NGEC5 Module. August 7, 2023

PURPOSIVE
COMMUNICATION
MARITIME ACADEMY OF ASIA AND THE PACIFIC-KAMAYA
POINT DEPARTMENT OF ACADEMICS
Associated Marine Officers and Seamen’s Union of the Philippines – PTGWO-ITF
Kamaya Point, Alas-asin, Mariveles, Bataan
REFERENCE NUMBER DGE505/EGE505
AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 1 OF 140

MODULE COURSE OF
NGEC 5
COMMUNICATION
Authored by:
Edlynne Fabian-Perona
Subject Matter Expert
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COMMUNICATION
Course Overview
MARITIME LITERATURE
In pursuit of the attainment of CHED’s reform, different higher education institutions

(HEIs) have started to adopt into the curriculum. This has led to the implementation of newly
designed courses programmed to meet the changes responsive to maritime education.
Purposive communication is about writing, speaking, and presenting to different audiences

and for various purposes (CMO 20, s. 2013).
Purposive communication is a three-unit course that develops students’ communicative

competence and enhances their cultural and intercultural awareness through multimodal tasks
that provide them opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. It equips students with tools for critical
evaluation of a variety of texts and focuses on the power of language and the impact of images
to emphasize the importance of conveying messages responsibly. The knowledge, skills, and
insights that students gain from this course may be used in their other academic endeavors,
their chosen disciplines, and their future careers as they compose and produce relevant oral,
written, audio visual and/ or –based for various purposes.
Accordingly, communication in the maritime industry is considered the single most

important aspect which provides cohesiveness to the organization. It binds the different
functions, departments, people’s organizational structure, be it ships, shore, or the entire
shipping company.
There through, this learning material institutes standard foundation of communication in

which students may have the same base line of learning and/or level of progress.
The course also covers different aspects of learning the English language: writing,
speaking, and reading wherein selected maritime-related activities are adopted for application
and assessment purposes. Students are expected to meet learning outcomes for each skill.
Specifically, the following learning outcomes were formulated based on the course
content. Likewise, it serves as a basis of the delivery for each topic and facilitation of the
activities.
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. Write and present maritime reports using appropriate tone, style, conventions, and reference
styles.
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TABLE OF CONTENTS
Title Page
Course Overview 2 Table of Contents 3 Keywords and Concepts 5
CO1: CONVEY IDEAS THROUGH ORAL, AUDIO-VISUAL, AND /OR WEB BASED
PRESENTATIONS FOR DIFFERENT TARGET AUDIENCES IN LOCAL AND
GLOBAL SETTINGS USING APPROPRIATE REGISTERS.
LESSON 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS
Introductory Activity: Listen and Draw 8 Topic 1: What is Communication? 9 Topic 2:
Categories of Communication 9 Topic 3: Elements of Communication 10
Topic 4: Principles of Effective Communication 10 Topic 5: Process of Oral Communication
11 Activity 1: Nature of Communication Onboard 12 Assessment 1: Communication
Processes, Principles and Ethics 13 Students’ Summary and Reflection 14 Topic 6: Reflective
Writing as A Communication 15 Activity 2: 3-Minute Pause Reflection 20 Assessment 2:
Reflective Essay 20 Student Lesson’s Feedback Form 22
LESSON 2: COMMUNICATION AND GLOBALIZATION

Introductory Activity: Collaborative Discussion 23 Topic 1: Different Cultural Terms,
Expression and Images 23 Topic 2: Current Cultural and Global Issues 24 Topic 3: Impact of
Globalization On Communication 27 Topic 4: Impact of Globalization On Communication 28
Activity 3: Communication in A Changing World 29 Assessment 3: Advocacy Campaign
Global Issues 30 Student Lesson’s Feedback Form 32
LESSON 3: LOCAL AND GLOBAL COMMUNICATION IN MULTI-CULTURAL

SETTINGS
Introductory Activity: Opinion Scoop 33 Topic 1: Different Cultural Terms, Expression and
Images 33 Topic 2: Language Registers 37 Activity 4: Understanding One’s Culture 38 Student
Lesson’s Feedback Form 39
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LESSON 4: EVALUATING MESSAGES AND IMAGES OF DIFFERENT TYPES

OF TEXT REFLECTING DIFFERENT CULTURES
Introductory Activity: Show and Know 40 Topic 1: Four Main Qualities for an Effective
Message 40 Topic 2: Strategies On Evaluating Images 41 Practice Exercise 1: Evaluating
Messages and Images 42 Activity 5: Evaluating Text and/or Images Reflecting Different
Cultures 44 Assessment 4: Evaluating Text and/or Images in Multi-Cultural Settings 54
Student Lesson’s Feedback Form 57
CO2: DEMONSTRATE PROFICIENT AND EFFECTIVE COMMUNICATION IN

WRITING AND SPEAKING USING APPROPRIATE MATERIALS.
LESSON 1: COMMUNICATION FOR VARIOUS PURPOSES 58 Introductory Activity:

Interview Videos 58 Topic 1: Difference Between Biodata, Resume and Curriculum Vitae 59
Topic 2: Writing A Resume 59 Topic 3: Sample Resume 60 Topic 4: Rating Your Resume 61
Activity 6: Resume Writing: First Try 63 Topic 5: Writing A Cover Letter 64 Topic 6. Parts of
A Cover Letter 67 Topic 7: Letter Formats 69 Topic 8: Sample of A Cover Letter 73 Activity 7:
Cover Letter: First Try 74 Topic 9: Job Interview 75 Topic 10: Interview Dos & Don’ts 76
Activity 8: Peer Job Interview 78 Assessment 5: Mock Interview with Interview Materials 79
Student Lesson’s Feedback Form 80
LESSON 2: COMMUNICATION FOR WORK PURPOSES

Topic 1: Accident and Incident: What’s The Difference? 81 Topic 2: Types of Maritime Incident
Reports 82 Activity 9: Analyzing The Cause of a Near Miss 86 Topic 3: Sample of Maritime
Incident Reports Near Miss 87 Activity 10: Analyzing a Near Miss Incident 105
Activity 11: Analyzing a Damage Incident 108 Activity 12: Analyzing an Accident Incident 130
Topic 4: Sample of Reports Forms 131 Assessment 6: Maritime Reports 135 Student Lesson’s
Feedback Form 136
References 137
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Communication Terminology
To discuss and analyze the different aspects of communication, it is important to
know some of the basic terms and expressions used within the subject area. The
following glossary covers the most widely used terms.
Terms Definition
active listening process of analyzing and evaluating what another person is saying in an effort
to understand the speaker's feelings or the true meaning of the message.
audience a group of people or individuals who receive information from the same
source by listening or watching together from various mediums of
communication like tv, radio, internet etc.
bias being prejudiced or inclined towards the information and ideas. the
inclination is for or against a person or information. the biased information
or outlook is considered unfair and usually fabricated.
charisma an attitude of enthusiasm and optimism that is contagious; an aura of

leadership. the appeal or attractiveness that the audience perceives in the
speaker, contributing to the speaker's credibility.
communicati fear or anxiety associated with real or anticipated communication with others.
on
apprehension
communication the process of sharing or exchanging information that is made of

understandable language, usage of symbols, writing, speaking and sign
languages are some of the modes of communication.
communicati it is an extensive ability to conduct an interactive communication that has

on exception accuracy, clarity, knowledge on the context and generate adaptive
competence communication deciding on the perspective.
communicati the direction (upward, downward, horizontal) messages travel through the
on flow networks in an organization
critical listening listening that judges the accuracy of the information presented, determines
the reason-ableness of its conclusions, and evaluates its presenter.
culture traditions and patterns of thought which are passed down through generations
of people. the generally shared knowledge, beliefs and values of members of
society. culture is conveyed from generation to generation through the
process of socialization.
culture shock the tendency for people to become confused and disoriented as they find it
difficult to become adjusted to a new culture.
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decoding process of translating a message into the thoughts or feelings that were
communicated.
dyad a two-person communication system
ethnocentrism a complex or having a feeling of superiority in one’s own culture and group.
ethnography a detailed and wholesome account of the structure and function of all aspects
of a culture. it is the outcome of a process of systematically observing a
culture, describing, documenting and analyzing the findings
ethos the eminent character, moral and beliefs of an organization or a company is

otherwise called as ethics or standard
evaluative listening to judge or analyze information

listening
feedback the number or the quality of the response the receiver gets from the message
or a query sent
globalization the process of interconnecting the world's people with respect to the cultural,
economic, political, technological, and environmental aspects of their lives
impression efforts made by an individual or a group working to improve and create a

management positive image about themselves
intercultural interaction between the individuals or groups with two different culture or
communication subculture as their background
interview a question and answer session carefully planned and executed to exchange
information between two parties
interpretation an active process whereby individuals perceive and assign meaning to

phenomena, relying on their working models to do so
loss any condition or sequence of events and outcomes that leads to human injury,
environ mental damage, equipment damage, or business loss
mass transmission of messages to the people through various modes of

communication communication that interests people in getting information from particular
platforms, mass communication uses strategic methods to relay the message
to public in the most attractive medium that gathers more attention
media mix it is the combination of different media that is selected to carry the
advertising message to the target audience. the media are selected based on
their reach and use among the target audience and if they help achieve the
main objectives of the advertising campaign
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COMMUNICATION
message a set of verbal or nonverbal communication that contains information to be

passed to another person or group
pathos Aristotelian concept associated with persuasion; the emotive aspects of the
speech and audience.
perception the process by which an organism assimilates, interprets, and uses sensory data
plagiarism use of another person's information, language, or ideas without citing the
originator and making it appear that the user is the originator
potential loss any condition or sequence of events and outcomes that may potentially lead
to human injury, environmental damage, equipment damage, or business
loss. These are events where good fortune may have intervened, and thus
avoided a loss.
public speaking presentation of a speech, usually prepared in advance, during which the
speaker is the central focus of an audience's attention
racism an ideology based on the idea that humans can be separated into distinct
racial groups and that these groups can be ranked on a hierarchy of
intelligence, ability, morality etc.
root cause Commonly used to describe the depth in the causal chain/analysis where an
intervention can reasonably be identified and implemented to change
performance and prevent an undesirable outcome.
sexism actions or attitudes that discriminate against people based solely on their
gender. sexism is linked to power in that those with power are typically
treated with favor and those without power are typically discriminated
against. sexism is also related to stereotypes since the discriminatory actions
or attitudes are frequently based on false beliefs or over generalizations
about gender and on seeing gender as relevant when it is not.
signal another category of sign. that which stands for something by virtue of a
natural relationship of causality, contingency or resemblance. for example, a
blinking yellow light signals drivers to slow down.
source the originator of a thought or idea subsequently transmitted to others in the
communication process.
verbal one of two major communication code systems; associated with our spoken
communication and written language; typically labeled as "language". the transmission of
messages using words, either written or spoken.
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COMMUNICATION
LESSON 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS
CO.1. Convey ideas through oral, audio-visual, and /or web based presentations for different
target audiences in local and global settings using appropriate registers.
LEARNING OUTCOMES:
1.1. Explain key concepts, elements and functions of verbal and non –verbal communication in
various multicultural context structuring of the English language and the use of suitable
maritime communication phrases.
INTRODUCTORY ACTIVITY
Listen and Draw

Instruction: Before the lesson proper starts, let’s try to recall on
what you know about Literature by simply illustrating a mind map.
Gather your group of participants together and hand out a piece of paper and a pen or
pencil to each player. Tell them you will give them verbal instructions on drawing an object, one
step at a time.
For example, you might give them instructions like:
1. Draw a square, measuring 5 inches on each side.
2. Draw a circle within the square, such that it fits exactly in the middle of the square.
3. Intersect 2 lines through the circle, dividing the circle into 4 equal parts.
As the exercise continues, it will get progressively harder; one misstep could mean that
every following instruction is misinterpreted or misapplied. Participants will need to listen
carefully to ensure their drawing comes out accurately. Once the instructions have all been read,
compare drawings and decide who won.
For added engagement, decide in advance on what the finished product is supposed to
represent (e.g., an anchor or a propeller).
The game is easy to play but not so easy to “win.” It requires participants’ full
attention and active listening. This may bridge the gap to students recalling and
understanding aspects of communication on different phases.
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COMMUNICATION
DISCUSSION:
TOPIC 1: WHAT IS COMMUNICATION?

The root of the word “communication” in Latin is communicare, which means to share,
or to make common. Weekley, E. (1967). Moreover, Pearson, J., & Nelson, P. (2000). Defines
communication as the process of understanding and sharing meaning.
The Africa Mercy Departs Pointe-Noire: Captain Tim Trethway contacts the Chief Officer on the radio in
preparations to leave.
Communication is the act of transferring information (verbal or nonverbal) from

one place, person or group to another. Most often than not, communication involves one’s
emotions, personality, and cultural background that contributes to the process of
conveying the message. Consequently, the desired outcome or goal of any communication
process is mutual understanding.
TOPIC 2: CATEGORIES OF COMMUNICATION

1. Spoken or Verbal Communication, which includes face-to-face, telephone,
radio or television and other media.
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2. Non-Verbal Communication, covering body language, gestures, how we dress

or act, where we stand, and even our scent. There are many subtle ways that we
communicate (perhaps even unintentionally) with others. For example, the tone
of voice can give clues to mood or emotional state, whilst hand signals or
gestures can add to a spoken message.
3. Written Communication which includes letters, e-mails, social media, books,

magazines, the Internet and other media.
4. Visualizations refers to the use of graphs and charts, maps, logos and other
visualizations can all communicate messages.
TOPIC 3: ELEMENTS OF COMMUNICATION

1. Sender is the person who intends to convey the message with the intention of
passing information and ideas to others is known as sender or communicator.
2. Receiver is the person who receives the message or for whom the message is meant
for. It is the receiver who tries to understand the message in the best possible
manner in achieving the desired objectives.
3. Message is also known as the subject matter of this process, i.e., the content of the
letter, speech, order, information, idea, or suggestion.
4. Communication channel or the media through which the sender passes the
information and understanding to the receiver. It acts as a connection between the
communicator and the communicatee, i.e., the levels of communication or
relationships that exist between different individuals or departments of an
organization.
5. Feedback is essential to make communication, a successful one. It is the effect,

reply or reaction of the information transmitted to the communicate.
TOPIC 4: PRINCIPLES OF EFFECTIVE COMMUNICATION

1. Approach – refers to timing of communication; choice of medium; tone and point
of view (perspective, attitude, and relationship regarding audience, purpose, and
material); recognition of audience (reader vs. writer orientation); direct vs. indirect
presentation (ordering of evidence and conclusions); persuasive strategies and
rhetorical appeals (logos, pathos, ethos).
2. Development – includes organization (logical arrangement and sequence); evidence

and support (relevance, specificity, accuracy and sufficiency of detail); knowledge
of subject and material; quality of perception, analysis, and insight.
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3. Clarity implies emphasizing on a specific message; providing what is needed rather

than focusing on what is desired to be given.
4. Style – covers word choice (economy, precision, and specificity of language and
detail; abstract vs. concrete language; action verbs vs. linking or weak verbs with
nominalizations; figures of speech: schemes and tropes); tone (personality and
humor); active vs. passive voice; sentence variety.
5. Correctness – entails rules and conventions of spelling, grammar, punctuation,

usage, and idiom; style (appropriateness of word choice and level of formality to
audience, purpose, and material); social and cultural appropriateness; accuracy in
proofreading.
TOPIC 5: PROCESS OF ORAL COMMUNICATION
The process of communication based on the Model of Osgood Schramm, presents that
the communication process starts with the speaker (left) who is encoding the message. This
message will be then sent to the receiver (right) who is decoding it upon receiving. The message
is interpreted by the receiver, in which feedback will be delivered to the speaker. Thus, the
process will continue on to its cycle, as both speaker and receiver have a common understanding
with each other.
Comprehension Check:
1. Allow the students to elaborate the process of communication. Let them use their
own words as long as they will be able to incorporate all of communication’s
elements.
2. What are the possible factors that may interfere on communication process? Give a
concrete scenario.
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ACTIVITY 1: NATURE OF COMMUNICATION ONBOARD
1. Present one example of both verbal and nonverbal communication onboard in a 5-minute
PPT presentation or PDF file.
2. Explain the image relating on *How does the nature of communication vary according to the
rank of the maritime officers?
3. Involve all members on the task and manage your time. Be guided with the given Rubrics
below.
4. Submit your presentation on the Google Classwork.
Rubric Sheet for Oral Presentations

Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 5

audience.
Organization
(15 points) Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of 5

references.
Introduction is attention-getting, lays out the problem 5

well, and establishes a framework for the rest of the
presentation.
Technical terms are well-defined in language appropriate 5

for the target audience.
Content Presentation contains accurate information. 10

(45 points)
Material included is relevant to the overall 10
message/purpose.
Appropriate amount of material is prepared, and points 10

made reflect well their relative importance.
There is an obvious conclusion summarizing the 5

presentation.
Speaker maintains good eye contact with the audience 5

and is appropriately animated (e.g., gestures, moving
around, etc.).
Speaker uses a clear, audible voice. 5
Presentation Delivery is poised, controlled, and smooth. 5

(40 points)
Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and 5

not distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
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ASSESSMENT 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS
Direction: Answer the following in an essay form consists of 150 words each.
1. Situation: Imagine that two maritime officers on board are having a conversation. What
role does feedback play in ensuring that effective communication will take place?
2. Give at least two (2) attributes of an effective communicator onboard. Why is it important
that one must possess these characteristics?
3. Submit your outputs on the Google Classwork.
SHORT ESSAY RUBRIC

CRITERION Outstanding Satisfactory Needs Unsatisfactory
4 pts 3 pts Improvement 1 pt
2pt
Content & Content is - Content is - Content is not - Content is

Development comprehensive, accurate and comprehensive incomplete.
accurate, and persuasive. and /or - Major points
persuasive. - Major points persuasive. are not clear.
- Major points are stated. - Major points -Specific
are stated - Responses are are addressed, examples are
clearly and are adequate and but not well not used.
well supported. address topic. supported.
- Responses are - Content is - Responses are
excellent, timely clear. -Specific inadequate or do
and address examples are not address
topic. - Content used. topic. -Specific
is clear. -Specific examples do not
examples are support topic.
used.
Organizatio Structure of the - Structure is - Structure of the - Organization

n& paper is clear mostly clear and paper is not easy and structure
Structure and easy to easy to follow. to follow. detract from the
follow. - Transitions are - Transitions message. -
- Transitions are present. need Writing is
logical and - Conclusion is improvement. disjointed and
maintain the flow logical. - Conclusion is lacks transition
of thought missing, or if of thoughts.
throughout the provided, does
paper. not flow from the
- Conclusion is body of the
logical and flows paper.
from the body of
the paper.
Grammar, - Rules of - Rules of - Paper contains - Paper contains
Punctuation & grammar, usage, grammar, usage, few grammatical, numerous
Spelling and punctuation and punctuation punctuation and grammatical,
are followed; are followed with spelling errors. punctuation, and
spelling is minor errors. spelling errors.
correct. Spelling is
correct.
TOTAL: 12
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STUDENT’S FEEDBACK FORM

Critical Incident Questionnaire: The questionnaire is used to discover how students are
experiencing a learning experience. Its usefulness is underlined by the experience that student
responses often differ markedly from what was expected on the basis of their own feelings in the
classroom (Brookfield, pp95-96). The CIQ asks students in five questions to describe details of their
response to aspects of a learning experience, prompting them to think about what is helping or
hindering their learning so far.
Direction: The Classroom Critical Incident Questionnaire

Please take about five minutes to respond to the questions below about this week’s lesson. Don't put
your name on the form - your responses are anonymous. At the next class we will share the group's
responses with all of you. Thanks for taking the time to do this. What you write will help us make the
class more responsive to your concerns.
1. At what moment in class this lesson made you feel more engaged with what was happening?
2. At what moment in class were you most distanced from what was happening?
3.What actions did either your teacher/s or classmate/s make that you find most affirming or helpful?
4. What actions did anyone make in this lesson that you find most puzzling or confusing?
5.What about the lesson that surprised you the most? This could be about your reactions to what went
on, something that someone did, or anything else that occurred.
TOPIC 6: REFLECTIVE WRITING AS A COMMUNICATION

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Reflective essays are those sorts of essays that seem so easy, and yet so hard to write, all
at the same time. To put it simply, reflective essays constitute a critical
examination of a life experience. It is an essay that is akin to a diary entry,
so it needs to have a great deal of coherence and a good structure.
In a reflective essay, a writer primarily examines his or her life

experiences, hence the term ‘reflective’. The purpose of writing a
reflective essay is to provide a platform for the author to not only recount
a particular life experience, but to also explore how he or she has changed or learned from
those experiences.
HERE ARE SOME TYPICAL EXAMPLES OF REFLECTIVE ESSAYS:
1. A focus on personal growth: A type of reflective essay often used as a strategy for
helping students to learn how to analyze their personal life experiences to promote
emotional growth and development. The essay gives the student a better
understanding of both themselves and their behaviors.
2. A focus on the literature: This kind of essay requires students to provide a summary
of the literature, after which it is applied to the student’s own life experiences.
PARTS OF A REFLECTIVE ESSAY
1. Introduction must contain both a hook and a thesis statement. The point of having a
‘hook’ is to grab the attention of your audience or reader from the very beginning.
You must portray the exciting aspects of your story in the initial paragraph so that
you stand the best chances of holding your reader’s interest The thesis statement is a
brief summary of the focus of the essay, which in this case is a particular experience
that influenced you significantly.
Remember to give a quick overview of your experience – don’t

give too much information away or you risk your reader becoming
disinterested.
2. Body lay out the important elements of your experience in a timeline – this will then
help you clearly see how to piece your narrative together. Ensure the body of your
reflective essay is well focused and contains appropriate critique and reflection. The
body should not only summarize your experience, it should explore the impact that
the experience has had on your life, as well as the lessons that you have learned as a
result. The emphasis should generally be on reflection as opposed to summation. A
reflective posture will not only provide readers with insight on your experience, it’ll
highlight your personality and your ability to deal with or adapt to particular
situations.
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AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE
3. Conclusion provide a summary of both the points made throughout, and what you have
learned as a result. Try to include a few points on why and how your attitudes and behaviors
have been changed. Consider also how your character and skills have been affected, for
example: what conclusions can be drawn about your problem
solving skills? What can be concluded about your approach to specific situations? What
might you do differently in similar situations in the future? What steps have you taken to
consolidate everything that you have learned from your experience?
MODELS FOR REFLECTIVE WRITING

Source Ryan & Ryan, (2012)
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ACTIVITIES TO AID REFLECTION
Questions: Ask yourself questions like ‘what was good about the experience?’ and ‘what was
bad about the experience?’. Asking (and answering) questions can help you get started,
and provide a basis for drawing out your own opinions and ideas.
Stepping stones: Here, the idea is to think of a topic and list several experiences related to the
topic chronologically. This helps you to generate other ideas. The topic could be a
person, a place or an object (Progoff, 1975, as cited in Moon, 1999).
Dialogues: The writer composes a dialogue between himself/herself and another person or part
of self. This could start with a greeting and then develop into a conversation, putting
forward a different viewpoint or exploring a problem. One speaker could give ‘guidance
from wisdom’, i.e. represent someone in the writer’s life who has been a source of
wisdom and influences his/her thoughts (Progoff, 1975, as cited in Moon, 1999).
Double entry techniques: One part of this is descriptive and the other part consists of
reflection on this description (Elbow, 1973, as cited in Moon, 1999). Holly (1984)
suggests using a double page: on the left, description, and on the right, analysis and
reflection. This format lends itself to a series of dated entries.
Free writing: This is when you write for a set amount of time (e.g. 5 minutes) without
planning what you will write or thinking about your spelling or grammar. The idea is to
put pen to paper, or fingers to keyboard, and simply write. This is a good technique for
times when you feel there is a barrier to writing, because it helps your ideas to flow.
Highlights of the day: Describe and analyze either a high point in your day (Field, 1951, as
cited in Moon, 1999), e.g. a pleasant or rewarding experience, or a negative experience
(Miller, 1979, as cited in Moon, 1999).
Course handouts and readings: Take a look at a piece of material or a short reading from
your unit. Read it closely and use it as a prompt to reflect on how you feel and what you
think about as you read the text. Material such as questionnaires on learning styles and
learning cycles can also be useful to prompt reflection.
Rehearsal: Write about a problem or dilemma which has been worrying you, and visualize and
reflect on possible ways to deal with it.(Moon, 1999).
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SAMPLE REFLECTIVE ESSAY OUTLINE

SECTION 1: WHO I AM
A. Your Personal Reflection—Explain what you have always known about yourself. What have
you been interested in or involved in since you were a small child?
Example—Future Captain: Ever since I was a young child I’ve been interested in sailing
and oceans. When I was little, I loved helping my brother in his projects and watching
him do it. I especially loved seeing things that embodies vessels in the middle of vast
ocean. As I got older I learned and enjoyed trying new things about maritime.
B. Displays knowledge of your learning style, personality, interests, skills, and values
∙ Learning Style Example—Future Captain: I have a Tactile Learning Style, this

means that I learn best when I can use my hands. I do well in classes where I’ve gotten
to learn by doing. I love navigating because the only way you can learn to do it is by
actually getting in the bridge and doing it. At the Academy this year I learned how to do
navigation using the academy’s simulators which make it a more professional setting
that made it really an enjoyable thing. It can be hard work, but I enjoy moving around in
a fast paced environment.
∙ Personality Example—According to the Human metrics Assessment, I am an

extrovert and I enjoy being around other people in social situations. I like to make sure
everyone is having a good time. Indeed, it may be at ease working with different
nationalities onboard.
∙ Skills Example—I have always had good people skills. I like meeting new people and
getting to know them. I get along well with others and this is important when you are
working in a multicultural setting.
∙ Interests Example—I am interested in vessels, ocean and traveling. Everyone says

navigation is a big responsibility in seafaring profession, but this challenge me even
more.
∙ Values Example—I value my family, friends, and being creative. I have the desire to
build relationships with other members of the team, in good times and bad. the ability to
handle the burden of being captain while still playing in the team. the ability to inspire
and motivate and raise team morale.
C. Discuss your “Road to Graduation”

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Example: My road to graduation was rough. When I was in elementary school my family
moved four times and I had to change schools. It was hard always being the “new kid” in
class. It seemed like I was always behind. By the time I got to high school I was more
interested in my friends than in school. I had a great time skipping school and fooling
around. That was until I woke up and realized I was failing all of my classes. I always
thought I could get caught up, but I found out I was so far behind that the only way I
could graduate was to leave Bay and start going to Ramon Magsaysay H.S. At first I
didn’t know if I would like it or not, but it has been a good choice. I am actually going to
graduate this year and that makes me happy and my family proud.
SECTION 2: WHERE I AM GOING/MY CAREER AND LIFE GOALS
A. Life Goals: Describe the kind of lifestyle you would like to have in the future.
∙ How would you like to live?
∙ Would you like to have a family of your own?
∙ What is important to you?

B. Career Pathway/Goal:
∙ Use the information about your future career from Career Cruising
∙ Briefly discuss three careers you have considered.
∙ Focus on the career or career pathway you plan to go into after high school.
∙ Describe the duties, salary, and advancement opportunities.
C. Answer the Question: “Will my career goals support my desired future lifestyle?
SECTION 3: HOW I’M GOING TO GET THERE:
A. College Days and Beyond Plan: (Create a realistic plan for achieving your career and life
goals.)
∙ Outline your education or training plan
∙ Discuss your current resources, savings and financial need.
B. Budget: Explain how you are going to support yourself after high school.
∙ Are you going to live with your parents or move out on your own?
∙ Are you going to get a job or continue working at your current job?
∙ Have you applied for financial aid or scholarships?
SECTION 4: TRAINING EXPERIENCE—WHAT I HAVE LEARNED ABOUT MYSELF

AND OTHERS:
∙ What did you do for your college training experience?
∙ What motivated you to make this choice?
∙ How does your training experience align with your interests, skills, or future career
goals?
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∙ In depth, describe your college training experience. What exactly did you do?
∙ Why was it a challenge?
∙ What did you learn?
SECTION 5: SUMMING UP/MY FINAL THOUGHTS:

Be clear about the significance of the lessons learned from completing your school education.
Comprehension Check:
1. What are the necessary elements upon writing a reflective essay?
Answer: Remember to give a detailed presentation of your experiences –
incorporating your emotions, feelings and imaginations makes it more interesting
to the readers.
ACTIVITY 2: 3-MINUTE PAUSE REFLECTION
The Three-Minute Pause provides a chance for students to stop, reflect on some
maritime-related concepts and ideas that have just been introduced, make connections to prior
knowledge or experience, and seek clarification.
Directions: Look for the details on your assigned topic. Then, in a power point
presentation, answer the following guide questions: • I changed my attitude about • I am more
aware of • I was surprised about • I felt • I related to • I empathized with… Limit your answer
with 2-3 sentences. Submit your output on the Google Classwork.
Topics:
Group 1: Regulation 5 of Annex V MARPOL 73 78: Prevention of Pollution by Garbage
from Ships
Group 2: The 1987 Loss of the Philippine Ferry Doña Paz
Group 3: What is Seaspeak?
Group 4: Cultural Awareness and Gender Sensitivity
ASSESSMENT 2: REFLECTIVE ESSAY
What? So What? Now What?: This process facilitates critical analysis of a given
circumstance or experience. It allows the student to begin to make meaning and take initial steps
towards developing a plan of action to address the concern.
Instructions: Using any of the topics discussed on Activity 2, write a reflective essay
composed of 300 words, conveying your plans of action towards your chosen topic. You may
use any of the Model in writing a Reflective Essay.
Here are some guide questions:
1. After the discussion, how do you feel now?
2. How are your point of views affected, positively and negatively?
3. What message do you want to tell your readers?
4. What are your plans to make a difference on this issue?
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REFLECTIVE ESSAY RUBRIC

CRITERION Outstanding Satisfactory Needs Unsatisfactory
4 pts 3 pts Improvement 1 pt
2pt
CONTENT & Content is - Content is - Content is not - Content is
DEVELOPMENT comprehensive, accurate and comprehensive incomplete.
accurate, and persuasive. and /or - Major points are
persuasive. - Major points are persuasive. not clear.
- Major points are stated. - Major points are -Specific
stated clearly and - Responses are addressed, but examples are not
are well adequate and not well used.
supported. address topic. supported.
- Responses are - Content is clear. - Responses are
excellent, timely -Specific inadequate or do
and address topic. examples are not address topic.
- Content is clear. used. -Specific
-Specific examples do not
examples are support topic.
used.
ORGANIZATION Structure of the - Structure is - Structure of the - Organization

& STRUCTURE paper is clear and mostly clear and paper is not easy and structure
easy to follow. easy to follow. to follow. detract from the
- Transitions are - Transitions are - Transitions need message.
logical and present. improvement. - Writing is
maintain the flow - Conclusion is - Conclusion is disjointed and
of thought logical. missing, or if lacks transition of
throughout the provided, does thoughts.
paper. not flow from the
- Conclusion is body of the paper.
logical and flows
from the body of
the paper.
GRAMMAR, - Rules of - Rules of - Paper contains - Paper contains

PUNCTUATION grammar, usage, grammar, usage, few grammatical, numerous
& SPELLING and punctuation and punctuation punctuation and grammatical,
are followed; are followed with spelling errors. punctuation, and
spelling is correct. minor errors. spelling errors.
Spelling is
correct.
TOTAL: 12
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LESSON 2: COMMUNICATION AND GLOBALIZATION
LEARNING OUTCOMES:
1.2. Distinguish between different factors that influence diversity awareness and sensitivity and
explain how they may
affect maritime
operations using specific cases.
INTRODUCTORY ACTIVITY: Collaborative Discussion

Students will engage on an outcome-driven conversation which aims on building on each
other's ideas, explaining the above-mentioned maxim.
DISCUSSION:
TOPIC 1: DEFINITION OF GLOBALIZATION

According to WHO, globalization can be defined as the increased interconnectedness and
interdependence of peoples and countries. It is generally understood to include two inter related
elements: the opening of international borders to increasingly fast flows of goods, services,
finance, people and ideas; and the changes in institutions and policies at national and
international levels that facilitate or promote such flows.
Moreso, globalization is the word used to describe the growing interdependence of the
world’s economies, cultures, and populations, brought about by cross-border trade in goods and
services, technology, and flows of investment, people, and information. (Peterson Institute for
International Economics, 2019)
Thus, globalization is driven by but not limited to geography, technology, transportation,

and international cooperation. One cannot grow alone and have its own process of globalization;
countries across the globe are interlinked with one another.
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TOPIC 2: CURRENT CULTURAL AND GLOBAL ISSUES

United Nation Foundation, UN (2020), have addressed major global issues that
has brought critical challenges at home and across borders.
1. Climate Action Accelerated

Deadly wildfires including those affecting Australia, hurricanes, extreme weather
events, and climate-influenced migration and hunger in many parts of the world are now
regular occurrences. Ice caps are melting, sea levels are rising, and the very survival of
island nations is being threatened. Indeed, our entire ecosystem is at risk: 1 million
animal and plant species may be extinct within years, the largest-scale ecological loss
humans have seen.
2. Sustainable Development Goals (SDGS)
The extreme poverty rate has fallen below 8%, the lowest recorded level in
human history. For the first time since the start of the SDGs, the number of people in
extreme poverty in Africa is decreasing. India, once a global hot spot for poverty, is now
on track to end extreme poverty.
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Despite these bright spots the world is off track to realize the global goals by the
end of this coming decade. On today’s trajectory, nearly half a billion people will still live
in extreme poverty in 2030: 589 million today compared with 479 million in ten years.
The overwhelming majority of those will be in Africa, affected by a warming planet and
unstable societies.
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3. Inequality
Inequality is at the heart of many of the gravest

issues facing the global community, including
development, climate, and peace. It affects people and
structures across societies and borders and threatens to
stymie hard-fought development gains.
A recent United Nations report shows that 20%

of development progress was lost in recent years due to
the unequal distribution of education, health, and living
standards. The World Economic Forum has calculated
that it will take women almost 100 years to reach gender
equality. Exclusionary practices in security, justice, and
politics are at the heart of many violent conflicts today. It
is seen as a key factor in the rise of protests around the
globe, which shows no signs of abating in 2020.
4. Conflict, Peace, and Humanitarian Response
The year 2020 marks the ninth anniversary of the war in Syria, and the fifth in
Yemen. Venezuela may very well become the source of the world’s largest and most
underfunded refugee crisis. Lethal violence and violent crime is on the rise, affecting
growing cities in an urbanizing world. The risk of interstate conflicts and geopolitical
strife has taken center stage.
The world's humanitarian-crisis hotspots, like Yemen. Image: REUTERS/Abduljabbar Zeyad
"People of different religions and cultures live side by side in almost every part of the world, and
most of us have overlapping identities which unite us with very different groups. We can love what we
are, without hating what – and who – we are not. We can thrive in our own tradition, even as we learn
from others, and come to respect their teachings." —Kofi Annan, Former Secretary-General of the United
Nations
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TOPIC 3: IMPACT OF GLOBALIZATION ON

COMMUNICATION Global communication is directly
affected by the
process of globalization, and helps to increase
business
opportunities, remove cultural barriers and develop
a global
village. Both globalization and global
communication have
changed the environmental, cultural, political and economic
elements of the world. (Ahmed, 2018)
1. Increased Business Opportunities
Many companies today hire employees that are located in other countries. Using
communication vehicles such as video calling makes it simple to converse with
colleagues across the globe, almost making it feel as if they are in the same room.
Technology also makes it easier to connect with suppliers and customers all over the
world, and to streamline those relationships through improves ordering, shipment
tracking and so on.
2. Fewer Cultural Barriers
Many people perceive culture to be the root of communication challenges.

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

understand how someone in the U.S. goes about their day. With television and movies,
cultural barriers are becoming less prevalent. Being able to communicate effectively and
frequently with colleagues or friends across the planet helps people understand each
other’s cultures a little better.
3.Creation of A Global Village
The phrase "global village," coined by theorist Marshall McLuhan has affected
both by globalization and global communication, the global village is created when
distance and isolation no longer matter because people are connected by technology.
Wide-spread telephone and internet access have been life-changing for many people
across the world, especially those in developing countries.
Globalization and global communication have made it easier to see people on

the other side of the world as a neighbor, instead of a stranger from a faraway land. There
is so much knowledge about other countries and cultures available online, that it’s no
longer a complete mystery.
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TOPIC 4: IMPACT OF COMMUNICATION ON SOCIETY AND WORLD

Communication is the foundation for sharing information between people to ensure that
everything is understood and can be acted upon.
A human being starts communicating as soon as he starts producing his first noise in the
act of drawing his parents’ attention. Every emotion that we portray on our faces, the movement
of our hands, the way we look at someone and our speech instantly communicates our ideas to
others.
Communication is highly necessary for our society, as it is quite hard to imagine a life
where there is absolutely no communication, In fact" maybe it is not even possible to lead a life
without communication. So we can surely say it is a most important aspect of our lives because
it is only through exchange of ideas and cooperation that a society can grow and develop.
(ŔömȜşẩ Âñûm 2021)
Let us take a closer look and perform an in depth analysis of importance of communication
in our society and modern world.
1. Transferring of ideas and feelings
Every human being has some ideas that are unique to his own mind and he wants
to convey those messages or ideas to others. Until the person doesn’t communicate and
share his ideas he cannot let others know what he is thinking or what he has in his mind.
2. Interaction with Society

Human are social animals they need to interact with each other. It is highly
important that we interact with our surroundings and people living in the surroundings. -
whenever we talk to someone, we, knowingly or unknowingly, react to his/her questions,
actions or comments. Healthy communication is essential for a healthy society.
3. Education
To educate someone, we need to communicate the ideas, information regarding
syllabus or the study material to the student. If a teacher is communicating well with his
students, his students will be satisfied with him and they will able to grasp more.
Inefficient communication can lead to transfer of ambiguous knowledge.
4. Entertaining the World

Entertainment, today, is mostly based on the channels of mass communication,
like films and television. Internet is another common platform for entertainment, which
again is a mode of communication. In short, we can easily say that communication and
entertainment are entwined in today’s world.
5. Understanding the World

Unless we communicate with the world, we will never understand the way things
function and how things are piled up and related to one another. -e need to interact with
the environment in order to understand life. People who do not communicate tend to get
isolated, which thereby leads to many problems.
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ACTIVITY 3: COMMUNICATION IN A CHANGING WORLD
Directions: State your perspective with the following issues on globalization and
communication that may relate to some maritime disasters that marked the history of seafaring.
Make a 15-minute power point presentation for your answer. Submit your outputs in the Google
Classwork.
Group 1: The Case of the “Scandinavian Star", in April of 1990
Group 2: Moby Prince: Italy’s Worst Maritime Disaster since World War II
Group 3: The Wilhelm Gustloff (1945): The Deadliest Shipwreck in History
Guide Questions:
1. How the aviation industry has faced communication problems and cultural issues?
2. How do you think globalization has change maritime industry?
Rubric Sheet for Oral Presentations

Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 5

audience.
Organization
(15 points) Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of 5

references.
Introduction is attention-getting, lays out the problem 5

well, and establishes a framework for the rest of the
presentation.
Technical terms are well-defined in language appropriate 5

for the target audience.
Content Presentation contains accurate information. 10

(45 points)
Material included is relevant to the overall 10
message/purpose.
Appropriate amount of material is prepared, and points 10

made reflect well their relative importance.
There is an obvious conclusion summarizing the 5

presentation.
Speaker maintains good eye contact with the audience 5

and is appropriately animated (e.g., gestures, moving
around, etc.).
Speaker uses a clear, audible voice. 5
Presentation Delivery is poised, controlled, and smooth. 5

(40 points)
Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and 5

not distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
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ASSESSMENT 3: ADVOCACY CAMPAIGN ON GLOBAL ISSUES
Directions: As soon-to-be seafarers, convey your ideas on the topic assigned to you through
an advocacy campaign. Provide a 5-minute multimedia presentation which will cater different
target audiences in both local and global settings. Incorporate the idea on, “How will maritime
industry may take part on these matters?” Submit your outputs in Google Classwork.
Topics:
Group 1: Climate Action Accelerated
Group 2: Sustainable Development Goals (SDGS)
Group 3: Inequality
Group 4: Conflict, Peace, and Humanitarian Response
Group 5: Culture Appropriation
The following guide questions may help you in creating your media campaign:
1. What is your ultimate goal?

A goal is what you hope to achieve.
2. Will advocacy help achieve this goal?
Think about whether there is a reasonable of success at reaching your goal through
advocacy.
3. What are your specific objectives?
These are the expected results of individual advocacy activities needed to reach your
ultimate goal.
4. What are your messages?
Develop a set of core messages that will help you articulate your advocacy objectives as
well as overall goal.
5. What evidence do you have to support your messages?
Develop a list of key facts, research, testimony, etc., that will back up your messages
and recommendations.
6. When can you influence decision makers?
Timing is important in advocacy. Find out if there are key meetings, bills being introduced,
congressional briefings or court case decisions where the issue could be discussed.
7. Do you have enough resources to implement your strategy?
Determine who you will work with inside and outside your organization and what
support you would like from advocacy and communications colleagues.
8. How will you measure success?
Operationally define partial and full success and determine concrete benchmarks along
the way to achieving success.
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RUBRIC FOR MULTIMEDIA PRESENTATION

CRITERIA EXEMPLARY ADMIRABLE ACCEPTABLE ATTEMPTED
4 3 2 1
RESEARCH
◻ Use of three or ◻ Use of two sources, ◻ Use of one Internet ◻Use of only
OF TOPIC
more sources, including, including source one source
including at at
◻Some errors in ◻Numerous
least two Internet and least one Internet
one print source; use of source; use of one information errors in
two search engines search engine information
◻Topic somewhat broad
◻ Variety of domain ◻ Most information can ◻Topic too general
name suffix (.com, .edu, be confirmed
.net)
◻ Topic could be
◻ Factual more narrowly
information is accurate focused
◻ Narrow focus of topic
ORGANIZATI
◻ Logical sequencing ◻ Somewhat logical ◻Sequencing is ◻Sequencing is
ON (OUTLINE
sequencing poorly planned confusing
OR ◻ Menus and paths
STORYBOAR
are clear ◻ Menus and paths ◻Menus and paths are ◻Menus and
D FOR
are mostly clear sometimes confusing paths are
PLANNING) ◻ Original;
confusing
inventive; ◻ Original ◻Little originality
creative ◻Inconsistent
◻Rehash of
other
people’s
ideas
CONTENT
◻ Covers topic ◻ Covers topic ◻Barely covers topic ◻Does not
completely and in adequately
depth ◻ Content is mostly ◻Content is somewhat
cover topic
understandable understandable
◻ Content is readily ◻Content is
understandable ◻ Media used mostly ◻Media used
confusing
contributes to somewhat
◻ Media used understanding of topic contributes to ◻Media used
contributes to understanding of topic does not
understanding of contributing
topic to
understanding
of topic
GRAPHIC
◻ Effective ◻ Good combination of ◻Some use of ◻0-1 media used
DESIGN
combination of multimedia and multimedia and design
multimedia and design elements ◻Buttons and
persuasive design elements navigational
◻Some buttons and tools are absent
elements
◻ Adequate navigational tools or confusing
◻ Excellent use of navigational tools and work properly
navigational tools and buttons ◻Use of visuals
◻Use of visuals and
and images is
buttons ◻ Visuals and images images is limited; confusing or
◻ Graphics are attractive; message is absent; message
effectively entice adequately conveyed is confusing
audience; conveys message
accurately convey
message
MECHANICS
◻ Correct grammar, ◻ Few grammar, usage, ◻Several grammar, ◻Obvious
usage, mechanics, and mechanics, or usage, mechanics, or grammar,
spelling spelling spelling usage,
errors errors mechanics, or
◻ All sources are
◻ Most sources are ◻Some sources are spelling errors
correctly cited
correctly cited incorrectly cited ◻Sources are
not cited
TEAMWORK
◻ Work load is ◻ Some members ◻ Few members contribute ◻One or two
(OPTIONAL)
divided and shared contribute people do all of
equally the work
TOTAL: 24
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LESSON 3: LOCAL AND GLOBAL COMMUNICATION IN MULTI-CULTURAL

SETTINGS
LEARNING OUTCOMES:
1.3. Recognize culturally appropriate terms, expressions, and images (sensitivity to gender,
race, class etc.) relevant to professional maritime communication.
“Cultural differences should not separate us from each other, but rather cultural diversity
brings a strength that can benefit all of humanity” – Robert Allen.
INTRODUCTORY ACTIVITY: Opinion Scoop

Students will cite different global cultural issues. Students will elaborate their
perspectives and what are your plan contributing to its possible solution.
DISCUSSION:
TOPIC 1: DIFFERENT CULTURAL TERMS, EXPRESSION AND IMAGES

Culture is the patterns of learned and shared behavior and beliefs of a particular social, ethnic,
or age group. It can also be described as the complex whole of collective human beliefs with a
structured stage of civilization that can be specific to a nation or time period. Humans in turn
use culture to adapt and transform the world they live in.
Multicultural refers to a society that contains several cultural or ethnic groups. People
have their own way of living – life styles – which are somehow influenced by the other group
of individuals.
Cross-cultural presents a comparison of different cultures. In cross-cultural societies,
one culture is often considered “the norm” and all other cultures are compared or contrasted to
the dominant culture.
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DIFFERENT GREETINGS AROUND THE WORLD

5. Japanese
Different Ways to Say Hello 愛してる [Aishiteru] (I love you. Note: this
a. Hi there isn’t used very often!)
b. Howdy あなたが大好きです [Anata ga daisuki
c. Greetings desu] (I like you a lot. Note: this is more
d. Hey, What’s up? commonly used.)
e. Morning/afternoon/evening 6. Korean
f. What’s going on?
g. Hey! There she/he is 사랑해요 [Saranghaeyo] (I love you.)
h. How’s everything? How-To Say in Thank You
i. How are things? Different Languages
j. Good to see you a. English– Thank you, Thanks
k. Great to see you b. Spanish– Gracias
l. Nice to see you c. French– Merci (Thank you very much=
Merci Beaucoup)
d. Italian– Grazie
e. Japanese– (Domo) Arigato (ah-ree-gah’-
toh) or written ありがとう
f. Chinese– do jeh, daw-dyeh
g. German– Danke sehr
h. Thai– Khop Khun Mak Kha
How to say “I love you” in i. Russian– Spasiba (spah-see’-boh)
different languages
j. Korean– written 감사합니다
1. French Je t’aime.
J’aime être à tes côtés. (I love being by your gamsahabnida
side.) k. Icelandic– Takk
Je veux passer plus de temps avec toi. (I l. Hawaiian– Mahalo
want to spend more time with you.) 2. m.Hebrew– Toda (toh-dah’)
Italian n. Greek– Efharisto (ef-har-ris-tou’)
Ti amo. (I love you.)
3. Chinese (Mandarin)
我爱你 [Wǒ ài nǐ ] (I love you.) 7. Polish
4. German Kocham Cię. (I love you.)
Ich liebe dich. (I love you.) 8. Portuguese
Ich hab dich lieb. (I really like you.) Eu te amo (I love you.)
Ich steh auf dich. (I’m into you.)
9. Russian Me vuelves loco / loca. (I’m crazy about
Я люблю тебя. [Ya lyublyu tyebya.] (I love you.)
you.) 11. Vietnamese
Ты – моя любовь на всю жизнь. [Ty maya Anh yêu em. (I love you.)
lyubov’ na vsyu zhizn.] (You are the love of 12. Turkish
my life.) Seni seviyorum. (I love you.)
10. Spanish Senden çok hoşlanıyorum. (I really like
Te amo. / Te quiero. (I love you in Latin you.)
America / Spain). Sana aşığım. (I’m in love with you.)
Me encantas. (I really like you.)
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140
DIFFERENT GREETINGS AROUND THE WORLD
Cultural do’s and don’ts are one of the most important parts of diversity in the
workplace training. The customs and rituals involved in greeting someone are often different
from country to country, and unfamiliar customs can sometimes be confusing. Situations get
even more confusing when different greeting gestures are required.
In the USA, it is normal for men to shake

hands when they meet, but it is quite unusual for
men to kiss when they greet each other.
Greetings are casual – a handshake, a smile and a
‘hello’ will do just fine.
The British often simply say

‘hello’ when they meet
friends. They usually shake hands only
when they meet for
the first time. Social kissing, often just a
peck on the cheek, is
common in an informal situation between men and women
and also between women who know each other very well.
Like French nationals, including children, shake
hands with their friends and often kiss them on both cheeks,
both upon meeting and leaving.
In Japan, the common greeting for men and women as

well is to bow when they greet someone, as opposed to
giving a casual handshake or a hug.
In Arab countries, close male friends or
colleagues hug and kiss both cheeks. They shake hands
with the right hand only, for longer but less firmly than in
the West. Contact between the opposite genders in public
is considered obscene. Do not offer to shake hands with
the opposite sex.
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140
Hungarians like to use the friendly

greeting form of kissing each other on the cheeks.
The most common way is to kiss from your right to
your left. When men meet for the first time, the
casual norm is a firm handshake.
In
Belgium, people kiss on one cheek

when they meet, regardless of the gender or
how well they know each other.
Chinese tend to be more conservative. When

meeting someone for the first time, they would usually
nod their heads and smile, or shake hands if in a
formal situation.
The greeting gesture of
Philippines is
called `mano’. People show
respect to their elders
by gently pressing the
knuckles of the older
person’s hand on their
forehead.
People of New Zealand’s Maori tribe rub

their noses when they meet each other.
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140
Remember!
Gestures can say more than words, and just as we are usually very careful when using
foreign languages, we should consider carefully what hand gestures we should display whilst
in different cultures. The world is indeed full of diversities, so enjoy your learning.
TOPIC 2: LANGUAGE REGISTERS

Language register is the level of formality with which you speak. Different situations and
people call for different registers.
Types of Language Registers based on Joos’ (1967) definitions:
1. Frozen or “static” register | At this level, language is literally “frozen” in time and
form. It does not change. This type of language is often learned and repeated by rote.
Examples include biblical verse, prayers, the National Anthem, and so forth.
2. Formal register | This style is impersonal and often follows a prescriptive format.
The speaker uses complete sentences, avoids slang and may use technical or academic
vocabulary. It is likely that the speaker will use fewer contractions, but opt instead for
complete words. (Example: “have not” instead of “haven’t”). This is the register used for
most academic and scientific publishing.
3. Consultative register | This is the register used when consulting an expert such as a
doctor. The language used is more precise. The speaker is likely to address the expert by
a title such as “Doctor”, “Mr.” or “Mrs.”.
4. Casual register | This register is conversational in tone. It is the language used
among and between friends. Words are general, rather than technical. This register may
include more slang and colloquialisms.
5. Intimate register | The language used by lovers. This is the most intimate form of
language. It is best avoided in public and professional situations.
Remember!
Knowing what the various registers are, how to differentiate between them
and when to use which one increases your chances of being accepted by groups
and speakers in a variety of contexts.
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140
ACTIVITY 4: UNDERSTANDING ONE’S CULTURE

Directions:
1. Portray a role of officers onboard and convey message/s either to a superior, subordinate, an
immediate family member, or confidant.
2. Applying a selected foreign language or dialect, come up with a one-minute conversation on
each language register.
3. Provide a subtitle (translation of the language) on a power point presentation.
4. Then, one must explain all the scenarios presented on How may culture affect the delivery and
the meaning of the message?
GROUP PRESENTATION MARKING RUBRIC
4 3 2 1 Ma
rk
Visual Appeal There are no errors in There are some There are many errors There are many errors in
spelling, grammar and errors in spelling, in spelling, grammar spelling, grammar and
punctuation. grammar and punctuation. The slides
Information is clear and punctuation. punctuation. Too much were difficult to read and
and concise on each Too information was too much information had
slide. much information contained on many been copied onto them.
Visually on slides. No visual appeal.
appealing/engaging. two or more slides.
Comprehension Extensive knowledge Most showed a Few members showed Presenters didn’t
of topic. good understanding good understanding of understand topic.
Members showed of topic. some parts of topic.
complete Only some members Majority of questions
understanding of All members able accurately answered answered by only one
assignment. to questions. member or majority of
Accurately answered answer most of information incorrect.
all questions posed. audience
questions.
Presentation Regular/constant eye Most members Members focused on Minimal eye contact by
Skills contact, The audience spoke to majority of only part of audience. more than one member
was engaged. audience; steady Sporadic eye contact focusing on small part of
Appropriate speaking eye contact.. by audience.
volume & body more than one Majority of presenters
language. Majority of presenter. spoke too quickly or
presenters spoke at quietly
a suitable volume. making it difficult to
Some fidgeting by Speakers could be understand.
member(s). heard Inappropriate/disinterest
by only half of the ed
audience. body language.
Body language was

distracting.
Content The presentation was a The presentation The presentation was The presentation was a
concise summary of was a good informative but several brief look at the topic but
the topic with all summary of elements went many
questions answered. the topic. unanswered. questions were left
Comprehensive and unanswered.
complete coverage of Most important Much of the Majority of information
information. information information irrelevant and significant
covered; irrelevant; coverage of points left out.
little irrelevant some of major points.
info.
Preparedness/ All presenters knew Slight domination Significant controlling Unbalanced presentation
Participation/ the information, of one presenter. by some members with or tension resulting from
Group Dynamics participated equally, Members helped one over
and helped each other each other. minimally helping.
as needed. Very well contributing. Multiple group members
Extremely prepared prepared. Primarily prepared but not participating.
and rehearsed. with some dependence
on just reading off Evident lack of
slides. preparation/rehearsal.
Dependence on slides.
Total
/20
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LESSON 4: EVALUATING MESSAGES AND IMAGES OF DIFFERENT TYPES OF

TEXT REFLECTING DIFFERENT CULTURES
LEARNING OUTCOMES:
1.4. Evaluate multimodal texts critically to enhance
receptive (listening, reading and viewing) skills
and the suitability of various language forms in different maritime contexts.
Message is the core of the communication process. Once message is evaluated and
interpreted the other way the sender sends it, miscommunication is then expected to happen.
The succeeding topics entail different guidelines necessary on evaluating a message.
INTRODUCTORY ACTIVITY: Show and Know

Instructor will show sets of different images and/or text. Students are expected to have a
critical analysis towards the presentation.
TOPIC 1: FOUR MAIN QUALITIES FOR AN EFFECTIVE MESSAGE

Four Main Qualities for an Effective Message
1. Simplicity
2. Specificity
3. Structure
4. Stickiness
In order to evaluate whether a message is effective, we can ask ourselves a series of

questions which reflect a messages simplicity, specificity, structure and stickiness.
1. SIMPLICITY
* In order to ensure that our messages have simplicity, we should
ask ourselves two questions:
– is my purpose evident?
– Is my core message clear?
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2. SPECIFICITY
*Refers to our choices of language and its usage on order to ensure
language is specific we may ask ourselves:
– Is my language specific?
– is my language concrete, rather than abstract?
– am i suing words which have additional meanings and could perhaps be misconstrued?
3. STRUCTURE
*Ideas should be organized and easy to follow.
– Does my messages have a STRUCTURE?
– is there a more effective way to arrange my ideas?
4. STICKINESS
Stickiness is how much an idea stays around in our culture and commands our attention. It
combines the idea of being memorable, and staying near the front of our mind. Sticky messages
win the war for our attention, by holding our focus despite the incursions of new messages
TOPIC 2: STRATEGIES ON EVALUATING IMAGES

It is important to critically evaluate images you use for research, study and presentation
images should be evaluated like any other source, such as journal articles or books, to determine
their quality, reliability and appropriateness. Visual analysis is an important step in evaluating an
image and understanding its meaning and also. there are three steps of evaluating an image and
these are:
1. Identifying Source
2. Interpret contextual information
3. Understand implications
1. CONTENT ANALYSIS
What do you see?
What is the image all about?
Are their people in the image?
What are they doing?
How are they presented?
Can the image be looked at different ways?
How effective is the image as a visual message?
2. VISUAL ANALYSIS
How is the image composed?
Whats in the Background and what is in the foreground?
What are the most important visual?
3. IMAGE SOURCE
Where did you find the image?
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What information does the source provide about the origins of the image?
Is the source reliable and trustworthy?
Was the image found in an image database or was it being use in another context to convey
meaning?
4.TECHNICAL QUALITY
Is the image large enough to suit your purposes?
Are the color, light and balance, true?
Is the image a quality digital image without pixilation or distortion?
Is the image in a file format you can use ?
5.CONTEXTUAL INFO
What information accompanies the image?
Does the text change how you see the image? How?
Is the textual information intended to be factual an inform or is
to intended to influence what and how you see?
What kind of context does the information provide?
Does it answer the questions where, how and why
PRACTICE EXERCISE: EVALUATING MESSAGES AND IMAGES
Directions: Evaluate the given the text and images below using appropriate strategies by
answering the guide questions.
Image Source:cyprusshippingnews.com
Caption: Twenty-two Filipino seafarers aboard bulk carrier MV Nikiland are calling for the
government's help to bring them back home.
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Guide Questions:
1. What do you see?
2. What is the image all about?

3. What is the message?
4. What is the purpose of the message?
5. How is the message conveyed by the image?
6. Who is the target audience of the message?
7. How are they presented?
8. Can the image be looked at different ways?
9. How effective is the image as a visual message?
10. Does it answer the questions where, how, and why the difference between many
conceptions, understandings of meanings and culture, lies on the images we see and the
way we see them?
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ACTIVITY 5: EVALUATING TEXT AND/OR IMAGES REFLECTING DIFFERENT

CULTURES
Directions: Evaluate the given the text and images below using appropriate strategies by
answering the guide questions. Submit your outputs on a power point presentation on the
Google Classroom.
1. The Crew of the UBC Cyprus Unloading Cement at the Port of Calaca in the
Philippines.
Image Source:cyprusshippingnews.com Guide Questions:
a. What is the message?
b. What is the purpose of the message?
c. How is the message conveyed by the image?
d. Who is the target audience of the message?
e. What are other ways of presenting the message?
f. Is the image large enough to suit your purposes?
g. Are the color, light and balance, true?

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2.
Making Repairs on
the Ship’s Stern
Image Source:google.com
Guide Questions:
a. What do you see?
b. What is the image all about?
c. What is the message?
d. What is the purpose of the message?
e. How is the message conveyed by the image?
f. Who is the target audience of the message?
g. How are they presented?
h. Can the image be looked at different ways?
i. How effective is the image as a visual message?

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3. Captain Rodrigo Soyoso on the Ship’s Bridge

Additionally, prose
can be narrative,
expository,
descriptive or
persuasive. Narrative
\ Image Source:nytimes.com
Guide Questions:
a. What information accompanies the image?
b.Does the text change how you see the image? How?
c. Is the textual information intended to be factual or is intended to influence what and how
you see?
d.What kind of context does the information provide?
e. Does it answer the questions where, how, and why the difference between many
way we see them?
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4. Racism is a virus.
Image Source:theconversation.com
Guide Questions:
b. Does the text change how you see the image? How?
c. Is the textual information intended to be factual or is intended to influence what and

how you see?
d. What kind of context does the information provide?
way we see them?
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5. Water Pollution
Image Source:bestenglishquotes.vicharoo.com
Guide Questions:
a. What do you see?

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6. A crew toast aboard the ship

Image Source:
nytimes.com
Guide Questions:

how you see?
way we see them?
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7. Ship’s Safety Image Source:
www.pinterest.com
Guide Questions:
a. What do you see?

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8. Let’s Stop COVID-19

Guide Questions:

how you see?
way we see them?
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9.
World Maritime Day
Image Source: www.askideas.com
Guide Questions:
a. What do you see?

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10. The Tragic Story of Asia’s Titanic: Do ñ a Paz
Image Source: themaritimepost.com Guide Questions:


how you see?
way we see them?
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ASSESSMENT 4 : EVALUATING TEXT AND/OR IMAGES REFLECTING IN

MULTI-CULTURAL SETTINGS
Directions: Evaluate the given the text and/or images below using appropriate strategies
by answering the guide questions. Moreso, provide ONE possible solution to address the
presented cultural issue. Submit your outputs on a power point presentation on the Google
Classroom.
1. Shipping Challenges with Multinational Crews

Image source:www.google.com
Guide Questions:

how you see?
way we see them?
f. Proposed solution:
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2. Culture Shock!
Image source: warwickaseanconference.com/
Guide Questions:

how you see?
way we see them?
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3. Maritime Accidents Due to Cultural and Language Problems
Image source: marineinsight.com
Guide Questions:


how you see?
way we see them?
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LESSON 1: COMMUNICATION FOR VARIOUS PURPOSES
CO2. Demonstrate proficient and effective communication in writing and speaking using
appropriate materials.
LEARNING OUTCOMES:
2.1. Communicate effectively in written and spoken English in a cross-cultural context both for
social and professional purposes.
“Choose a job you love,

and you will never have to work a day in your life."
INTRODUCTORY ACTIVITY: Job Interview Videos
Students are to watch videos related to job interview, that aims students’ evaluation on the
interviewer and interviewees’ manner of taking the interview process.
As a college student, job search is usually part of career-related correspondence. Thus,

every student is tasked to write resume and cover letter which is usually compared to an
advertisement where an applicant needs to “sell” his skills and experience to a potential
employer. Résumé and cover letter are one’s promotional materials. It must be well-written for
him to stand out from other applicants to proceed on a job interview. During the job interview,
one needs to sell himself in a face-to-face situation and highlight your strengths and
accomplishments.
In this chapter, the essential information on how to prepare materials needed in getting a
job suitable for your qualification is presented.
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TOPIC 1: DIFFERENCE BETWEEN BIODATA, RESUME AND CURRICULUM

VITAE
BIO-DATA
the short form for Biographical Data, is the old-fashioned terminology for resume or c.v. a.
The emphasis in a bio data is on personal particulars like date of birth, religion, sex,
race, nationality, residence, marital status, and the like.
b. It usually comes on chronological listing of education and experience.
c. The things normally found in a resume, that is specific skills for the job in question
comes last, and are seldom included.
RESUME
a. A resume seldom exceeds one side of an A4 sheet, and at the most two sides.
b. It does not list out all the education and qualifications, but only highlight specific skills
customized to target the job profile in question
CURRICULUM VITAE
a. CURRICULUM VITAE (C.V.) is a Latin word meaning "course of life".
b. Curriculum Vitae (C.V.) is therefore a regular or particular course of study pertaining to
education and life.
c. A C.V. is more detailed than a resume, usually 2 to 3 pages, but can run even longer as per
the requirement.
d. A C.V. generally lists out every skill, jobs, degrees, and professional affiliations the
applicant has acquired, usually in chronological order.
e. A C.V. displays general talent rather than specific skills for any specific positions.
TOPIC 2: WRITING A RESUME

Here are some important points to remember when writing a resume for a specific job search:
1. Keep it brief - usually two pages maximum.

2. Avoid unnecessary personal detail such as age, religion, and sex.
3. Don’t write in the first person – start sentences with verbs
4. List your career history in reverse chronological order. Don’t forget to include a short
note to explain any gaps.
5. Use bullet points for achievements and responsibilities – include more detail on recent
roles and less on older ones, unless they are particularly relevant to the job you are
applying for.
6. List educational institutions and qualifications in reverse chronological order.
7. Include computer skills, language skills, and any relevant training.
8. Keep your hobbies and interest section short.
9. References can be provided on request – you don’t need to include their contact details
on your resume.
10. Check for typos. Even if you think your resume is error-free, it’s worth asking a friend
to read it through.
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TOPIC 3: SAMPLE RESUME
MATTHEW S. FERNANDEZ
(02) 824-3833
matthew.fernandez@mail.com
+639251789324
Professional Summary
Energetic seaman seeking to serve as member of tanker crew. Certified tanker man authorized to
work on vessels containing oil. Experienced operator of all ship equipment, including navigation
tools and engine and weather monitoring devices. Diligent worker, performing job tasks
thoroughly and efficiently. Motivated to follow orders and ensure the objectives of the journey
are met. Encourage crew members to perform their best work and exceed standards of
cleanliness and safety.
Skills
Meticulous inspector, often catching significant flaws in lashing and rigging that would cause
problems if left unnoticed. – Able to read and understand temperature and pressure gauges,
record data, analyze information, and respond appropriately. – Strong working memory and
processing speed, enabling me to accurately monitor multiple systems simultaneously. –
Problem solver with dependable critical thinking skills. Particularly useful for troubleshooting
and repairing equipment malfunctions. – Calm demeanor enables me to make good decisions in
high-pressure situations.
Work Experiences
Tankerman 2016- Present o Ensure that engines, controls, moving equipment, and cargo are
prepared and secured in compliance with trade regulations.
o Secure ship to docks and wharves and enact proper docking protocols.
o Follow captain’s orders during storms to accomplish safe passage through turbulent
waters.
o Develop space-saving protocols for loading cargo materials. Have increased available
storage space and brought ship to maximum hauling capacity.
o Perform engine maintenance and repairs to ensure that ship functions optimally. o
Bolster crew camaraderie while at sea by getting to know all crew members and initiating
conversations between members who had not previously associated.
Crew Member 2014-2016 o Guarded gangway while at port. Inspected identification and
credential information. Prevented unauthorized passengers from boarding and cleared
authorized passengers for entry.
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o Attended daily crew meetings to receive working orders from captain. Synchronized
activities with fellow crew members to ensure smooth operation and passage of ship. o
Signaled nearby ships using semaphores and blinkers.
o Introduced and initiated new engine maintenance plan to address frequent quality issues.
Reduced engine problem incidents by 75 percent per year.
o Directed passengers to safe behaviors during journey. Explained best practices for
maintaining the security of themselves and the ship.
Deck Hand 2012-2014 o Maintained sanitary and attractive work environment by sweeping
and scrubbing decks and applying paint and varnish to decks and hull.
o Motivated fellow deck hands to accomplish tasks more quickly, enabling us to clean
more areas in less time.
o Promoted to lead deck hand due to consistent and rapid achievement of exemplary
results.
Education
Tanker Man Certification 2015 Merchant Marine Credentials (MMC).
TOPIC 4: RATING YOUR RESUME

QUESTIONS FOR YOUR MARINE OFFICER CV
1. How do you list certifications on your marine officer CV?
In the marine officer profession, certification plays a vital role in the hiring process.
Because of this, make sure you draw attention to your advanced training. Like our marine officer
CV sample, you can list credentials in the education section. Always arrange this content in
reverse chronological order. In most cases, you may receive a certificate after earning a degree,
so mention the certificate first.
To add more impact, rename this section “Education and Certifications” If you have
several credentials, consider creating a new section and labeling it “Certifications.” Provide
details for each credential, such as date awarded, certificate title, certifying organization, and
location.
2. How do you write the qualifications section of a marine officer CV?

Today’s recruitment process relies on digital screening software and human reviews. To
compete in the job market, your curriculum vitae must appeal to both. In the skills section, add
industry-specific language that matches your experience. If you’re not sure what phrases to use,
refer to the job description. Applicant Tracking Systems, which scan for these keywords, will
reject jobseekers who don’t fit an employer’s criteria.
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Don’t stuff your CV with a long list of skills. Group similar competencies together, and
then label each category accordingly. You can use classifications such as “Technical Skills” and
“Soft Skills” This draws attention to the attributes recruiters find most important. To learn more,
review our marine officer CV sample.
3. How do you describe achievements on your marine officer CV?

One goal of the CV is to market your value by positioning you as the right person for the
job. This often means illustrating your accomplishments in the professional experience section.
Mention any awards and promotions you received. Additionally, provide examples of how you
accomplished tasks more efficiently, improved crew member relations, or reduced maintenance
problems. When it’s applicable, use figures and percentages to show the positive impact you
made on the job. If you need ideas on how to spotlight your success, take a look at our marine
officer CV sample.
4. What does a good marine officer CV look like?

A CV provides a detailed overview of your professional growth, accomplishments, and
qualifications. With the hobbies and interests section, recruiters can get a feel for who you are
outside of work. In this case, share activities that demonstrate your work ethic and physical
prowess. Although you can share personal information, avoid mentioning anything that’s
controversial. Career advisors recommend omitting political or religious content. If you need
help on ways you can polish up your document, try our step-by-step resume builder.
5. How do you highlight soft skills on a marine officer CV?

Many hiring managers prefer applicants who have soft skills, such as leadership,
resourcefulness, and teamwork. To describe these attributes, provide examples of how you apply
this skill set in the workplace. For example, you could mention how you worked with crew
members to solve a maintenance emergency. These attributes can appear in both the skills and
employment sections.
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ACTIVITY 6: RESUME WRITING: FIRST TRY

Directions: Make a self-made resume applying for a shipping company that needs a Chief
officer or second engineer onboard a container vessel. Provide personal details necessary for the
vacancy. Submit your outputs in the Google Classwork.
RESUME WRITING RUBRICS

seconds. scan in
second
EFFECTIVENESS
(creating image) Resume creates an Re
Criteria Outstanding image in the mind of creates
the reader. Fragment in the
sentences start with the rea
4 actions verbs and Fragm
numbers highlight skills. start w
FUNCTION Audience and verbs
(title purpose of the numbe
& objective) resume are clear and highlig
strong
CONTENT Content of the

(locations, titles, resume is clear.
dates, descriptions) Each major section
includes required
information
(objective statement,
names, dates, GRAMMAR & Writer follows all
locations, etc.) MECHANICS guidelines for spelling,
(spelling etc.) grammar and mechanics Writ
most g
but som
senten
FORMATTING Format of the unclea
(bolds, fonts, indents, resume is clear. or con
capitols, white space) Each major errors.
section includes
directed &
consistent use of
Bold, CAPITALS,
indents,
white space and word
spacing to scan in 10
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TOPIC 5: WRITING A COVER LETTER
A cover letter is a single-page letter that you include with your job application. This
serves as a summary of your personal qualifications written on your resume or curriculum vitae.
A. WHEN WRITING A COVER LETTER, YOU SHOULD:
▪ introduce yourself
▪ mention the job (or kind of job) you're applying for (or looking for)
▪ show that your skills and experience match the skills and experience needed to do the job
▪ encourage the reader to read your resume
▪ finish with a call to action (for example, asking for an interview or a meeting).
B. WHAT TO INCLUDE IN A COVER LETTER?

A good cover letter should include:
▪ your name, email address and phone number at the top of the page on the right ▪
the name of the business and the contact person's full name on the left
▪ a reference line (e.g., "Re: Application for Administration Assistant position") ▪ an address
to the reader directly (for example, "Dear Mr. Moyle" - avoid using "To whom it may
concern" if you can)
▪ an opening statement that briefly introduces you to the reader
▪ a main body that highlights your relevant skills and experiences
▪ a closing paragraph asking to arrange an interview.
C. MATCHING YOUR COVER LETTER TO THE JOB
Here are three simple ways to make your cover letter as specific as possible:
1. Find out who to address it to
▪ Try not to address your letter ‘To whom it may concern’. Find out the name of the person
who will read your application. This might take a little effort, but it's worth it.
▪ If you found the job in an advertisement, it will probably name a person to send the
application to. If it doesn’t, call the employer or advertiser and ask who to send the
application to. Telephone is best, but email them if you can’t find a contact phone
number.
▪ If you find out the person's name, don't use their first name. Use either ‘Mr’ or ‘Ms’ and
their last name instead.
2. Find out more about the job

When finding out who to address your application to, you could also try to contact that
person so you can ask questions. This can help you match your cover letter (and resume) to the
job.
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You could ask:
▪ Does the job involve working as part of a team?
▪ Who would I be reporting to if I got the job?
▪ Can you tell me more about the kind of person you're looking for?
▪ Is there a position description I can look at? (Only ask this if the job advertisement doesn’t
mention a position description.)
*Note down the answers to these questions as they can be used in your cover letter
3. Find out more about the company
Find out more about the company so you can tailor your cover letter for the job. Here are some
tips:
▪ If you know the name of the company, look for information online.
▪ If the company has a website, visit it (especially their ‘About us’ page).
▪ If the company name isn't in the advertisement, call the recruitment agency or advertiser
and ask who the employer is.
D. WHAT TO INCLUDE IN YOUR COVER LETTER?

Here's a list of things you should include in your cover letter. For examples of how to include
these things, visit our sample resumes and cover letters pages.
1. Your name and contact details
▪ Put your name and contact details at the top of your cover letter. You don't have to give
your postal address, but you do need to include your email and phone number.
▪ Your email address should create a professional impression. Don't use an email address
like yolozapbangpowdude@xmail.com.
▪ If you don't have a professional email address, you can make one with a free email
provider. Make it simple – something that includes your first name and your last
name is a good way to go.
2. Their name and contact details
▪ Under your own name and contact details, you should include:
▪ the name of the person you're writing to

▪ their position or the name of their company
▪ their contact details.
▪ If you're having trouble finding this information, you can call the company to ask who
you should address your application to.
▪ You can also use ‘To whom it may concern’, but it’s best to only use this as a last
resort.
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3. The name of the job you're going for
▪ At the start of your cover letter you need to say which job you're applying for.
▪ You can do this on a line by itself (for example, ‘Regarding: Application for Stock
Controller position’).
▪ You can also do this in the opening paragraph (for example, ‘I am writing to apply for
the recently advertised Stock Controller position’.)
4. A list of your relevant skills
▪ Include a brief summary about how your skills and experiences match the job
description. A short bullet list is fine.
▪ If you're answering a job advertisement, there may be a position description that lists
essential skills and experiences. It may also have a list of ‘desirable’ skills and
experience. Your cover letter needs to respond to all of the items on the ‘essential’
list. You should also respond to as many items as you can on the ‘desirable’ list.
▪ Remember that if you say you have a skill or experience, you need to show how you've
used it or how you got it (for example, if you say you've got child-minding skills,
mention some jobs where you've used them).
5. A summary of why you're right for the job
▪ After listing your skills and experience, you should explain why these mean you're
suited to the job (for example, ‘My ability to get along with anyone and my
experience in solving customer problems in a retail setting make me ideally suited for
this job.’)
E. SPEAK THEIR LANGUAGE
▪ Using the same language as people who do a particular job shows that you understand
the industry or field that the employer works in.
▪ Find out what the employer does, and how they talk about themselves. Use this
language in your cover letter.
▪ For example, if there's a tool or software or skill the job requires, like machining tools
or cash handling, mention it in your cover letter (but make sure you mention it
correctly).
F. ASK THEM TO CONTACT YOU
▪ Your cover letter should finish by asking the employer to read your resume. It should
also ask them to contact you about an interview.
▪ Try something simple like, ‘I have attached a copy of my resume. I look forward to
hearing from you about this job’.
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TOPIC 6: PARTS OF A COVER LETTER

Parts of a Business Letter
The essential parts of a business letter are as follow:
1. Heading/Letterhead -The heading of a business letter usually contains the name and postal
address of the business, E-mail address, Web-site address, Telephone Number, Fax Number,
Trade Mark or logo of the business (if any).
2. Date - The date is usually written after the heading as the day, month and years.
3. Inside address - This includes the name and full address of the person or the firm to whom
the letter is to be sent. This is written on the left hand side of the sheet below the reference
number. Letters should be addressed to the responsible head e.g., the Secretary, the Principal,
the Chairman, the Manager etc. Example:
Mr. John Amos
Chief Manager
State Bank of India
Utkal University Campus Bhubaneswar, Orissa- 751007
5. Salutation - This is placed below the inside address. It is followed by a colon. An example of
salutation is Sir/Madam:
6. Body of the letter- This comes after salutation. This is the main part of the letter and it
contains the actual message of the sender. It is divided into three parts.
(a) Opening part - It is the introductory part of the letter. In this part, attention of the
reader should be drawn to the previous correspondence, if any. For example, “With reference to
your letter no. 326 dated. 12th March 2003, I would like to draw your attention towards the new
brand of television…”
(b) Main part - This part usually contains the subject matter of the letter. It should be
precise and written in clear words.
(c) Concluding Part - It contains a statement of sender’s intentions, hopes or

expectations concerning the next step to be taken. Further, the sender should always look
forward to getting a positive response. At the end, terms like “Thanking you, With regards, With
warm regards” may be used.
7. Complimentary close - It is merely a polite way of ending a letter. It must be in accordance

with the salutation. For example: Salutation and Complimentary close:
i. Dear Sir/Dear Madam: Yours faithfully,
ii. Dear Mr. Raj: Yours sincerely,
iii. My Dear Akbar: Yours very sincerely (express very informal relations.)
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8. Signature over printed name - It is written in ink, immediately below the complimentary
close. As far as possible, the signature should be legible. The name of the writer should be typed
immediately below the signature. The designation is given below the typed name. Where no
letterhead is in use, the name of the company too could be included below the designation of the
writer. For example:
Yours faithfully,
(Signature)
SUNIL KUMAR
M/S Acron Electricals Partner
Miscellaneous Parts
1. Reference- It indicates letter number and the department from where the letter is being sent
and the year. It helps in future reference. This reference number is given after the heading. For
example, we can write reference number as AB/FADept./2003/27.
2. Subject - It is a statement in brief, that indicates the matter to which the letter relates. It
attracts the attention of the receiver immediately and helps him to know quickly what the letter
is about. For example, Subject: Your order No. C317/8 dated 12th March 2003.
Subject: Enquiry about Samsung television
Subject: Fire Insurance policy
3. Enclosures - This is required when some documents like cheque, draft, bills, receipts, lists,
invoices etc. are attached with the letter. These enclosures are listed one by one in serial
numbers. For example : Encl : (i) The list of goods received (ii) A cheque for Rs. One Thousand
dtt. Feb. 27,2003 (Cheque No........) towards payment for goods supplied.
4. Copy circulation - This is required when copies of the letter are also sent to persons aside
from the addressee. It is denoted as C.C. For example, C.C. i. The Chairman, Electric Supply
Corporation ii. The Director, Electric Supply Corporation iii. The Secretary, Electric Supply
Corporation
5. Post script - This is required when the writer wants to add something, which is not included
in the body of the letter. It is expressed as P.S. For example, P.S. - In our offer, we provide two
years’ warranty.
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TOPIC 7: LETTER FORMATS

Most business letters must include a return address (letterhead or your name and address),
date, an inside address (receiver's name and address), a salutation, body paragraphs, and a
closing. However, there are several ways to format this information. For example, return
addresses can be centered or can begin at the left margin or begin at the horizontal center of the
page.
There are four basic business letter formats.

Letter Format Features
Full Block All letter parts begin at the left margin.
Modified Indented Date, signature, and closing are flushed to the right margin of the
Block Paragraphs page. All body paragraphs are indented.
Blocked Date, signature, and closing are flushed to the right margin of the
Paragraphs page. All body paragraphs begin at the left margin.
Simplified All letter parts begin at the left margin. This format includes a
subject line but omits the salutation and signature.
Format for Writing Professional Letters
There are several formats for writing professional letters. There are two basic styles of
letters: block form and indented form. The samples below will help you determine which style
you prefer
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Full Block Form

Your Name
Address
Phone Number
E-mail (optional)
Date
Name of Receiver
Title
Company Name
Address
Dear __________:
When writing a letter using block form, no lines are indented. Include your name, address, and
phone number where you can be contacted, as well as the date. You then include the name and
address of the person you are sending the letter to.
With new paragraphs, just skip a line instead of indenting.
Add your phone number where you can be contacted in the last paragraph. If the receiver needs to
use a relay service to call you, briefly explain that you are deaf/ hard-of-hearing and that s/he can
call you through relay. Give the receiver his/her state relay number and explain that s/he will need
to give the operator your number. Then give him/her your number.
Sincerely,
Your Signature
Your Name
Your Title
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Modified Block
Your Company Name
Address
Phone Number
E-mail (optional)
Date
Name of Receiver
Title
Company Name
Address
Dear __________:
When writing a letter using blocked form, do not indent each paragraph. First
include your name, address, phone number, and the date. This information should
be located at the top of the page, either in the center, or indented on the right side
of the paper. You then include the name and address of the person to whom you
are sending the letter.
At the end of the letter, place your signature on the right side of the page. Don't
forget to provide any related information if necessary.
Sincerely,
Your Signature
Your Name
Your Title
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Simplified
Your Name
Address
Phone Number
E-mail (optional)
Date
Name of Receiver
Title
Company Name
Address
SUBJECT LINE (use capital letters)
When writing a letter using simplified style form, put the date on the left. Then, put the receiver's
name, and his/her title, company name, and address.
Write a subject line instead of a salutation. The subject line must be in all capital
letters. At the end of the letter, put your name and title, all in capital letters.
YOUR NAME
YOUR TITLE
OTHER OPTIONS
a.If you are using block format, you can place your address anywhere on the letter. You can place
it at the top of the page (top center or top right side), or you can put your address at the end of
the letter after your signature and name, regardless of which format you use.
b. If you are using block form, you can place the date on the left, in the center, or on the right.
However, if you are using the indented form, it is usually better to place the date on the right
or on the left. Do not put it in the center.
c. With the indented form, you can put your signature on the right or left side of the pag
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TOPIC 8: SAMPLE OF A COVER LETTER
(02) 824-3833
matthew.fernandez@mail.com
+639251789324
29 July 2021
Mr Allan Moyle
Recruitment Manager
John Smith and Associates Shipping Company
02- 824-9876
JP Rizal, Malate Manila
RE: Application for Tanker Man
Dear Mr. Moyle,
I am extremely interested in submitting an application for the advertised vacant position with John Smith
and Associates Shipping Company for a second engineer.
In November 2015 I have obtained by certification on Merchant Marine Credentials (MMC). This has
given me a range of practical capabilities that will meet the needs of this role. With regard to my ability
to meet the specific requirements of this job as Tanker man:
▪ Ensure that engines, controls, moving equipment, and cargo are prepared and secured in
compliance with trade regulations.
▪ Secure ship to docks and wharves and enact proper docking protocols.
▪ Follow captain’s orders during storms to accomplish safe passage through turbulent waters. ▪
Develop space-saving protocols for loading cargo materials. Have increased available storage space
and brought ship to maximum hauling capacity.
My colleagues and employers have commended me for my high level of interpersonal skills and
naturally engaging personality. My motivations include learning new things and the challenge of meeting
key objectives. My current and previous managers can be contacted to provide more information about
my ability to meet the needs of this job. I understand that you will receive a large number of applications
for this role. I do, however, believe that my motivation, commitment and pre
existing skills will allow me to fit into your work environment and immediately start supporting the
needs of your organization.
I would appreciate the opportunity to meet with you to discuss my application at an interview. I have
enclosed a copy of my resume for your consideration. I can be contacted at all times on the details
provided above.
Thanking you in advance for your time,
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ACTIVITY 7: COVER LETTER: FIRST TRY
Directions: Write a cover letter summarizing your self-made resume (on Activity 6) which
is applying for a shipping company that needs a Chief officer or second engineer onboard a
container vessel. Submit your outputs in the Google Classwork.
RUBRIC FOR COVER LETTER

CRITERIA BEGINNING LEVEL ADEQUATE OUTSTANDING Score
1 2 3
CONTENT
◻ ◻ ◻
Does not include Includes relevant work Specifically shows how
specific work and and education skills and work and
education experience and education
experience that relate to elaborates on skills, but experience can contribute
the job. Does not does not always explain to the company’s success.
elaborate on skills or how they can contribute Uses examples to support
explain how they can to the company’s analysis.
contribute to the success. Does ask for an Asks for an interview
company. Does not ask interview. and provides necessary
for an interview. contact information.
ORGANIZATION
◻ ◻ ◻
Does not include all Includes all the Includes all necessary
the necessary necessary elements. elements, and all elements
elements. No logical Paragraphs could use flow logically from one to
flow between better structure and the other.
paragraphs. transitions.
WRITING STYLE
◻ ◻ ◻
Writing is vague and Writing is short and Writing is direct and
verbose. Language is direct. Uses some specific. Action statements
sometimes unclear or action and active verbs are used
inappropriate for audience. statements and active verbs. throughout. Style and tone
are
professional.
FORMAT
◻ ◻ ◻
Does not follow Follows appropriate Follows appropriate
appropriate business business letter format business letter format
letter format. but leaves out a few exactly.
details, such as
enclosures.
GRAMMAR
◻ ◻ ◻
AND USAGE
Letter contains more Letter contains one Letter contains no errors
than one grammatical grammatical error. in grammar and usage.
error.
PUNCTUATIO
◻ ◻ ◻
N AND
SPELLING Letter contains more Letter contains one Letter contains no errors
than one spelling spelling and/or in spelling and
and/or punctuation error. punctuation.
punctuation error.
TOTAL SCORE 18
COMMENTS:
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TOPIC 9: JOB INTERVIEW
A job interview is a conversation which occurs

between a potential employer and a job applicant.
During the
job interview, the employer has the opportunity to
appraise
applicant’s qualifications, appearance and general fitness
for
the job opening. In parallel the applicant tries to learn more
about the position, to appraise the employer and to find out if
your needs and interests will be met.
A. TRAITS ON WHICH YOU WILL BE JUDGED
1. Personal Characteristics. Do you have good grooming? Do you have good manners?
Do you maintain good eye contact?
2. Self-Expression. Are you confident in expressing your ideas?
3. Maturity. What about your overall sense of balance? Can you make value judgments
and decisions?
4. Personality. What are you like? Outgoing? Shy? Overbearing? Quiet? Will you fit into
their corporate culture?
5. Experience. What about your academic achievements? Involvement in extracurricular
activities? Job skills?
6. Enthusiasm and Interest. Are you really interested in the employer? The particular
job? Industry?
7. Career Goals. What do you want to do in your professional life? Is it consistent with
the company goals?
B. PREPARING FOR A FACE-TO-FACE INTERVIEW
Your interview invitation will probably give the following information.
If not, it is perfectly acceptable to ring up and ask:
a. How long will the interview last?
b. What format will the interview take?
c. Will there be any tests or group exercises?
d. Do I need to bring or prepare anything specific?
C. MAKE SURE THAT YOU:

a. double check the time and date of your interview;
b. know how to get to the venue and how long the journey takes;
c. confirm your travel arrangements carefully, especially if you have to make rail
connections;
d. check for any planned disruptions to road or rail services;
e. plan to arrive early, rather than rushing in late. This is especially important for
assessment centers, where the day runs on a tight schedule;
f. find out if accommodation is provided if needed.
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TOPIC 10: INTERVIEW DOs & DON’Ts
A. INTERVIEW DOs
a. Dress appropriately for the industry; err on the side of being conservative to show you take
the interview seriously. Your personal grooming and cleanliness should be impeccable.
b. Know the exact time and location of your interview; know how long it takes to get there,
park, find a rest room to freshen up, etc.
c. Arrive early; 10 minutes prior to the interview start time.
d. Offer a firm handshake, make eye contact, and have a friendly expression when you are
greeted by your interviewer.
e. Listen to be sure you understand your interviewer's name and the correct pronunciation.
f. Even when your interviewer gives you a first and last name, address your interviewer by title
(Ms, Mr, Dr) and last name, unless and until invited to do otherwise.
g. Maintain good eye contact during the interview. Sit still in your seat; avoid fidgeting and
slouching.
h. Respond to questions and back up your statements about yourself with specific examples
whenever possible.
i. Treat the interview seriously and as though you are truly interested in the employer and the
opportunity presented.
j. Do take criticism gracefully.
k. Do bring a pen and small notebook with you to the interview.
l. Have intelligent questions prepared to ask the interviewer. Having done your research about
the employer in advance, ask questions which you did not find answered in your research.
m. Evaluate the interviewer and the organization s/he represents. An interview is a two-way
street. Conduct yourself cordially and respectfully, while thinking critically about the way
you are treated and the values and priorities of the organization.
n. When the interviewer concludes the interview, offer a firm handshake and make eye contact.
Depart gracefully.
o. After the interview, make notes right away so you don't forget critical details.
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B. INTERVIEW DON'Ts
a. Don't make negative comments about previous employers or professors (or others).
b. Don’t contradict yourself in responses.
c. Don’t display intolerance or prejudice.

d. Don't treat the interview casually, as if you are just shopping around or doing the interview
for practice. This is an insult to the interviewer and to the organization.
e. Don't give the impression that you are only interested in an organization because of its
geographic location. Don't give the impression you are only interested in salary; don't ask
about salary and benefits issues until the subject is brought up by your interviewer.
f. Don't go to extremes with your posture; don't slouch, and don't sit rigidly on the edge of your
chair.
g. Don't assume that a female interviewer is "Mrs." or "Miss." Address her as "Ms." unless told
otherwise. (If she has a Ph.D. or other doctoral degree or medical degree, use "Dr.
[lastname]" just as you would with a male interviewer. Marital status of anyone, male or
female, is irrelevant to the purpose of the interview.
h. Don't chew gum or smell like smoke.
i. Don't allow your cell phone to sound during the interview. (If it does, apologize quickly and
ignore it.) Don't take a cell phone call. Don't look at a text message.
j. Don't take your parents, your pet (an assistance animal is not a pet in this circumstance),
spouse, fiance, friends or enemies to an interview. If you are not grown up and independent
enough to attend an interview alone, you're insufficiently grown up and independent for a
job. (They can certainly visit your new city, at their own expense, but cannot attend your
interview.)
C. SUPPLEMENTARY VIDEOS
Interview Tell Me About Yourself - How To Answer The Tell Me About Yourself Question
Link: https://www.youtube.com/watch?v=kayOhGRcNt4
Top Interview Tips: Common Questions, Body Language & More
Link:https://www.youtube.com/watch?v=HG68Ymazo18
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ACTIVITY 8: PEER JOB INTERVIEW
Direction: 10-minute Dyadic Activity| Students are paired wherein each will portray a
role of an interview and interviewee after the other. Set of job interview questions is provided
below.
a. Tell me about yourself. ...
b. How did you hear about this position?
c. Why do you want to work at this company?
d. Why do you want this job?
e. Why should we hire you?
f. What can you bring to the company?
g. What are your greatest strengths?
h. What do you consider to be your weaknesses?
i. How did you hear about this position?
j. Why were you fired?
k. What’s your current salary?
MOCK INTERVIEW RUBRIC

INTERVIEWER:
INTERVIEWEE:
CRITERIA ABOVE STANDARD MEETS BELOW FAR BELOW

4 STANDARD 3 STANDARD STANDARD
2 1
INTRODUCTIO Greeting is present. Use of Greeting is present. Use Greeting is present. Greeting absent.
N eye contact is appropriate. of eye contact is Begins with little or Begins with little or
Body language used is appropriate. no eye contact. no eye contact.
pleasant.
APPEARANCE Appropriate dress and Student wears Student wears Student is not
manners are used; appropriate clothing; Appropriate dressed
appropriate body language. little Inappropriate clothing; some appropriately;
body inappropriate inappropriate
language. body language. body language.
VOICE Good volume, grammar, and Good volume, grammar, Speech is too soft Inappropriate
vocabulary used. Spoken and vocabulary used. or mumbles. Poor vocabulary and
with a determined grammar is used. grammar is used.
confidence. Speech is difficult
to understand.
POISE Good posture is used. Eye One of the following: Two of the Posture, eye contact,
contact is maintained. No Posture, eye contact, following: Posture, and uneasy
nervous habits are or uneasy behaviors eye contact, or behaviors were
exhibited. was uneasy behaviors inappropriately
Inappropriately were demonstrated.
demonstrated. Inappropriately
demonstrated.
PREPARATION It is obvious that a great deal It is obvious that It is obvious that It is obvious that no
of preparation was used. above average some preparation preparation was
preparation was was used. used.
used.
The Job Interview

Copyright © Texas Education Agency, 2013. All rights reserved.
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ASSESSMENT 5: MOCK INTERVIEW WITH INTERVIEW MATERIALS
Directions: With the given comments and suggestions on your self-made resume (on
Activity 6) and Cover Letter (on Activity 7), revise it accordingly and bring it for your schedule
job interview with your respective instructor. The same rubrics used with the previous activities
will be utilized. Submit your outputs in the Google Classwork.
"As you go into this interview,
understand that fate is in your
hands.”
"Opportunities don't happen, you create them."
PURPOSIVE
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PURPOSIVE

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 1 OF 140

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 2 OF 140

In pursuit of the attainment of CHED’s reform, different higher education institutions

Purposive communication is about writing, speaking, and presenting to different audiences

Purposive communication is a three-unit course that develops students’ communicative

Accordingly, communication in the maritime industry is considered the single most

There through, this learning material institutes standard foundation of communication in

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 3 OF 140

Course Overview 2 Table of Contents 3 Keywords and Concepts 5

LESSON 2: COMMUNICATION AND GLOBALIZATION

LESSON 3: LOCAL AND GLOBAL COMMUNICATION IN MULTI-CULTURAL

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 4 OF 140

LESSON 4: EVALUATING MESSAGES AND IMAGES OF DIFFERENT TYPES

CO2: DEMONSTRATE PROFICIENT AND EFFECTIVE COMMUNICATION IN

LESSON 1: COMMUNICATION FOR VARIOUS PURPOSES 58 Introductory Activity:

LESSON 2: COMMUNICATION FOR WORK PURPOSES

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 5 OF 140

charisma an attitude of enthusiasm and optimism that is contagious; an aura of

communication the process of sharing or exchanging information that is made of

communicati it is an extensive ability to conduct an interactive communication that has

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 6 OF 140

dyad a two-person communication system

ethos the eminent character, moral and beliefs of an organization or a company is

evaluative listening to judge or analyze information

impression efforts made by an individual or a group working to improve and create a

interpretation an active process whereby individuals perceive and assign meaning to

mass transmission of messages to the people through various modes of

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 7 OF 140

message a set of verbal or nonverbal communication that contains information to be

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 8 OF 140

LESSON 1: COMMUNICATION PROCESSES, PRINCIPLES AND ETHICS

Listen and Draw

1. Draw a square, measuring 5 inches on each side.

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 9 OF 140

TOPIC 1: WHAT IS COMMUNICATION?

Communication is the act of transferring information (verbal or nonverbal) from

TOPIC 2: CATEGORIES OF COMMUNICATION

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 10 OF 140

2. Non-Verbal Communication, covering body language, gestures, how we dress

3. Written Communication which includes letters, e-mails, social media, books,

TOPIC 3: ELEMENTS OF COMMUNICATION

5. Feedback is essential to make communication, a successful one. It is the effect,

TOPIC 4: PRINCIPLES OF EFFECTIVE COMMUNICATION

2. Development – includes organization (logical arrangement and sequence); evidence

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 11 OF 140

3. Clarity implies emphasizing on a specific message; providing what is needed rather

5. Correctness – entails rules and conventions of spelling, grammar, punctuation,

TOPIC 5: PROCESS OF ORAL COMMUNICATION

REFERENCE NUMBER DGE505/EGE505

AUTHORED BY: EDLYNNE FABIAN-PERONA 1ST SEMESTER AY 2020-2021 PAGE 12 OF 140

ACTIVITY 1: NATURE OF COMMUNICATION ONBOARD