PURPOSIVE COMMUNICATION REVIEWER

PURPOSIVE COMMUNICATION FIRST SEMESTER  Internal

LESSON 1: COMMUNICATION: ITS ELEMENTS AND  Sematic
FUNCTIONS
FUNCTIONS OF COMMUNICATION
COMMUNICATION  Physical Needs
 the act of transferring information from one place to  Ego Needs
another, whether through verbal, written, visually and non-  Practical Needs
verbal.  Social Needs
 Process of meaning-making through a channel or a 3.1. Inclusion - the need to be belong to a relationship
medium. 3.2. Desire for Control - the desire to have an influence over
 Latin other people and have a sense of domination or power.
 communicare / community 3.3. Affection - the desire to care for someone.
 to share or to make ideas common. 4.1. Physical
 The connection that encompasses interaction among 4.2. Safety
partakers is at the center of your learning of 4.3. Social
communication. 4.4. Self-Esteem
4.5. Self-Actualization
IMPORTANCE OF COMMUNICATION
"Without knowing the force of words, it is impossible to know a CATEGORIES OF COMMUNICATION FUNCTION
man."
-Confucius The Sender's Standpoint
 Information - Refers to data or facts, is shared every
ELEMENTS OF COMMUNICATION: time a sender communicates something to another
SOURCE person.
 Carefully crafts the message. • A teacher telling students about earthquakes.
ANYONE: an author of a book, public speaker traffic enforces • A student talking about her research.
• A travelogue about the Tower of London.
RECEIVER • A computer programmer speaking about new
 The person who receives the Transmitted message. software.
e.g., audience, reader, driver  Instruction- Refers to data or facts commonly a
command, request, or directions, and is shared every
time a sender communicates something to another
MESSAGE person.
 The reason behind any interaction. • If you give someone your name. (informational)
MEANING - shared between the sender and receiver. • If he/she uses it to teach you how to write in Chinese.
ANY FORMS: poems, songs, essays, news articles, road (instructional message)
signs, symbols  Persuasion- A message designed to alter a person‘s
beliefs or behavior. It is also identified through
CHANNEL appeals to personal motives and behavior.
 The means by which a message is conveyed. • Senders are usually motivated by the desire for
e.g., phone letter power.
*RESPONSIBILITY = sender and receiver (choose the best • Financial Rewards like political campaigns or
channel for interaction) commercials.
 Entertainment- Amuses and gives pleasure. It can
FEEDBACK be for leisure or recreational.
 It is essential to confirm the recipient's understanding. • People from an entertainment industry such a Radio,
 i.e., written, spoken or acted out. Television, Theater, and Film. (provide entertainment
events to make profit)
CONTEXT • A friend telling story about how her day went.
 Involves the expectations of the sender and the (provide leisure entertainment)
receiver and the common or shared understanding
through the environmental signals. The Society's Standpoint
 Surveillance- The function served by mass media
INTERFERENCE when they monitor and report what is happening in
BARRIER / BLOCK that prevents effective communication to the environment.
take place.  Progress of Kidnapping case of the Chinese
businessman in Makati.
Kinds of Interference:  The continuous increase in the price range of Rice
 External and other basic necessities.
PURPOSIVE COMMUNICATION REVIEWER
 Correlation-Is the function provided by mass media
when they interpret what is happening in the
environment.
 Previous kidnapping case of the Chinese businessman
in Makati made the people worry. Netizens are
expressing their fear through various social media sites.
• The continuous increase in the price range of rice
and other basic necessities angers the consumer, as
you hear the talks of people around the market.
 Socialization-It is the function played by media in
teaching members of society what their roles are &
how things work.
• Local officials of the city of Muntinlupa use a
Facebook page to remind people to get vaccinated.
• The social media news outlet launching an article
about how Gen Z destress.
 Entertainment- It is the primary function of mass
media as a source of enjoyment or pleasure.
• Sitcoms, Soap Opera, and Noon time variety show
The Receiver's Standpoint
 Personal Identity Function- It provides individuals
an understanding of who they are.
• Self-concept is not inborn. It is developed by
observing ourselves and by observing how others
behave towards us.
 Social Integration- It is the way in which
communication is used to meet our need to belong.
• It is communication‘s linking function. People need
human contact & interaction.
 Cognitive Function- It is the ability to use symbols &
internalize speech.
• Makes memory & imagination possible and allows us
to see & understand things from others point of view.
 Escape Function- It is the use of communication as
a means to relax.
The Nine Principles of Effective Communication
Michael Osborn (2009) claims that communication must meet
certain standards for effective communication to take place.
1. CLARITY
Clarity makes speech understandable. Fuzzy language must
be avoided such as jargons, cliché‘, expressions, euphemisms
and doublespeak language.
2. CONCRETENESS
Concreteness reduces misunderstandings. Messages must be
supported by facts such as research data, statistics or figures.
To attain concreteness, abstract words must be avoided.
3. COURTESY
Courtesy builds goodwill. It involves being polite in terms of
approach and manner of addressing an individual.
4. CORRECTNESS
Glaring mistakes in grammar obscures the meaning of a
sentence. Also, the misuse of language can damage your
credibility.
5. CONSIDERATION
Messages must be geared to towards the audience. The
sender of a message must consider the recipient‘s profession,
level of education, race, ethnicity, hobbies, interests, passions,
advocacies, and age when drafting or delivering a message.
6. CREATIVITY
Creativity in communication means having the ability to craft
interesting messages in terms of sentence structure and word
choice.
7. CONCISENESS
Simplicity and directness help you to be concise. Avoid using
lengthy expressions and words that may confuse the recipient.
8. CULTURAL SENSITIVITY
Today, with the increasing emphasis on empowering diverse
cultures, lifestyles, and races and the pursuit for gender
equality, cultural sensitivity, becomes an important standard
for effective communication.
9. CAPTIVATING
You must strive to make messages interesting to command
more attention and better responses.
Levels of communication
 Intrapersonal- existing or occurring within the self or
within one's mind(own self)
 Interpersonal - something involving, or occurring among
several people.(one or two people)
 Small group communication- interactions among three
or more people who are connected through a common
purpose, mutual influence, and a shared identity.
 Public communication- group of people gather and
start sharing information to an audience or give a
presentation on certain topics to deliver a message.
Ethical Consideration to Communication
Ethics - branch of philosophy that focuses on issues of right
and wrong in human affairs.
 Respect audience.
 Consider the result of communication.
 Value truth.
 Use information correctly.
 Do not falsify information.
PURPOSIVE COMMUNICATION REVIEWER
FUNCTIONS OF COMMUNICATION
There are 5 main functions why communication is needed:
• Control or Regulation
• Social Interaction
• Motivation
• Emotional Expression
• Information Dissemination
1. Control or Regulation
Communication functions to control behavior. Every
organization has its regulations and these regulations are
communicated to all members in various ways.
EXAMPLE:
An organization like the school has its own policy or rules in
which the students and other members need to follow.
Through proper communication, the school can easily regulate
things like bringing your ID cards, wearing proper uniform, and
to arrive at the given time.
2. Social Interaction
Communication allows individuals to interact with others.
Because of the needs to interact daily, people communicate.
EXAMPLE:
A student needs to communicate to his parents for the
allowance. He has to take a ride and talk to the driver
regarding his payment and destination. He also needs to
interact with people in school—teachers, and classmates
3. Motivation
Communication motivates or encourages people to live
better. Motivation is either internal or external.
There are two types of motivation:
• Internal Motivation
• External Motivation
3.1. Internal Motivation
Internal Motivation comes from within. We are driven by
the way we feel or think about something that may boost our
confidence and happiness, or strengthens our ego. It is
something personal.
For example:
A student is motivated to study hard because of his
desires to graduate with honors.
3.2. External Motivation
External Motivation emanates from the outside or from
people surrounding us. It is mostly for rewards that are
material.
For example:
A student is motivated to study hard because of his
father‘s promise to give him an expensive car once he
graduates with honors.
4. Emotional Expression
Communication facilitates people‘s expression of their feelings
and emotions. It does not involve ideas only. It also involves
what a person may feel. As an individual communicates, he
expresses.
Example: A storm is approaching.
A. A person may inform his or her family about the storm
out of heavy concern;
B. Someone may be fearing the possible effects of the
storm; and
C. A student may be happy for the suspension of
classes.
5. Information Dissemination
Communication functions to convey information. Many events
or incidents happen every day. These occurrences affect
people so they have to be informed.
Example:
A new policy to be implemented school- wide has to be made
known to all members before its implementation. Failure to
communicate with the student body about the policy will result
to confusion among the involved people.
LESSON 2: LOCAL AND GLOBAL COMMUNICATION IN
MULTICULTURAL SETTING
 The exchange of ideas, information, and messages
between two or more individuals is frequently referred to
as communication. Of course, understanding what is
being said or shared and being understood in return are
the two main objectives of communication.
 Finding strategies to convey and receive messages with
consideration for the cultural variations between those
involved in the communication process is necessary for
communicating in a way that is culturally appropriate.
 The ability to recognize that there are internal and
external differences one must take into account before
engaging in the process of communication is therefore
necessary in order to be able to communicate effectively
in the local and global setting.
INTERCULTURAL COMMUNICATION
 Communication is impacted by cultural and racial
diversity. In actuality, culture increasingly shapes how
people approach all forms of communication. One's
environment has a big impact on how they perceive
certain social challenges, which in turn affects how they
convey any ideas they may have to address those
issues.
 In addition, because it can be challenging for people from
various backgrounds to comprehend key aspects of
communication, such language, context, and meaning,
they frequently have trouble processing meanings and
comprehending messages. Communication issues
frequently arise from a lack of awareness of how
particular cultures "work."
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 Understanding that no two people are alike and that
every person has a background that may be different
from another is ultimately the best approach to reduce
misunderstandings in an intercultural setting. The only
way to possibly narrow the gap created by cultural
differences is to observe and learn about other people's
cultures.
FORMS OF INTERCULTURAL COMMUNICATION
- According to Jandt, 1998
 Interracial Communication- It is a communication
between people of different races.
 Interethnic Communication- The interaction with
people of different ethnic or origins.
 International Communication- It is a communication
between representatives from different nations.
 Intracultural Communication-The interaction with
members of the same racial or ethnic group or co –
culture
COMMUNICATION AS HIGH CONTEXT OR LOW CONTEXT
 ACCORDING TO (GAMBLE, 2008)
COMMUNICATION STYLE AMONG CULTURES
DIFFERS; IT MAY BE HIGH- CONTEXT OR LOW-
CONTEXT COMMUNICATION
 According to scholars, high-context and low- context
cultures rely on the verbal and non-verbal cues
present in the interaction to draw meaning from
the message.
 High-context cultures take into account the
background information of the sender and
receiver when comprehending messages.
 Contrary to high-context cultures, low-context
cultures prefer direct over indirect communication.
They may not put too much value on the non-verbal
cues present in the communication.
HIGH CONTEXT VS LOW CONTEXT
HIGH CONTEXT COMMUNICATION
 A tradition – linked communication system which
adheres strongly to being indirect
LOW CONTEXT COMMUNICATION
 A system that works on straightforward communication
THE COMMUNICATION STYLES MATRIX
 Each of us communicates in a way that is particular to
ourselves. Although some of us are quiet and reserved,
others are outspoken and extroverted. Whereas some
of us speak our minds freely, others are less likely to
do so in public. While some of us are informal and
prefer to take our time getting to the point, others are
formal and direct.
 Direct Communication-People with direct
communication style are extremely forceful and lack of
emotion. Instead of asking others for their opinions on
what should be done, they prefer to tell people what to
do, and they find it difficult to express their emotions
while speaking to others. Even though other people
might not always perceive it that way, their
communication style is intended to be quick. Others
could perceive them as abrupt and frigid and take
offense at their communication style.
~Low Expressiveness + High Assertiveness =
Direct~
 Spirited Communication-People with the spirited
communication style are very interested in the ‗big
picture‘. They are the dreamers, the inventors, and the
innovators in the group. Their communication may be
full of grand ideas and hyperboles that tend to be very
persuasive to others at first.
~High Expressiveness + High Assertiveness =
Spirited~
 Systematic Communication - Those with a systematic
communication style like to focus on facts and details
rather than opinions and possibilities. Expect to use
and appreciate logic when you communicate with a
systematic. They will appreciate facts and analysis
rather than the ‗big picture‘ ideas that have not yet
been proved useful.
~Low Expressiveness + Low Assertiveness = Systematic~
 Considerate Communication- People that
communicate considerately care deeply about other
people's feelings. They enjoy collaborating with others,
lending a hand, and developing a personal connection
with the cause. They want everyone to have the
opportunity to voice their opinions, to take turns
speaking, and to be acknowledged for their
contributions. Despite not always being inclined to
share their thoughts, they will promote group
collaboration and communication.
~High Expressiveness + Low Assertiveness =
Considerate~
IMPORTANCE OF INTERCULTURAL COMMUNICATION
 When we investigate the cultural influences on
communication, we gain a deeper understanding of
both areas. Additionally, it aids in expanding our
knowledge of who we are as individuals and as a
society.
 Understanding our communication styles, habits, and
tendencies and how they may serve or work against
us when interacting with others from other cultural
backgrounds is a valuable personal benefit of studying
intercultural communication.
 When seen in a broader context, intercultural
communication can shed light on a wide range of
human experiences, from the process of defining the
workings of the brain to the power of languages in
bringing people together.
VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN
LANGUAGE
LANGUAGE VARIETIES
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Also called "lects", these refer to the different variants of a
language that can be sufficiently delimited from one another in
terms of social, historical, or geospatial factors, thus forming
language clusters
1. PIDGIN - It refers to a new language that develops into
situations where speakers of different languages need
to communicate but do not share a common language.
 Examples are Chavacano in the Philippines and
Bislama, a language spoken in Vanuatu
2. CREOLE- It is a pidgin that becomes the first language of
the children, or the mother tongue of a certain
community.
 Examples are the Gullah and the Patwa, is a creole in
Jamaica.
3. REGIONAL DIALECT-It is not a language that is not
distinct from a national language, but rather a variety of
a language spoken in a particular area of a country.
 Examples are as Cebuano, Waray, Ilocano, and
Hiligaynon in the Philippines.
LANGUAGE REGISTERS AS CLASSIFIED AS:
4. MINORITY DIALECT-This is a variety used as a marker
of identity, usually alongside a standard variety, by the
members of a particular minority ethnic group.
 Examples are the Sinama of the Badjaos in the
Philippines and the London-Jamaican variety in
Britain.
5. INDIGENIZED VARIETIES-These are spoken mainly as
second languages in former colonies with multilingual
populations.
classic example is Singlish (or Singaporean English).
LANGUAGE REGISTER
Characterized by the way a speaker use language differently
in different social circumtances.These are determined from
such as factor at social atmosphere , purpose of
communication, audience, and the general context of the
discourse.
1. FORMAL- These registers are used in professional,
academic, or legal settings where communication is
expected to be respectful, uninterrupted, and restrained
to specific rules. Slang is never used and contractions
are rare.
 Examples are registers used in research paper,
government documents, business letters, and in
business presentations.
2. CASUAL -These registers are used when
communicating with friends, close acquaintances,
colleagues, and family members.
 These are used in birthday parties or family
gatherings.
3. INTIMATE-Intimate language registers are reserved for
special occasions, usually between only two people and
often in private.
 Examples are an inside joke between two high school
friends or sweet nothings whispered to your "special
someone.
4. FROZEN-It refers to historic language that is intended to
remain unchanged.
 Examples ne the registers used in the Philippine
Constitution and the Holy Bible
5. CONSULTATIVE- It is used in conversations when
people are speaking with someone who has spemalized
knowledge or is offering advice. Tone is often respectful,
such as the use of honorifics or courtesy titles, but may
be more casunl the relationship between or among the
communicators is friendly.
 Examples are registers used in loes television bridest
or in a conversation with a doctor during medical
examination.
• FORMAL LANGUAGE-Formal language
registers are appropriate for professional
situations, such as when speaking to a
supervisor or writing an invitation letter.
• INFORMAL LANGUAGE-Informal language
registers, on the other hand, are
conversational and appropriate when
speaking or writing to a friend or to someone
you know quite well.
• NEUTRAL LANGUAGE-Neutral language
registers are non-emotional and laden with
facts. These are most appropriate for
research or technical writing
IMPROVING ONE’S ABILITY IN
COMMUNICATING IN A MULTICULTURAL
SETTING
 Everything should start with a personal
desire and strong conviction to relate
more effectively with persons having
different cultural backgrounds. This will
not only create positive personal
relationships, but also open more
opportunities for professional growth.
Limiting one's reliance on preconceived
notions and established stereotypes is
also a major leap towards effective
intercultural communication.
 Refrain from forming expectations based solely on
your culture.
 Remove personal biases or any stereotype that may
impede understanding
PURPOSIVE COMMUNICATION REVIEWER
 Make a personal commitment to develop
communication skills appropriate in multicultural
settings.
LESSON 3:LANGUAGE AND CULTURE
WHAT IS CULTURE?
 shared beliefs, values, and practices, that participants
in a society must learn.
 Sociologically, we examine in what situation and
context certain behavior is expected, and in which
situations perhaps it is not.
 Rules are created and enforced by people who
interact and share culture.
 consists of thoughts (expectations about personal
space, for example) and tangible things (bus stops,
trains, and seating capacity)
 Types of rules and sanction should be clearly
identified
 Symbol should be defined in more detail.
EXAMPLE: Philippine flag represents Filipino pride,
freedom, etc.
SUBCULTURE
 refers to a smaller group of people who stand
separate from the mainstream culture as they share
slightly different beliefs, ideas, traditions, and values.
 They usually mingle with the members of the
mainstream culture regularly
 Example: you belong to the subculture of
bookworms—engages in social media like the rest,
but prefers reading more.
 Other examples: the LGBT community, bodybuilders,
grunge, and hip hop are some examples of popular
subcultures.
 subcultures lead to developing their own
communication styles and social norms.
 certain subcultures often face harassment and
discrimination from the mainstream group.
COUNTERCULTURE
 counterculture is a group of people or a movement
that holds ideas, values, and norms that are different
from those of the prevailing dominant culture.
 For example, the American women‘s movement of
the 1960s and 70s, where women‘s liberation
activists demanded equality for women and to pass
the Equal Rights Amendment.Another example is the
free-spirited ―hippies‖ of the 1960s who advocated
against the Vietnam War, equality, and the
preservation of the environment.
 Countercultural movements happen mainly as a
result of the attitudinal and behavioral transition which
takes place over a period of time or as a result of law
enforcement.
 For instance, in the United States today, racial
segregation is prohibited, and rights for equality
based on race, sex, gender, etc., are protected by
legislation. However, in the past, the social groups
who struggled to establish these norms were
considered the counterculture. But today the concept
of equality for all is a principal part of the legal
environment and the mainstream culture in the United
States.
CULTURE AND SOCIETY
 Through culture, people and groups define
themselves, conform to society's shared values,
and contribute to society.
 Popularly speaking, being cultured means being
well‐educated, knowledgeable of the arts,
stylish, and well‐mannered.
 High culture—generally pursued by the
upper class—refers to classical music,
theater, fine arts, and other
sophisticated pursuits.
- the ―property, power, and
prestige‖= TO GET AHEAD
SOCIALLY
 Low culture, or popular culture—
generally pursued by the working and
middle classes—refers to sports,
movies, television sitcoms and soaps,
and rock music.
 Society- the people who interact in such a way
as to share a common culture.
- cultural bond may be ethnic or
racial, based on gender, or due to
shared beliefs, values, and
activities.
CHARACTERISTICS OF CULTURE
1. Culture is learned
 It is not biological
 Learn culture from families, peers, institutions,
and media
 enculturation
2. Culture is shared
 shared nature of culture ≠homogenous
 act in socially appropriate ways
 ―pagmamano‖
 Epidemiological approach-like a disease culture
spread from a person to another person
3. Culture is based on symbols
 symbols stands for something else
 symbols only have meaning when people in a
culture agree on their use
 examples: language, money, art, Christian cross,
Jewish star of David
 Symbols are arbitrary- people decide on the
meaning of a symbol
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4. Culture is integrated
 a.k.a holism
 all aspects of culture are related to one another
 must learn all of its parts
5. Adaptive
 Adaptation is how an organism adjusts to its
environment
 Over time, humans have biologically adapted to
their environment
 for example, people who live closer to the
equator tend to have darker skin color
6. Culture is dynamic
 cultures interact and change
 to adapt with the changing environments
 when a component changes, the entire system
must adjust
THREE TYPES OF DIFFUSION
1. Direct diffusion-is when two cultures interact with
each other, such as through trade or intermarriage.
2. Indirect diffusion- is when traits move from one
culture to another through a third culture. For
example, culture #1 may trade with culture #2, who
trades with culture #3. So, culture #3 ends up with
cultural items from culture #1, even though they
haven‘t been in direct contact.
3. Forced diffusion- is when one culture forces its way
of life on another culture. The second culture
changes through assimilation. The people are forced
to take on the beliefs and behaviors of the dominant
culture, causing their own culture to become extinct.
*Some aspects of culture are adaptive, some can be
maladaptive which means it can threaten people‘s existence.
FUNCTIONS OF CULTURE
1. Culture defines situations
 Each culture has many subtle cues which
define each situation.
 It reveals whether one should prepare to
fight, run, laugh, or make love
2. Culture defines attitudes, values, and goals
 Each person learns from his/her culture
what is good, true, and beautiful
 Attitude- to feel and act in certain ways
 Values- measure of goodness or desirability
 Goals- those attainments which our values
define as worthy
3. Culture defines myths, legends, and the supernatural
 understanding the myths, legends, and
supernatural beliefs of a certain group will lead to
have better outlook in their behavior
 culture provides the individual with a ready-made
view of the universe
4. Culture provides behavior pattern
 the culture maps out the path to matrimony
 he knows the procedure defined by his culture
 men use culture to advance their purposes
 culture can also impose limits to humans and
their activities
 example: norms(rules) for social harmony
ROLE OF LANGUAGE IN INTERCULTURAL EXCHANGE
 Language always carries meanings and references
beyond itself: The meanings of a particular language
represent the culture of a particular social group. To
interact with a language means to do so with the
culture which is its reference point. We could not
understand a culture without having direct access to
its language because of their intimate connection.
BINDING LANGUAGE AND CULTURE
 A particular language points to the culture of a
particular social group. Learning a language,
therefore, is not only learning the alphabet, the
meaning, the grammar rules and the arrangement of
words, but it is also learning the behavior of the
society and its cultural customs. Thus; language
teaching should always contain some explicit
reference to the culture, the whole from which the
particular language is extracted.
NONVERBAL COMMUNICATION
 Includes everything that is not in a grammatical
structure i.e words, written or spoken or signed
 is a process of generating meaning using cultural
symbolic gestures, behavior, and norms other than
words
NORMS—are shared rules and expectations guiding behavior
in a society or group, maintaining social order, defining cultural
values, and shaping interactions.
a. Folkways—are customs that we follow but are often
not written down. We learn them through intuition as
we grow up.
b. Mores—are moral norms. If you break them, you
would be seen as not just in poor taste, but immoral.
They‘re often linked to religious rules.
c. Taboos—are ‗negative norms‘ – things that people
find offensive and socially inappropriate if you are
caught doing them.
d. Laws—are norms that are actually defined as being
legal or illegal. The government has decided these
norms are so important that you could get in trouble
for breaking them.
VALUES—are beliefs that we have about what is important,
both to us and to society as a whole. A value is a belief (right
or wrong) about how something should be.
PURPOSIVE COMMUNICATION REVIEWER
HATE SPEECH
 is defined by the U.N. as ― any kind of communication
in speech, writing or behavior, that attacks or uses
pejorative or discriminatory language with reference
to a person or a group on the basis of who they are,
in other words, based on their religion, ethnicity,
nationality, race, color, descent, gender or other
identity factor.‖
 EXAMPLE: A post that calls all people of a certain
race ― violent animals ‖ or describes people of a
certain sexual orientation as ―disgusting ‖
HATE CRIME
 are overt acts that can include acts of violence
against persons or property, violation or deprivation
of civil rights, certain "true threats, " or acts of
intimidation, or conspiracy to commit these crimes.
 The Supreme Court has upheld laws that either
criminalize these acts or impose a harsher
punishment when it can be proven that the defendant
targeted the victim because of the victim ' s race,
ethnicity, identity, or beliefs.
 A hate crime is more than offensive speech or
conduct; it is specific criminal behavior that ranges
from property crimes like vandalism and arson to acts
of intimidation, assault, and murder
 EXAMPLE: Verbal abuse, obscene/offensive calls,
text, mail or emails, assault, harassment, criminal
damage, arson, murder, manslaughter
STEREOTYPING
 are oversimplified perceptions of people based on
their characteristics. They are believed to be harmful
because they involve making premeditated
judgments and biases about others.
PREJUDICE
 an unfair feeling of dislike for a person or group
because of race, sex, religion, etc.
SEXUAL ORIENTATION, GENDER IDENTITY AND
EXPRESSION (SOGIE)
 Addressing Transphobia involves promoting respect,
understanding and acceptance of transgender
individuals and their experiences.
DEVELOPING INTERCULTURAL SENSITIVITY
What is Intercultural Sensitivity?
 It is the ability or tolerance of a person to cultural
difference.
Significance of Intercultural Sensitivity
 Intercultural sensitivity is a vital trait to have as the
world has become more interconnected due to
globalizations and the accessibility to many social
platforms.
According to The Developmental Model of Intercultural
Sensitivity (DMIS) of Milton Bennett, a framework that was
originally written in 1986, there are six developmental stages
of intercultural sensitivity. These stages are also
categorized into two: ethnocentrism and ethnorelativism
Definition of Ethnocentrism
 is a belief that the norms, values, ideology, customs,
and traditions of ones own culture or subculture are
superior to those characterizing other cultural settings.
Definition of Ethnorelativism
 is a belief that no culture is superior to another. It
recognizes the differences between cultures.
THE SIX STAGES OF INTERCULTURAL SENSITIVITY
ACCORDING TO DMIS:
1. Denial
 the result of someone‘s lack of experience
with different cultures
 tend to not notice other cultures, or may look
at other cultures in a very vague way
2. Defense
 often consists of negative stereotyping and
us to them thinking
 feel threatened by other cultures and their
differences.
3. Minimization
 begin to find similarities or commonalities
 begin to recognize that all people are people,
whether they have different traditions and
cultures or not
4. Acceptance
 recognize that different beliefs and values
are shaped by culture
 curiosity arise and have a desire to learn
5. Adaptation
 adopt the perspective of another culture
 competent to communicate with others from
different culture
 show empathy with the experiences of
others
6. Integration
 the "culture mediators"
 becoming more culturally sensitive because
they embrace differences
 do not deny or judge differences, but
incorporate into worldview
 "experience difference as an essential and
joyful aspect of all life."
PURPOSIVE COMMUNICATION REVIEWER
The Evolution of Communication
DEVELOPING INTERCULTURAL COMPETENCE
Seven Milestones in The Evolution of Human
 Practice active listening Communication:
 Enhance cultural awareness 1. Language
 Be careful with word choice 2. Writing
 Normalize clarifying instructions 3. Printing
 Promote a culture of respect 4. Telegraph and Telephony
 Reinforce intercultural policies 5. Photography
 Other cultural immersion travel 6. Radio and Television
 Invest in language training 7. Computer and Internet

Understanding Communication Media

LESSON 4: LEVELS OF COMPREHENSION
What is a comprehension?
• The action or capability of understanding something.
• Latin word ―comprehensionem‖ which means seizing.
• Seized information and incorporate it into your own
knowledge.
Literal Comprehension
• The understanding of the written meaning of a
passage: the definition of words, the context of writing,
the main idea of the passage, and the sequence of
thought chosen by the author.
• Surface understanding only
Inferential Comprehension
• The focus shifts to reading between the lines, looking
at what is implied by the material under study.
• It requires student collect and combine every
information to make interference to authors‘ intent
message.
Evaluate Comprehension
• The readers analyze and make judgments about
what they read.
• Use evidence from the text to reach conclusions and
make generalizations about the text and its wider
implications.
Applied Comprehension
• Combinations of literal and interpretative/inferential
levels.
• Reorganized and restructured at the applied level to
express opinions, draw new insights, and develop
fresh ideas.
THE TECHNOLOGY AND THE COMMUNICATION
 Technology advances influenced the way people
create, share, use and develop information and
communicate ideas in society, and the young people
need to be highly skilled in order to be highly skilled
in their use of information and communication
technologies.
 Media- describes all channels of communications
including printed paper to digital data.
 Media is the best platform for people to get
information about what is happening in the society.
 It acts as a spring-board for imaginations, a
source of fantasy, and outlet for escapism.
 It provides information and education.
 It is useful for public forum—in order to discuss
important issues in society.
The Rise of Media
a. Early forms of Media
 Ancient cave paintings 62, 000 BCE
 Hieroglyphs of ancient Egyptians- pictures and
symbols used to tell stories
 The cuneiform of Mesopotamia- the writing
medium.
 Dibao in China-ancient Chinese Gazette
 Maya Codices- the folding boks
 Wood blocks during Tang Dinasty- print text,
images, patterns
b. Invention of Printing Press (Industrial Age)
 Printing press- iron presses
 Newspaper
 Typewritter
 Telephone- Alexander Graham Bell
 Kinetoscope- to watch brief movie through a
small peephole
 Kinetophone- music accompany to kenetoscope
 Telegrapgh
c. Electronic Age
 Punch card- stiff paper used to contain digital
information. For computing data.
 Transistor radio
 Television- transmitting moving images 1920
 ENIAC- one of the earliest electronic general
purpose computers made
 Mainframe computers- designed for most
intensive computational tasks
 LCD projector
d. New Media (New Age)
 Web Browsers
 Blogs
PURPOSIVE COMMUNICATION REVIEWER
 Social Networking Sites (SNS)/ Social Media-
facebook, instagram, twitter, youtube, etc.
 Portable Computers
 Multimedia
PUSH AND PULL CHANNELS
 These are referring to marketing application. The
difference between push and pull is that, push
marketing focuses on pushing a product to customers,
while pull focuses on getting customers to come to
you.
LESSON 5: COMMUNICATION FOR WORK PURPOSES
ORAL COMMUNICATION IN THE WORKPLACE
 The importance of oral communication skill at the
workplace is evident in various researches conducted
among organization executives, managers,
employees and trainees.
 researches have revealed that effective oral
communication skill takes the top place among the
business skills needed in the company for its quality
performance.
 Oral communication skill in business is highly
valued.
 to improve yourself, you also need
communication skill to help you initiate personal
plans, lead project undertakings, and solve pressing
problems.
Top Ten Communication Issues as identified by Campbell
 Failure to Listen.
 Culture Differences
 Locale or distance to office
 Ego and attitude
 Authority or Hierarchy problems
 Poorly written communication
 Gender Bias
 Focus or Listening Problems
 Inadequate Knowledge
 Cliques, Groups and Friendships.
PREPARING THE COVER LETTER
 The purpose of the cover letter is to persuade
your reader to consider reading your resumé.
 This contains little information of the job which you
are applying, as well as your strongest qualities and
qualifications.
 A job application letter or a cover letter is like a
sales letter in which you sell your knowledge and
competence.
 It is the most essential part of the application because
it sells you to your potential employer.
 When you are writing the application letter, bear in
mind to achieve the four important tasks:
a) Catch the reader‘s attention purposively.
b) Tailor it to the company, to the employer,
and to the job.
c) Persuade the reader that you are a qualified
applicant for the job.
d) Request an interview
Use the checklist below to make sure your letter has already
met the needed information.
 The title of the job, source of your information and the
statement of your objective have to be clear.
 There should be a summary of your qualification for
the job. This includes work experience, educational
background, and summary of relevant skills such
as leadership skills, skills, organizational skills, and
intercultural communication skills.
 Indicate that you enclosed your CV or resumé.
 Request for an interview. This includes place and
time you will be available and the contact information
such as phone numbers and email addresses.
 Identify the job. Include any information that is not
included in your CV or resumé
General guidelines for the overall structure of your cover letter:
 Format your cover letter for post, mail or email. It
should consist of one page only.
 Include your complete address, email address, phone
numbers.
 Use the tile of the person when you address him/her
in the letter. If you can‘t find a name, write ‗Dear Sir/
Madamme.‘
 Use standard, easy-to-read font. Make it readable.
Times New Roman or Arial is preferred; it should be
no smaller than 11 for readability on screen.
THE CONTENT OF THE COVER LETTER
The Introductory Paragraph
 Your first paragraph must be very convincing. It
tells your reader that you are the best person for
the job. It also emphasizes that you have the set of
skills and experience that make you the ideal
candidate for the post
 If someone from the company refers you, include in
the opening before stating your main objective
 In the succeeding paragraphs, expand on the
qualifications you mentioned in your opening. Add
any appropriate details, highlighting experience
listed on your resume that is especially pertinent
to the job you are seeking.
The Main Section
 show the summary of your qualification, organized
around the job description and person
specification. Describe in this section what you
PURPOSIVE COMMUNICATION REVIEWER
have accomplished, your expertise, and your special
skills needed for the job
 to present how you performed your duty and
demonstrated the requirement of your previous job
 show the clear description of the situation and more
on what you did as proof of results or outcomes.
The Closing Paragraph
 It should make clear what action the reader will be
taking after reading your cover letter. But don‘t
sound arrogant
 Close with a request for an interview.
 For a letter, end it with ―Yours sincerely‖ if you have
addressed it to someone by name, and ―Yours
faithfully‖ if you started it with ―Dear Sir/Madam‖.
THE RESUME OR CURRICULUM VITAE (CV)
 CV or resumé describes your education,
competence, and experience.
 It defines what kind of applicant you are for the job.
 It determines if you are the right person for the job
RESUME
 Is a brief summary of skills over one or two pages
 Short and customizable
 No particular format rule
 goal of a resumé is to make an individual stand out
from the competition
 does not have to be ordered chronologically; it does
not have to cover the whole career
 contains three simple sections: name and contact
information, education, and work experience.
CURRICULUM VITAE (CV)
 more detailed and can be more than two pages.
 covers your entire career history
 has a clear chronological order listing the whole
career of the individual
RESUME WRITING STRATEGIES
1. Cover all the basics.
2. Explore other resumes for inspiration.
3. Use as few words as possible.
4. Quantify your accomplishments whenever possible.
5. Use keywords that employers are using in their job
descriptions.
6. Proofread several times to catch typos and
misspellings.
ONLINE INTERVIEWS
 require technology which has become mainstream
in business. The use of computers and other
gadgets makes communication between the
interviewer and candidates simple and effective.
 It is time-saving and less stressful.
 webcam job interview- the interviewer will simply
arrange the interview through video
- conducts interviews using popular video
conferencing applications like Skype, Zoom Cloud
or Google Meet.
PREPARATION TIPS FOR ONLINE INTERVIEWS
ACCORDING TO ALISON DOYLE:
 Download the software required by the company
ahead of time so that you‘ll have the opportunity
to get used to it.
 Create a professional username, such as a variation
on your real name, as it appears on your resume, if
it‘s available.
 Dress professionally even if you are sitting down.
Wear nice pants and shoes, as you never know
when you will have to stand up. Plus, dressing the
part will help you get your head in the game.
 Clear your workspace and any clutter that is behind
you so that it doesn't show up on the screen. You
don‘t want your interviewer to be distracted by
visual noise in the room or to assume that your
disorganized space is a sign of how you‘d perform as
a worker.
 Make sure that you are in a quiet room where you will
not be disturbed by people, pets, etc. Turn off your
ringer, any alarms, and electronics that are likely to
interrupt.
 Have a piece of paper and a pen ready so that you
are not scrambling to find them later.
 Have a copy of your resume in your sightline in case
you have to refer to dates, job titles, or numbers.
 Smile and focus as much as possible and try to
behave as if you‘re in a regular, in-person interview.
Look into the camera, listen attentively, and engage
with your interviewer. Don‘t just wait for your turn to
speak.
 Practice using your webcam equipment before the
interview, so you are sure everything is in working
order and that you‘re comfortable interviewing on
video.
VIRTUAL MEETING AND ITS BENEFITS
 Virtual meetings can be done using technological
innovations like computers and software
applications. Doyle (2019) explains that people
attending virtual meetings do not need to leave their
home or work station. The meeting can be held over
the phone or computer using virtual meeting software
like Google Meet, Zoom Cloud, and Skype.
 Virtual meetings save time and energy. For
example, when working on a project, the team leader
and his members do not need to travel all the way to
the office to discuss the details during a meeting.
 Virtual meetings are also inexpensive. Everybody
only needs a computer, laptop, or smart phone, a
good internet connection, and a professional
virtual meeting software. A good environment adds
favor to effective meeting.
FACE TO FACE (PHYSICAL) MEETING AND ITS BENEFITS
PURPOSIVE COMMUNICATION REVIEWER
 are the usual meetings that are conducted by people
in the same venue and in person. The place can be
in the office, at a restaurant, a conference room, or
at the coffee shop. Like the virtual meetings, face to
face meeting has it benefits.
 People can express their thoughts and feelings
using their body language, hand gestures, and
facial expressions.
 Feedback is an important aspect of face to face
meeting. Getting feedback from the attendees
provides input in the development of something that
requires cooperation and teamwork.
Face-to-Face and Online Meetings Etiquette
1. Know your surroundings
 Virtual meetings or online class sessions
require a quiet and conducive place where
learnings and mutual understanding can
be achieved. Organize the place, free it
from distractions, and provide good lighting.
Do not appear that you are inside the cave
or less-lighted museum. You want to avoid
looking like you are at the town fiesta
because of the pile of clothes and
accessories in the corner behind you.
2. Dress appropriately
 Your attire should be work or school
appropriate. Your appearance online is as
important as your look during a face-to-face
meeting.
3. Listen carefully
 Be an active listener. While attending a
virtual meeting, devote your full attention
to the meeting.
4. Unmute your microphone when you wish to talk
 When you are not going to talk, keep
your microphone on the mute mode.
Muting your audio when you are not
speaking allows other attendees the chance
to fit in and share their views and feelings.
5. Speak clearly
 When you join any virtual meeting, introduce
yourself and say hello or hi. Make sure that
the people in the meeting hear and notice
your presence.
 If you come late in the meeting, you may
use the chat box to greet the people and to
let them know of your presence.
6. No food, please
 No eating is a strict rule that participants
have to observe during the virtual
meeting. Chewing some food or sipping
some drinks may show disinterest and
may be perceived as unprofessional.
7. Remain seated and stay present
 Stay focused. Be patient staying seated
while attending the meeting. Don‘t ever try to
open your email inbox or chat with friends
on social media messenger.
Writing Correspondence via Print or Email
 Business letters are formal letters used for business-
to-business, business-to-client, or client-to-business
correspondence. There are a number of elements to
a business letter. These are date and sender‘s
address, recipient‘s address, salutation, body of the
letter, and closing paragraph (Gamble, 2017).
 A business letter uses a formal language. The
style of the letter depends on the relationship
between the parties concerned.
 It is used to…
 request direct information or action from
another party
 order supplies from a supplier
 identify a mistake that was committed
 reply directly to a request
 apologize for a wrong or simply to convey
goodwill
 A business letter is also very useful because it…
 produces a permanent record
 is confidential and formal
 delivers persuasive and well-considered
messages
Request an Endorsement
1. State who you are, the name of your company or
organization, and your position or role. Remind the
reader of your relationship to him/her, if necessary.
2. Use clear, specific language to request the
endorsement (clearly describe what it is that you
would like endorsed).
3. Explain why you are requesting the endorsement,
what it will be used for, why you feel that the
endorsement is necessary or why you merit receiving
the endorsement, and so forth.
4. Include guidelines for the format, length, or content of
the endorsement letter. Also, indicate anything else
that the reader needs to do to provide the
endorsement, such as filling out attached forms and
the like.
5. Indicate by when you need the letter of endorsement.
6. Consider providing a preaddressed, stamped
envelope with your request letter if the endorsement
letter is to be mailed.
7. If you plan to make a follow-up call to the reader,
indicate in your letter when you intend to do so.
8. Thank the reader for considering the endorsement.
Give an Endorsement
1. Indicate what or who it is that you are endorsing.
2. Substantiate (or give reasons for) your endorsement.
PURPOSIVE COMMUNICATION REVIEWER
3. If you are endorsing a person for a particular position,
role, job, etc., include how long you have known the
person, in what capacity, the positive qualities of the
person that make him/her a suitable candidate for
endorsement (including accomplishments and
abilities), etc. Be as specific as possible.
4. If necessary, indicate the next step that should be
taken or what will happen next. Include a time frame,
if appropriate
5. You may want to include your contact information and
offer to give further information upon request.
6. Conclude your letter by summarizing the reasons for
the endorsement and by restating your endorsement
of the person or project, etc.
Writing a Follow-up Letter
 Start with your name, address, city and zip code,
telephone number. Include next the recipient‘s
details. Note that in a follow-up letter you are going to
write to the same person you had originally written to
or contacted with.
 Add the salutation.
 In the first line, mention that you had written earlier
and haven‘t received a response yet. You can
mention here if you had called. Actually, you‘ll let him
know that you‘re re-writing in this line.
 State your request or interest. If you are writing
inquiring about a job vacancy for which you had sent
a job application, reiterate your key skills experiences
and state why you think you are a great potential.
 Invite for contact and thank for their attention.
 Close with signature.
 Give feedback or follow up.
 Test provided links.
 Avoid sending emails with large files
Letters
 Letters are written communications usually
sent to intended recipients that are outside
the organization. They are usually printed on
letterhead paper bearing the business name,
address and contact numbers.
 In writing letters, observe the seven (7) main parts:
1. Letterhead/logo: Sender‘s name and return
address
2. The heading: names the recipient, often
including address and date
3. Salutation: ―Dear ______ ‖ use the
recipient‘s name, if known.
4. The introduction: establishes the overall
purpose of the letter
5. The body: provdies the details of the
message
6. The conclusion: restates the main point and
may include a call to action
7. The signature line: often includes the
contact information

PREPARING LETTERS AND EMAIL MESSAGES WITH

NETIQUETTE

 The term refers to the right manner or protocol for

communication on the Internet.

Email

 Email is very useful for messages for

personal or business purposes. It contains
slightly more content than a text message.
In more established companies, they prefer
to use with fairly brief messages for efficient
and effective communication.
 Start with proper salutation.
 Use clear, short and specific subject line.
 End with your name, company information and
signature.
 Avoid abbreviations.
 Observe conciseness and good format.
 Reread, revise and review before sending to intended
recipients.
 Reply promptly and use ―Reply All‖ sparingly.
 Avoid using all caps.