice. (2016, November 28). Retrieved July
6, 2020, from http://justsomething.co/street-advertising/)
Analyze the sign. Is it in the right place? What meaning is the sign trying to convey?
(See advertisements and signs that fail to consider the placement thus making questionable
and confusing message: Top 20 worst advertising placement fails ever. (2014, January 7).
Retrieved July 6, 2020, from
http://justsomething.co/top-20-worst-advertising-placement-fails-ever/)
Also, in evaluating signs, better ways of presenting the message must be explored. Consider
this example:
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At first glance, the sign may be read as two sentences: We make change and Work for
women. A better way of presenting the message is by lay-outing the phrases this way, We make
change work / for women.
Other examples:
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KINDS OF SIGNS
Signs are divided into different kinds based on the contextual meaning and discourse, thus, a
sign may be:
1. Regulatory, if it indicates authority and is official or has legal prohibitions,

2. Infrastructural, if it labels things or directs for the maintenance of a building or any
infrastructure,
3. Commercial, which advertises or promotes a product, an event, or a service in
commerce, or
4. Transgressive, if it violates (intentionally or accidentally) the conventional semiotics or is
in a wrong place, like a graffiti
C. ONLINE LANDSCAPES
We now live in a time when almost everyone has at least a social media account. As we
communicate in these virtual landscapes, we must understand that this virtual space is also a
language landscape. Looking at it as a landscape rather than a language should prompt up you
to see semiotic options in the context of social spaces in this environment. Three of the many
media in this landscape are the following:
1. YouTube. Although YouTube videos cannot specifically be considered as signs or

symbols, YouTube video producers use symbols and signs, generally inclusive in the
language used, to convey the message they want to express. It is difficult to
generalize the use of YouTube whether for research, entertainment, or extensive
advertisement. As such, YouTube videos are language landscapes that can be
analyzed in its context and features.
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2. Twitter. This virtual landscape is described by Mooney & Evans (2015) as
ubiquitous. What this virtual landscape looks like depends of the technology and on
the choices the user makes. An individual’s experience of Twitter, for example,
depends on who he/ she is following, which hashtags he/ she is interested in, and so
on. Moreover, the way people use Twitter can vary widely. It may be used for keeping
up with the developments in work and career, making sure the train is running on
time, following favorite celebrities, or interacting with friends. Twitter (and other online
platforms) provides opportunities (though always with limitations) and resources for
making choices in how we create a personalized linguistic and semiotic landscape.
Gillen & Merchant (2013; in Mooney & Evans, 2015) refer to these choices in terms
of constructing a point of view.
3. Memes. One of the things that the World Wide Web makes possible is the quick
circulation of memes. Memes are prevalent in social media. It is a term given to any
posts, language or photo that has an uptake to a social, moral, or political idea that
most of the time seems funny. The problem with this landscape is that too many
memes are cringe-worthy for their blundered grammar and erroneous spellings
and/or punctuation. Some are even culturally insensitive, gender/ class insensitive,
and /or politically incorrect.
READINGS
BOOK
ONLINE ARTICLE (s)

1. The Editors of diggit magazine. (2019, February 26). Linguistic landscapes: an
introduction. Retrieved July 3, 2020, from
https://www.diggitmagazine.com/articles/linguistic-landscapes-introduction
IMAGE (s)
1. 18 Street Ads That Will Make You Look Twice. (2016, November 28). Retrieved July 6,
2020, from http://justsomething.co/street-advertising/
2. Rappler. (2018, March 1). Women’s month: Making change work for women. Retrieved
July 6, 2020, from
https://www.rappler.com/bulletin-board/197188-national-women-month-2018-philippines-
commission
3. Top 20 worst advertising placement fails ever. (2014, January 7). Retrieved July 6, 2020,
from http://justsomething.co/top-20-worst-advertising-placement-fails-ever/
111
1. THINKING CAP- Examine: Examine the advertisement below. Then answer the
questions that follow.
1. Briefly describe the image in the advertisement?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is the message conveyed?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Who is the intended audience?

My answer:
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What is the purpose of the advertisement?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. ACTIVITY 1: Skill Builder: Examine the following signage. Then identify if it follows the
top down discourse or the bottom up discourse. Briefly explain the reason for your
answer.
My answer:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________
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My answer:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________
3. ACTIVITY 2: Skill Builder: Examine the sign that follows. Identify the linguistic contents
(words, phrases) and what each means. Also identify the symbols used and what each
tries to convey.
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My answer:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________
COURSE MATERIALS:
Lesson 13 KINDS OF COMMUNICATION STRATEGIES AND FACTORS IN
DEVELOPING COMMUNICATION STRATEGIES
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KINDS OF COMMUNICATION STRATEGIES
Communication strategy is the blueprint or plan.
→ It maps the hows to conveying a message. It is designed to help people to communicate
effectively and accomplish individual or organizational objectives.
→ It is also defined as the choice of the most useful objectives of communication, and
recognition of a particular brand and its strategies in terms of attitude.
→ A strategy needs to be interconnected with the motivation of an individual or foundation
of an organization and has to be taken into account seriously.
→ It can be verbal, non-verbal, visual, or a combination of two or all.
A. TYPES OF STRATEGIES
1. Verbal communication strategy can be broken down into two categories of written and
oral communication. Written communication comprises emails, chat, fax messages and
text messages, while oral communication may involve phone calls, video chats, aside
from face-to-face conversation.
Example: (chat message: I NEED YOU TO SEND THE FORMAT TO ME RIGHT NOW!
NOT LATER THAN THIS EVENING.) The all capital letters may seem to your group
mates that you are angry or yelling at them when all you wanted was to seek help.
2. Non-verbal communication strategy is more on visual cues such as facial reactions,
body language, voice tone, and the physical distance between communicators. This
strategy may be used independently, but most often with verbal cues. You have to be
careful in using this strategy because a non-verbal cue may mean differently from
intended and may lead to misunderstandings.
3. Visual communication strategy provides documentation in school and in workplaces. It

comprises signage, memoranda, illustrations, webpages, and graphic designs
B. FACTORS TO CONSIDER IN DEVELOPING A COMMUNICATION STRATEGY

Communication strategy may be designed for a specific project or for the same time as
your individual or organizational strategy. It should establish the following: Individual or
Organizational Objectives, Target Audiences, Intended messages, Tools and Activities,
Resources and Timescale, and Evaluation.
1. Objectives. Communication strategy should be aligned closely to your individual or
organizational plan. If presenting on your own, you should clarify your personal objectives. If
speaking for and in behalf of an organization, you should look at your organization’s vision,
mission, and goals.
→ Classify objectives or goals into general and specific. The general purpose is a broad
indication of what you are trying to accomplish. Thus, a presentation may be
informative, the aim of which is to expand the listener’s knowledge or help them
acquire specific skill; persuasive which tries to change what an audience thinks or
does; or one which is prepare to entertain the audience.
→ Adler, et al. (2012) suggests that you be as specific as possible. A good goal
statement identifies the who, what, when, and where of your goal as precisely as
possible. Also the best goal statements describe your objectives in measurable
terms.
↔ Consider the following:
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Vague:
I want to collect some donations in this meeting.
I want to get my manager’s support for my idea.
Specific:
I want to collect at least P500 from each person in this meeting.
I want to get my manager to give me one day per week and the help of a
secretary to develop my idea.
2. Audiences. Identify your target audiences whom you need to communicate with or
achieve your personal or organization goal or objectives. Remember different strokes for
different folks.
→ Designing a presentation without an audience in mind is like writing a love letter and
addressing it To Whom It May Concern (Adler et al, 2012).
→ Ask the following questions:
↔ Who are the key audience members?
↔ How much do they know?
↔ What do they want to know?
↔ What are their personal preferences?
↔ Which demographic characteristics are significant?
↔ What size is the group?
↔ What are the audiences’ attitudes?
3. Messages. Keep in mind that communication is all about storytelling. Always use an
interesting narrative, human interest stories, and imagery.
→ Adler et al (2012) suggest that you develop the thesis statement. Sometimes called
the central idea or key idea, it is a single sentence that summarizes your message.
Example:
↔ Investing now in a new system will save us money in the long run.
↔ Advertising on our website will boost your sales.
↔ You don’t have to accept sexual harassment.
→ Presentations without a clear thesis leave the audience asking: What’s this person
getting at?
→ Sample organizational pattern:
Purpose:
Thesis:
INTRODUCTION
A. Point 1 (Attention getter)
B. Point2 (Thesis)
C. Point3 (Preview)
Transition:
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BODY:
I. Support to thesis #1
A. Support 1
B. Support 2
C. Support 3
Transition:
II. Support to thesis #2
A. Support 1
B. Support 2
C. Support 3
Transition:
III. Support to thesis #3
A. Support 1
B. Support 2
C. Support 3
Transition:
CONCLUSION
A. Thesis/ Review
B. Closing
4. Context. The context of your presentation also influences what you say or how you say
it. For example, if others are speaking as a part of your program, you need to take them
into account, lest you be accused of talking out of context.
↔ Consider this statement:
1. “I had originally planned to discuss the technical aspects of our
new express delivery system, but I think Carol has covered them
pretty thoroughly. So let me bring your attention to two things.”
Preceding speakers may have left your audience feeling bored or
stimulated, receptive or angry, thoughtful or jovial. Since that state
of affairs will affect how your audience receives your presentation,
you should try to adjust to it (Adler, et al, 2012).
5. Tools and Activities. Identify the most appropriate tools and activities to be used in
communicating messages to the audiences.
→ Some activities may be appropriate for a group of audiences but not for another
group. Some activities may also be time consuming, and thus take too much of the
allotted time for your presentation. Some activities may require resources that may
be expensive or unavailable.
→ Also, remember to do activities at the right time, and be ready to adapt to situations
that you did not foresee.
→ Choose proper tools to aid in your presentation. You may use tables, diagrams,
graphs or other visual aids, but you must exhibit mastery in using them. Visual aids
may include:
↔ Objects and models
↔ Photographs
↔ Diagrams
↔ Lists and tables
↔ Charts
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↔ Pictograms
↔ Graphs
↔ Videos
↔ Posters, and
↔ Handouts
→ Employ presentation software such as Microsoft PowerPoint, Apple Keynote, and
Prezi. Presentation software allows anyone with a computer to create, and deliver a
professional-looking presentation with texts, and visual, but remember, there are
dangers in using presentation software. You should avoid these pitfalls of
computerized design programs:
↔ Poorly conceived messages,
↔ Design over content, and
↔ Overly complex presentations
→ To better guide you in using a presentation software, Adler, et al (2012) offer the
following guidelines:
↔ Be sure you have a reason for using a visual aid.
↔ Keep your slide shows brief.
↔ Match the sophistication of your visuals to your audience.
↔ Make sure the visual is large enough to see.
↔ Keep the design of your visual simple.
↔ Use only a few words (in each slide).
↔ Use only horizontal printing.
↔ Label all items for clear identification.
↔ Display a visual only while you are discussing it.
↔ Practice using your visuals.
6. Resources and Time. Ensure the availability of the resources and set an expected
timescale for your communication strategy.
→ Check if the equipment that you will use is ready and working. Arrive at the venue
earlier to do this.
→ Always expect the unexpected, and be ready to adapt. Always have a Plan B.
→ Be mindful of the time allotted for you. The worst thing that you can do to your
audience, aside from boring them to death, is to hold them hostage simply because
you do not know when to finish your presentation and stop talking.
7. Evaluation. Assess the effectiveness of your strategy with your audiences through open
and appropriate questions. Ask them if the set goals were achieved. Then, discuss the
results with them.
→ Conduct a self-assessment of your own presentation. To do this, you may ask
yourself the following questions adapted from Adler, et al (2012):
↔ Was each point or claim that I made supported by at least one piece of verbal
and/or visual support?
↔ Did each piece of supporting material make my claims clearer, interesting and
persuasive?
↔ Did I use a variety of verbal support (definitions, examples, stories, statistics,
and comparisons) to add impact to my presentation?
↔ Did my visuals (charts, graphs, photos, videos, etc.) make my points clearer,
interesting, and persuasive?
o Did I present visuals in a way that contributed to my effectiveness?
o Did I look at my audience, not at the visuals, while speaking?
o Did I display visuals only when discussing them?
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↔ Did I practice using all technology (e.g. computers, projectors) to make sure it
operated smoothly in the venue where I spoke?
↔ Did I present information honestly and accurately to support my claims?
↔ Were the complexity and sophistication of materials I cited appropriate for my
audience and topic?
↔ Did I cite the sources of my supporting material when appropriate?
By now, you must have realized that it is not easy to create a strategy. It has to be improved
over time. Strategy needs not to be perfect but it needs to adapt in changes from time to
time.
READINGS
BOOK
WATCH
1. Undergraduate Students Unwittingly Subjected to World's Worst Research Presentation.
(2012). [Video]. Retrieved 29 May 2020, from
https://www.youtube.com/watch?v=nSGqp4-bZQY&feature=emb_title
1. THINKING CAP- Watch Me!: Watch the video then answer the questions that follow.
Watch the video: Undergraduate Students Unwittingly Subjected to World's Worst
Research Presentation. (2012). [Video]. Retrieved 29 May 2020, from
https://www.youtube.com/watch?v=nSGqp4-bZQY&feature=emb_title
1. What is your impression about the video?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What makes the presentation worst?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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3. In what ways can the presentation be improved?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. ACTIVITY 1: Speech Outline: Draft an outline for a 10 minute speech of any of the
following topics:
a. Respect for elders
b. Respect for different cultures
c. Bayanihan spirit
d. Obedience to laws and regulations
e. Academic honesty and integrity
f. Empathy for the poor and the needy
a. For ONLINE Class: The speech outline must be submitted at Google Classroom
using Google Forms or attach a Word/ PDF file of your entry.
b. For MODULAR Class: Print the speech outline to be submitted to your Instructor
3. ACTIVITY 2: Oral Presentation: Create a 10-minute oral, audio-visual, and/or

web-based presentation to promote one of the following cultural/social values of your
choice.
a. Respect for elders
b. Respect for different cultures
c. Bayanihan spirit
d. Obedience to laws and regulations
e. Academic honesty and integrity
f. Empathy for the poor and the needy
a. For ONLINE Class: The speech will be delivered online or recorded to be

submitted at Google Classroom.
b. For MODULAR Class: The speech will be delivered online or recorded to be
submitted to your Instructor.
UNIT 5 –COMMUNICATION FOR VARIOUS PURPOSES
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OVERVIEW:
Doing a presentation, be it oral or written, requires a lot of preparations. Writing a

presentation, for example, requires pre-writing activities, actual writing, and revising or rewriting.
All three stages of writing are equally important in doing a writing project. Similarly, an oral
presentation consists of multiple stages and tasks.
In presenting ideas, you need to keep in mind the reason behind your task, and the intended
audience that will listen to you or read your work. Therefore, as you plan your presentation, you
must always keep in mind the purpose of your task and for whom it is intended. You must
therefore ask yourself the following questions:
1. Why am I doing the presentation? Am I going to explain, argue, persuade, or

just simply inform?
2. Who am I presenting to? Who will be the people who will listen to me or read
my work?
3. What is my intended outcome upon completing my presentation?
This unit attempts to help students understand that how to prepare oneself to deliver
speeches for various purposes.
1. Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers
2. Create clear, coherent and effective communication materials using English
language.
3. Present ideas persuasively using appropriate language registers, tone, facial
expressions and gestures
4. Deliver effectively the introduction and conclusion of an oral presentation to create
lasting impression
5. Employ vocal and physical factors, eye contact, and presentation aids for effective
delivery
COURSE MATERIALS:
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Lesson 14 PURPOSES OF COMMUNICATION, PREPARING A SPEECH AND ORAL
REPORT, INFORMATIVE, PERSUASIVE COMMUNICATION
AND PUBLIC SPEAKING
REASONS FOR COMMUNICATION AND PUBLIC SPEAKING

Communication serves five major purposes: to inform, to express feelings, to imagine, to
influence, and to meet social expectations. Each of these purposes is reflected in a form of
communication.
The introduction of public speaking cannot be denied. Great speeches have moved nations
to war and revolution; they inspired and move people to act. What people say, and how they say
it can get them elected in public office or create a new movement in society. For the Greeks,
public speaking was political in nature, and the spoken word was thought to be such an
important skill that citizens were thought the art of rhetoric.
Public speaking is an important life skill, yet few people master it, in fact, many people are
afraid of speaking in public. However, the significance of public office speaking has only gotten
stronger in contemporary times, Public speaking platforms such as TED Talks and YouTube,
have captured and disseminated public speech to an unprecedented scale, and one say at the
spur of the moment can live forever on the internet. Great speeches have created hope in
perilous situations, and have made people change their minds about the world and their places
in it.
According to acclaimed public speakers Dale Carnegie and Joseph Berg Esenwein (2007).
“Public speaking is public utterance, public issuance, of the man himself: therefore, the first
thing both in time and importance is that the man should be and think and feel things that are
worthy of being given forth”.
A. PURPOSES OF COMMUNICATION
1. Informative
→ The main purpose of informative or expository communication or writing is to simply
convey information factually.
→ Its goal is to input new learning, enhance prior knowledge, confirm a concept,
alleviate comprehension of an idea, or explain a process or procedure.
→ TIPS IN DOING AN INFORMATIVE PRESENTATION
↔ Stick to the facts.
↔ Avoid repetition.
↔ Make it clear
2. Persuasive
→ In writing, it is pushing across an idea and convincing people or readers to support
the idea you want to convey (e.g. TV commercials, periodical advertisements,
billboards
→ TIPS IN DOING A PERSUASIVE PRESENTATION
↔ Be objective, but subjective.
↔ Use your brain, not your heart.
↔ Cite, cite, cite.
3. Argumentative
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→ Tries to make listeners/readers believe that your idea is better based on the various
reasons that you have at hand
→ It is a logical and reasoned way to demonstrate one’s point of view, belief,
conclusion, or position (e.g. debate, meeting de avance)
→ TIPS IN DOING AN ARGUMENTATIVE PRESENTATION
↔ It is a one way debate.
↔ Move the reader to action.
↔ End with a punch.
B. PREPARING A SPEECH
When we hear the word speaking what comes in our mind might be the president of the
nation giving a speech, politicians, and guest speakers in an event. We speak to express our
feelings and thoughts; one can share his/her experience. He/she can appreciate and be grateful
through his/her speech, might as well you can roast someone and entertain everyone, speaking
is so applicable in all we do . It is also used in school when a student delivers an oral report; it
develops the confidence, vocabulary, pronunciation, and even the speaking skills. In fact
speaking is a norm that we all share. We hear a lot of great and influential speakers from
different countries. Through speaking we achieve world peace and through speaking it creates
partnership with other nations. Having the confidence to speak in front of numbers of people can
be both courageous yet critical. Amazing how powerful your message yet critical that leads to
conflict. That is why you need to be direct and clear with your ideas on how you will deliver it.
That also applies with the students.
Madrunio and Martin (2018) said that ―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.‖(p.223) Communication skills are vital for a student‘s
academic success and future career prospects. In today‘s challenging environment, students
must not only possess academic expertise, but also the requisite skills to enhance their learning
and employability prospects in the future.
An individual learns the basics of oral communication right at home. The school environment
takes this learning a notch higher by teaching the student how to interact with peers and
teachers alike. The quality of communication in student life will define professional
communication later in life. Good communication enables students to assimilate more from the
learning process by empowering them to ask relevant questions and discuss doubts. From the
book of Madrunio and Martin entitled ―Purposive Communication‖ the following is to be
considered to have an effective speech and be a good public speaker:
1. Audience- Know the profile of your listeners. It is important that you know who will listen
to you-their age, gender, educational background, religion, economic status, and interests. Also,
know how much the audience knows about the topic. That way you can avoid discussing points
that would run contrary to their beliefs and practices and thus prevent miscommunication and
misunderstanding. Further, you can introduce new things for them to learn and not simply repeat
things that they may have already learned from previous speakers. Know how to read the
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posture and the gesture of your audience members as these will signal to you what kind of an
audience they are. Be ready to face different kinds of audiences as there may be some who are
questioners, hecklers, disrupters, hostile, or unresponsive/bored audiences. Know how to deal
with any unpleasant incident or conflict with your audience and always stay in control of the
situation.
2. Logistics- It is something basic or essential for every speaker to know who is organizing
the event. Know who will be introducing you and who will be speaking before and after you.
That way, you will be able to tie up the earlier presentation with your own resulting in a more
coherent presentation. You may even give the audience an idea as to what the next talk is going
to be.
2.1 Venue- The venue is equally important. Locate the lights and if you have movable
visual aids, know where to position them. As a speaker, you should also know how to
position yourself and how you should move in front to get the attention of the listeners.
Remember to work on your posture and avoid bad habits when speaking. Do not block
the view of your visual aids as you present them. Employ a balanced posture by not
standing on one leg only. Do not lean on any object that will give support to your weight.
These postures give the impression that you lack confidence and authority.
2.2 Facilities- Ask beforehand about the pieces of equipment available for you. These
facilities should match the presentation aids that you will use. If there is no available
projector, find a way to have one especially if your visual aids are highly complex. If there
are any electrical problems or technical glitches you encounter, know how to
trouble-shoot them.
3. Content of report/speech/lecture- Since you have been invited as a speaker, the

organizers might have sought you because of your reputation as an effective speaker. If the
purpose of the event is to inform just like in a convention, conference, or a training seminar, it is
expected that you are able to contribute new information. If the purpose is to entertain, your
speech should be light-hearted, amusing, and lively. If the purpose is to persuade, your
presentation should sound convincing enough. Note, however that any communicative event
may have more than one purpose but there is always a more dominant one.
C. PREPARING AN EFFECTIVE PRESENTATION
An effective presentation is more than just standing up and giving information. A presenter
must consider how best to communicate the information to the audience. Oral presentations
require a good deal of planning. Scholars estimate that approximately 50% of all mistakes in an
oral presentation actually occur in the planning stage (or rather, lack of a planning stage). Use
these tips to create a presentation that is both informative and interesting:
1. Organize your thoughts. Start with an outline and develop good transitions between
sections. Emphasize the real-world significance of your research.
2. Have a strong opening. Why should the audience listen to you? One good way to get
their attention is to start with a question, whether or not you expect an answer.
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3. Define terms early. If you are using terms that may be new to the audience, introduce
them early in your presentation. Once an audience gets lost in unfamiliar terminology, it is
extremely difficult to get them back on track.
4. Finish with a bang. Find one or two sentences that sum up the importance of your
research. How is the world better off as a result of what you have done?
5. Design PowerPoint slides to introduce important information. Consider doing a
presentation without PowerPoint. Then consider which points you cannot make without
slides. Create only those slides that are necessary to improve your communication with
the audience.
6. Time yourself. Do not wait until the last minute to time your presentation. You only have
15 minutes to speak, so you want to know, as soon as possible, if you are close to that
limit.
7. Create effective notes for yourself. Have notes that you can read. Do not write out your
entire talk; use an outline or other brief reminders of what you want to say. Make sure the
text is large enough that you can read it from a distance.
8. Practice, practice, practice. The more you practice your presentation, the more
comfortable you will be in front of an audience. Practice in front of a friend or two and ask
for their feedback. Record yourself and listen to it critically. Make it better and do it again.
D. PRESENTING EFFECTIVELY
When you start your presentation, the audience will be interested in what you say. Use these
tips to help keep them interested throughout your presentation:
1. Be excited. You are talking about something exciting. If you remember to be excited, your
audience will feel it and automatically become more interested.
2. Speak with confidence. When you are speaking, you are the authority on your topic, but
do not pretend that you know everything. If you do not know the answer to a question,
admit it. Consider deferring the question to your mentor or offer to look into the matter
further.
3. Make eye contact with the audience. Your purpose is to communicate with your audience,
and people listen more if they feel you are talking directly to them. As you speak, let your
eyes settle on one person for several seconds before moving on to somebody else. You
do not have to make eye contact with everybody, but make sure you connect with all
areas of the audience equally.
4. Avoid reading from the screen. First, if you are reading from the screen, you are not
making eye contact with your audience. Second, if you put it on your slide, it is because
you wanted them to read it, not you.
5. Blank the screen when a slide is unnecessary. A slide that is not related to what you are
speaking about can distract the audience. Pressing the letter B or the period key displays
a black screen, which lets the audience concentrate solely on your words. Press the
same key to restore the display.
6. Use a pointer only when necessary. If you are using a laser pointer, remember to keep it
off unless you need to highlight something on the screen.
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7. Explain your equations and graphs. When you display equations, explain them fully. Point
out all constants and dependent and independent variables. With graphs, tell how they
support your point. Explain the x- and y-axes and show how the graph progresses from
left to right.
8. Pause. Pauses bring audible structure to your presentation. They emphasize important
information, make transitions obvious, and give the audience time to catch up between
points and to read new slides. Pauses always feel much longer to speakers than to
listeners. Practice counting silently to three (slowly) between points.
9. Avoid filler words. Um, like, you know, and many others. To an audience, these are
indications that you do not know what to say; you sound uncomfortable, so they start to
feel uncomfortable as well. Speak slowly enough that you can collect your thoughts
before moving ahead. If you really do not know what to say, pause silently until you do.
10. Relax. It is hard to relax when you are nervous, but your audience will be much more
comfortable if you are too.
11. Breathe. It is fine to be nervous. In fact, you should be all good presenters are nervous
every time they are in front of an audience. The most effective way to keep your nerves in
check aside from a lot of practice before hand is to remember to breathe deeply
throughout your presentation.
12. Acknowledge the people who supported your research. Be sure to thank the people who
made your research possible, including your mentor, research team, collaborators, and
other sources of funding and support.
READINGS
BOOK
ONLINE ARTICLE (s)

1. St. Paul’s University Surigao. (2019). Purposive Communication Integrated Learning
Resource Material [Slides]. Retrieved from
https://www.scribd.com/document/434142454/purposive-communication
WATCH
1. The Most Important Thing Cannot be Said: Eddie Calasanz at TEDxADMU. (2013,
February 10). [Video file]. Retrieved from
https://www.youtube.com/watch?v=vvsziU1cVHw
127
1. THINKING CAP- Watch Me!: Watch the Ted Talk Video. Then answer the questions that
follow.
Watch the video: The Most Important Thing Cannot be Said: Eddie Calasanz at
TEDxADMU. (2013, February 10). [Video file]. Retrieved from
https://www.youtube.com/watch?v=vvsziU1cVHw
1. What is the purpose of the speech (to inform, to persuade, to entertain)?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is the message conveyed?
My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Who is the intended audience?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What is the purpose of the advertisement?

My answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. ACTIVITY 1: Oral Presentations: Prepare a speech outline. You will present different
kinds of speeches depending on which is assigned to you.
a. Introducing a Guest Speaker c. Presenting an Award/ Gift
b. Welcoming a Guest Speaker d. Accepting an Award/ Gift
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e. Saying a Farewell Speech at g. Inaugural Address
a Ceremony h. Keynote Speaker Address
f. Commercial Address
a. For ONLINE Class: The speech will be delivered online or recorded to be

submitted at Google Classroom.
b. For MODULAR Class: The speech will be delivered online or recorded to be
submitted to your Instructor.
COURSE MATERIALS:
Lesson 15 WORKPLACE COMMUNICATION, BUSINESS LETTERS, MEMOS, MINUTES
AND INCIDENT REPORTS, AND INTERVIEWS
THE WORKPLACE
Workplace communication is a discipline of its own that is unlike academic or scholastic
writing. Workplace writing served the perfect purposes for particular individuals, groups,
organizations, or departments. The same is true to spoken communication in the workplace
both in personal interactions or through phone conversations. Therefore, in communicating in
the workplace, your purpose and audience should be identified and specifically considered to
ensure that your message and the way you deliver your message are appropriate to the context.
A. WORKPLACE COMMUNICATION
In communicating in the workplace, there are the least three things you need to carefully
consider: Purpose, Audience, and Tone:
1. Purpose. According to Searles (2014), nearly or workplace writing is done for at least
one of three purposes: to recreate a record, to request or provide information, or to
persuade.
So, before attempting to compose a letter, you must first do some thinking in order to identify
which of the three categories of purpose applies. Ask yourself to questions:
a. Am I writing primarily to create a record, to request / provide information, or to
persuade?
b. Summarize in one sentence, what am I try to say?
To answer, focus on your subject matter, with special emphasis on the most important
elements. To enable you to get off to a running start, answering the 5 W's (who, what, when,
where, why) might be a helpful strategy.
2. Audience. Who will read what I have written? That is the next logical question. Also, the
following questions should be considered:
a. Am I writing to one person or more than one?
b. What are their job titles and / or areas of responsibilities?
c. What do they already know about the specific situation?
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d. Why do they need this information?
e. What do I want them to do as a result of receiving it?
f. What factors might influence their response? (Searles, 2004).
By answering these questions, you will be better able to state the purpose of your
communication, provide necessary details, cite meaningful examples, achieve the correct level
of formality, and avoid possible misunderstanding oh, thereby achieving the outcome that you
desire
In identifying your audience, the following broad categories of workplace communication

should be considered:
a. Upward communication - from your position to an audience above you in the job
hierarchy. Example pollen a response to a letter from your manager.
b. Lateral communication between you and an audience within your level of

hierarchy. Example: a phone call to / from a coworker you're collaborating with
c. Downward communication - from your position to an audience below you in the

job hierarchy. Example: an oral reminder to a trainee.
d. Outward communication - between you and the company that you do business
with or audience outside your workplace. Example: a letter of inquiry addressed
to aspire regarding a delivery to your office.
The category influences workplace communication in many ways, particularly in determining

format. For example, for the first of three categories, memos and emails are the preferred
mediums. For the fourth one, writing business letters, and sometimes for efficiency purpose,
emailing are the norms.
3. Tone. After determining your target audience and what you want to say, you now have to
identify the tone in your discourse. The tone will set how your target audience will accept
what you are trying say. Ideally, you have to set a climate of formality in your
communication style.
You do not have to sound tough, demanding or condescending in your discourse especially
in sensitive subjects or issues. You also have to appeal to the reader's sense of fairness and
cooperation. Do not sound threatening and emphasize on your point of view by being reader -
centered rather than writer - centered. This kind of perspective is also known as the "you"
approach.
The following examples from Searles (2014) will show you the difference between
reader-centered from writer centered approach”
Writer- centered Reader-centered
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If you have any concern, I’d be happy to assist
I'd be happy to assist you with your concern.
you.
The copy you requested has already been

We will send you a copy of your request…
sent…
I'm happy to let you know… You'll be glad to know that ...
As a writer, you should also consider the saying, “There is no I in TEAM”. In some sensitive
situations, and in cases of collaborative effort, you have to use the pronoun WE to express
corporation between you and your reader. By doing this, the reader will understand that you are
sharing the burden of an issue or being in line with objective included in your discourse.
In addition, communicating appropriately in a workplace requires you to have great deal of

sensitivity and tact. This means that you have to express your message in a gentle manner
even if the subject of your workplace correspondence has an unpleasant climate, such as
apologizing for a delayed project, going beyond the deadline, or denying a claim. In these
cases, you have to use the most upbeat, relatable, gentle and reader - centered wordings that
you can think of. Please and thank you are positive words that may soothe a sense of
understanding between you and your reader.
The following are some examples on how to rephrase a negative content to a more positive
climate:
Negative Positive
I cannot process your request for credit in your

Your request for credit in your account will be
account unless it has been investigated by the
processed after in this been investigated.
fraud department.
We are closed after 5:00 p.m. daily You may visit as daily before 5:00 p.m.
Please be advised that you have or you can

Wait for our call regarding your concern.
expect a call from us regarding your concern
Finally, if a problem or issue has been caused by you or the group you represent, you have
to include an apology in your communication. But you have to remember not to include the
specifics of your mistake or it may be used as evidence this if the situations got out of hand. You
just simply acknowledge that a mistake was made and apologize for it. Here is an example of a
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statement that is less incriminating: Thank you for being able to use our service and contacting
us regarding your concern we apologize for the unsatisfactory service our provider had cost it.
Making an apology which is bob and rather in personal does not mean that workplace
communication suggest to falsify responsibility. It is important that you called moral and ethical
standards and providing sincerity to an issue.
Speaking of moral and ethical standards, remember that workplace communication will fail
the ethics test if it is corrupted by any of the following tactics identified by Searles (2014):
1. Suppression of information: the outright burying of data to hide inconvenient

truths (Example: a company fails to reveal product - testing results that indicate
potential danger to customers.)
2. Falsification for fabrication: Changing or simply inventing data to support a

desired outcome. (Example: A company boasts of a fictitious enterprise to lure
investors into supporting a new venture.)
3. Overstatement for understatement: Exaggerating the positive aspects of the

situation or downplaying negative aspects to create the desired impression.
(Example: a public opinion survey describes 55% of the respondents as a
"substantial majority" or 45% as "a small percentage."
4. Selective misquoting: Deleting words from coded material to distort the meaning.
(Example call it a supervisor changes a report conclusion that "This proposal will
seem feasible only to workers unfamiliar with a situation" to "This proposal will
seem feasible... to workers.")
5. Subjective wording: Using terms deliberately chosen for their ambiguity.

(Example: A company advertises "customary service charges," knowing that
"customary" is open to broad interpretation.)
6. Conflict of interest: Exploiting behind-the-scenes connections to influence

decision making. (Example: A board member of a community agency encourages
the agency to hire her company for paid services rather than soliciting bids
7. Withholding information: refusing to share relevant data with coworkers.

(Example: A computer - savvy employee provides a misleading answers about new
software to make a recently hired coworker appear incompetent.)
8. Plagiarism: Taking credit for someone else's ideas, findings, or written material.
(Example: An employee assigned to prepare a report submits a similar report
written by someone at another company and downloaded from the internet.)
B. BUSINESS LETTERS
The skill and business writing is considered as one of the important elements for success
in any field of endeavor, be it in business, profession or specialization. Thus, obtaining skills
132
in making an effective business letter is a requirement to make a strong connection to any
linkages in any kind of transaction.
Here are some of the descriptions and definitions given by experts about business
writing:
1. Nordquist (2017) as cited in Bernales, Balon and Biligan (2018) said that " the term
business writing refers to memorandums, reports, proposals, emails, and other forms of
writing used in organizations to communicate with internal or external audiences.
Business writing is a type of professional communication. Also known as business
communication and professional writing."
2. Mosura, et al (1999), stated that "Writing business correspondence like letters and
memos is a skill or potential that must be developed and possessed by a person
regardless by his work, profession or specialization."
3. Cullen (2017), an international business writing trainer and executive writing coach, had
this to say: Improving your business writing can propel both careers and businesses. It's
the channel that transmits a nearly all business work and insights and interaction. It flows
up, down, laterally, internally, and external customers. It's the foundation of business.
PARTS OF THE BUSINESS LETTER
1. Heading or letterhead. The modern letterhead usually occupies no more than two
inches of the top of the page. It contains the firm's name, address, zip code, telephone
number / s, cable address, fax number, internet address, and the nature of the business
and both or engrave.
You can stay here for the return address and the date on the last line. Sometimes, the
date can be seen on the right side depending on the format that will be used.
The heading is indented to the middle of the page in the modified block and
semiblock styles. It begins at the left margin in the block style
Examples:
133
In the absence of a letterhead, only you're heading is you. The heading shows where
and when the letter was read it. It is time to rest lea about the date about 2 inches from
the top.
Example:
Dateline - The date is typed under the letterhead flush with the left or right margin
(depending on the letter layout). The date record when a letter was written and serves as an
important reference; hence, the letter should be mailed immediately or close to the date type
and the letter so that the envelope postmark and a date the letter was written are as close as
possible. The date line becomes a part of the heading if one is writing a personal business
letter as illustrated above.
Accepted formats for writing or typing dates are as follows: July 14, 2007 space 7 July 2007
To avoid misinterpretation, never use abbreviation numbers, like 7/4/ 2007 a European will
read it as April 7, 2007.
2. Inside Address. It is always blocked at the left - and margin, and includes the name of
the individual, group, organization to whom you are writing. Order of items is:
1. courtesy title
2.name of the recipient, and
3. executive or professional title, if any
All parts are types single-spaced.
If the addressee has no professional title, such as Doctor, Reverend, or Professor, use Mr.,
Mrs., Miss or Ms. When in doubt about a woman's preference, use miss. Plus her own personal
and surname.
Depending on the length of the line, the executive or professional title may be typed on a) the
same line as addresses name, b) the second line preceding the company's name, or c) a line or
two by itself.
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Examples:
When you need to address more than one person in a company or institution, list the names
alphabetically in separate line.
Examples:
In a letter addressed to a department in a company but not to any particular individual, place
the company name on the first line and the department on the second.
Example:
For persons with government positions, the following inside addresses are used:
Addressee Inside Address
The President
President of the Philippines Malacaňang Palace
Manila
The Honorable (Full name)
President of the Senate Senate President
Manila
Senator Philippine Senate
Manila
Representative House of Representatives
Manila
Governor Governor of Laguna
Manila
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Mayor Mayor of Santa Rosa
Laguna
Observe the following abbreviated titles:
Mr. For a mad

Messrs (me sarz’) For more than one man
Mrs. For a married woman
Mmes. (mā dam’) For more than one woman
Ms. Mademoiselle) For a married or single woman
Other special titles used in written communication:
Doctor (Dr.; male or female) is the title of one who holds a doctorate degree in philosophy, law,
theology, medicine, or education
Dr. Melissa M. Arboleda
Professor is usually written in full but may also be abbreviated.
Professor Gloria C. Jaranilla
Prof. Rosario A. Ramos
Reverend (Rev.) is a title for the clergy.
The Reverend Angelo C. Cruz
3. Salutation. The greeting signals the beginning of the letter. This is type two lines below
the inside address, flushed with the left margin.
Use appropriate citations for persons in government positions and any other agencies. Below
are appropriate salutations
President / Vice President

Dear Mr./ Madam President /Vice President
Dear Mr./ Madam (surname)
Dear Dr. (surname)
Dear Sir./ Madam
Sir./ Madam
Administrative Officer
Dear Sir./ Madam
Dear Atty. Roxas
Sir./ Madam
136
Mrs. Rosalinda R. de Guia, and
Mrs. Ma. Lourdes R. Saldo
Dear Mrs. De Guia and Mrs. SAldo

Dear Mmes. De Guia and Saldo
Messrs. De Castro, de Villa, and del Prado
M. Louise R. Ramos
Dear M. Ramos
Central bank of the Philippines

Gentlemen
President of the Senate

Dear Mr./ Madam President
Dear Dr. (surname)
Dear Sir./ Madam
Sir./ Madam
Senator
Dear Senator (surname)
Dear Sir./ Madam
Sir./ Madam
Governor
Dear Governor (surname)
Dear Sir./ Madam
Sir./ Madam
Mayor
Dear Mayor (surname)
Dear Sir./ Madam
Sir./ Madam
Note: When addressing a company, committee, organization, board, or other groups

composed of men and women, use the salutation Gentlemen or Ladies and Gentlemen. Use
Ladies or Mesdames (mā dam) when writing to a company or organization composed entirely of
women.
Examples:
Young Men’s Christian Association (YMCA) or
Boy Scouts of the Philippines
Gentlemen
137
Young Women’s Christian Association (YWCA) or
Girl Scouts of the Philippines
Ladies
Mesdames
Integrated Bar of the Philippines

Gentlemen
Ladies and Gentlemen
4. Body. This is the most important part of the letter since it contains the message or
substance of the letter. This part is typed to lines below the salutation. The paragraphs of
the body are usually type single spaced or double spaced if the letter is short, with or
without intention, depending on the letter style or format. Double space is used between
paragraphs.
5. Complimentary Close. This part is typed one double-space below the body of the letter.
It may be centered on the page or set flush with the left or right margin, depending upon
the letter style. A comma may or may not be used after the complimentary close,
depending of the salutation punctuation.
Reminder:
Choose the complimentary close that matches the prevailing tone of your message.
Formal Closings: Yours truly, truly yours, Yours very truly, Very truly yours
Informal Closings: Sincerely, Truly yours, Yours sincerely
Personal and Friendly Closings: Cordially, Yours cordially, Cordially yours
6. Signature Line. You can include in the signature area several identifications: typewritten
name and signature, business title, and company name. If printed on the letterhead, the
company name need not be typed after the complimentary close.
Examples:
OPTIONAL PARTS OF THE BUSINESS LETTER
Letters vary greatly in subject-matter; thus, the format used in the letter must be in
consonance with the content.
The following parts may be used in any combination depending on the requirements of the
particular letter.
138
1. Addressee Notation. Others that have restricted readership or those which must be
handled in a special way should include such addressee notations as PERSONAL,
COMPLICATED, OR PLEASE FORWARD. These appear in capital letters to lines above
the inside address.
2. Attention Line. This can be used to direct a letter to a department. It is useful, too, if you
know only the last name of the person you are writing to. It is typed two spaces below
the inside address. It may be typed against the left margin, indented as the paragraph in
the body of the letter, or centered. The word attention may be underlined.
3. Subject Line. It is a device to let the recipient know what the letter is all about. If return
helps indicate where to file letter for future reference. It is type below the salutation
against the left margin, or indicated as the paragraphs in the body of the letter are, or
centered on the line. Note the following formats:
139
Writing the Subject Line
a) For informative and positive messages like reader benefits, discounts, grants of
requests, and the like, highlight the good news.
Examples:
b) For neutral messages, summarize the message.

Example:
c) For negative news. Negative messages like refusals and rejection, disciplinary
notices, negative performance appraisals, layoffs and firing; and recalls or
notices of defects, are supposed to be stated positively without being offensive.
4. Reference Initials (also known as Stenographic Reference) The reference initials refer
to the sender of the letter and to the typist. The Sender’s initials are typed in capital
letters, separated from the typist’s initials in lowercase by a colon or a slash.
Example EP: fr or EP/ fr
Reference initials appear one double space below the last line of the typed
signature and are set flush with the left margin. In some companies, only the typist
initials, in lowercase letters appear.
140
5. Enclosure Notation. This appears at the bottom, two lines below the reference initials.
Common forms are:

Enclosure
Enclosure (2)
Enclosures: Resume
Photograph
6. Copy Notation. This may follow either the reference initials or enclosure notation. It
indicates who is receiving carbon copies or photocopies (cc or pc or just c) of the letter,
the names, preferably listed in the order of rank or in alphabetical order.’
Examples:
cc. Dr. Salvacion J. San Diego
pc. Prof. Remedios S. Romualdez
c. Johhny S. Chua
copy to Prod. Peregrin M. Bautista
Sometimes, it is desirable to keep the sending of copies a secret from the person who
receives the original copy of the letter. In such case, the notation cc, (computer copy), bcc,
(blind carbon copy) or bpc (blind photocopy) appears with the name – but only on the copy, not
on the original – where the copy notation would normally appear.
C. BUSINESS LETTER FORMAT AND STYLES

Format—there are three main formats: full block, (modified) block, and semi-block/indented.
In a full block business letter, every component of the letter (heading, address, salutation,
body, salutation, signature, identification, enclosures) is aligned to the left. Also, first sentences
of paragraphs are not indented.
In a modified block business letter, the heading, complimentary close, the signature, and
identification are aligned to the right. Address, salutation, the body, and enclosures are aligned
to the left. First sentences of paragraphs are indented.
The semi-block or indented format follows the same layout as either of the above, but
indents each paragraph by five or six spaces.
SAMPLE STYLES OF BUSINESS LETTERS
141
(see more sample formats: Purdue Writing Lab. (n.d.). The Basic Business Letter //. Retrieved July 31,
2020, from
https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic_business_letter
s/index.html)
142
143
144
D. MEMO
Memos are brief printed documents traditionally used for routine, day-to-day
communication within organizations. According to Dr. Johnson-Sheehan, “Memos are
written to people inside [a] company or organization. They are used to convey decisions,
meeting agendas, policies, internal reports, and short proposals” (Technical Communication
Today, pp. 84). In alternative settings, memos are used to demonstrate targeted responses
to specific topics/questions of interest.
E. RESUME WRITING
A resume and cover letter are your marketing tools to make an impact on a potential
employer and secure an interview. The goal is to make your materials so engaging that the
reader cannot wait to meet you.
RESUME FORMAT
Format and content varies in resume writing. Here are some of the common contents:
1. Contact Information: Put your contact information at the top of your resume. It should
include your name, address (optional), phone number, and email address. If you plan to
relocate soon it is acceptable to list a permanent address.
2. Objective: For most college students seeking internships or entering the professional
job market, stating an objective on your resume is not necessary. Instead, bring out your
interests in a cover letter that is customized for the specific job.
3. Education: List your degrees in reverse chronological order, with the most recent
degree first as well as any study abroad experiences. Include relevant coursework to
145
highlight your specific skills and knowledge. If your GPA is 3.0 or above, you may list it in
this section.
4. Experience: List your most recent experience first and do not overlook internships,
volunteer positions, and part-time employment. Use action verbs to highlight
accomplishments and skills.
5. Leadership and Activities: List leadership positions in university or community
organizations. Highlight activities including community service, athletics (which could be
a separate heading), or volunteer experience.
6. Academic Projects: If you have specific academic projects that qualify you for the
position, include them in their own section with details on what you accomplished.
7. Additional Information: This section may stand alone under the “Additional Information”
heading and highlight relevant information that may include computer skills, language
skills, professional associations, university and community activities (including any
offices held), and interests.
8. Other Headings: Choosing to highlight information such as interests and professional

associations as separate headings is acceptable if relevant to the position. Personal
information (e.g., religious and political affiliations) should be omitted unless relevant to
the job.
9. References: Do not list your references on your resume. A prepared list of 2-4
references should be printed on a separate sheet of paper that matches your resume
format. Bring a hard copy (or multiple copies, if needed) of your resume and references
with you to the interview.
A resume can be Chronological, Skill-focused or Hybrid in format. You must choose which
best suits the job you are applying for.
146
147
148
F. COVER LETTER
Your resume is your marketing brochure. Your cover letter is your introduction or ‘executive
summary’ to your resume. The main point of a cover letter is to tie your experience directly to
the job description. Look at the description and be sure the words relate directly to those in your
cover letter and resume. If the employer is looking for teamwork, highlight a team experience in
your resume and be sure to include a team-related accomplishment in your cover letter. Your
cover letter should be:
↔ Concise: Your cover letter should be three to four paragraphs. Any longer might lose the
interest of the reader. We suggest the following format:
o Opening paragraph: Four or five sentences maximum. Mention the position you
are applying to/interested in, briefly introduce yourself, and indicate where you
learned of the opportunity.
o Body of letter: Usually one or two paragraphs. Share detailed examples of your
qualifications for the position’s specific requirements. Many students choose to
use one paragraph to discuss previous work experiences and another to discuss
academic or leadership experiences, etc. Choose whatever combination
communicates your most relevant qualifications.
o Closing: Three to four sentences maximum. Summarize your qualifications,
restate your enthusiasm for the position, and include your preferred contact
information for the employer to follow-up with you.
↔ Clear: Articulate your qualifications in words that mirror what the employer provided in
the job description. Do not try to impress with a long list of accomplishments.
↔ Convincing: An employer will make a decision on your candidacy based on the
combined letter and resume package. You have to articulate the connection to the job
description and sell your skills. Why should the employer hire you?
149
150
READINGS
BOOK
2. Dagdag, Lourdes A. et al. (2011). Language at Work: A Guide for Effective Business
Writing. Valenzuela City. Mutya
Publishing House Inc.
ONLINE ARTICLE (s)

1. Purdue Writing Lab. (n.d.). The Basic Business Letter //. Retrieved July 31, 2020, from
https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic_
business_letters/index.html
2. Write a Resume & Cover Letter | Career Center | USC. (n.d.). University of Southern
California. https://careers.usc.edu/students/write-a-resume/
1. ACTIVITY 1: Business Email Exercise. Match the uses in the box with the phrases in
the table.
(see worksheet)
a. For ONLINE Class: Worksheet will be uploaded online in Google Classroom.
b. For MODULAR Class: Answer the worksheet in your flash drive then submit to
your Instructor.
2. ACTIVITY 2: Send Me a Letter: Apply what you have learned in writing business letters
and write a business letter in response to the prompts
. (see worksheet)
a. For ONLINE Class: Worksheet will be uploaded online in Google Classroom.
b. For MODULAR Class: Answer the worksheet in your flash drive then submit to
your Instructor.
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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

INSTRUCTIONAL MATERIAL FOR

ROCIO MARIE M. TEJIDO

Unit II COMMUNICATION AND GLOBALIZATION

Unit III LOCAL AND GLOBAL COMMUNICATION IN

Unit IV EVALUATING MESSAGES, COMMUNICATION AIDS

1. Describe the nature, components, process, principles and ethics of communication in

“Learn from their strengths and practice whenever opportunities arise.”

→ As much as 75% of the average person’s day is spent communicating.

2. Communication is a process by which we assign and convey meaning in an attempt to

3. It can be seen as processes of information transmission governed by three levels of

6. Communication refers to the process of human beings responding to the symbolic

TYPES OF COMMUNICATION - according to mode

Verbal Communication: Oral

Verbal Communication: Oral- Advantages

o In written communication, written signs or symbols are used to communicate.

Verbal Communication: Written- Advantages

♦ Messages can be edited and revised.

Verbal Communication: Written- Disadvantages

♦ Expensive: Written communication is comparatively expensive. For this

It has three elements:

o Appearance (speaker) - Clothing, hairstyle, neatness, use of cosmetics;

Verbal Communication: Visual- Advantages

o It makes use of technology that provides apps( applications), videos and

o Speakers/presenters should be mindful of the content of their presentation

TYPES OF COMMUNICATION - according to context

↔ Communications expert Leonard Shedletsky examined intrapersonal

D. SMALL GROUP COMMUNICATION

THREE MODES OF COMMUNICATION

A. Interpersonal mode is active oral or written

Interpersonal Interpretive Presentational

(see also the following videos)

3. Stanford Graduate School of Business. (2017, January 19). Choosing a Mode of

Watch the video:

3. ACTIVITY 2: Paper Tear Communication: Prepare one 8 ½ x 11 inch sheet of paper.

1. No one may ask questions during this activity.

So how do we communicate effectively?

We must consider a deeper understanding of the process and elements of communication.

→ Speaking and listening are vital elements of communication. Therefore, in any

→ Roman Jacobson mentions the following as components of communication:

→ Gronbeck defines model as “a picture or a representation of a thing or process that

B. THE COMMUNICATION PROCESS

The Communication Process Models

I. ARISTOTLE’S COMMUNICATION MODEL (1)

Figure 2. Aristotle’s Model of Communication (1)

II. ARISTOTLE’S MODEL OF COMMUNICATION (2)

IMPORTANT SKILLS OF A SPEAKER

III. SHANNON’S MODEL

IV. SHANNON-WEAVER MODEL

Figure 5. Shannon- Weaver Model of Communication

Berlo’s model includes a number of factors under each of the elements:

Source: The source is situated where the message originates.

Communication skills – It is the skill of the individual to communicate. For example,

Knowledge– Communicating also means that the person needs to be knowledgeable

Communication occurs through one or more of these channels.

Seeing: Visual channels, for example, Watching television so the message is