COLLEGE DEPARTMENT

COURSE TITLE : GEC 1—PURPOSIVE COMMUNICATION

SEMESTER/ SCHOOL YEAR : 1st Semester, S/Y 2021-2022
WEEK NUMBER : 2
TOPIC(S) : Local and Global
Communication in
Multicultural Settings
Varieties and Registers of
Spoken and Written
Language
Evaluating Messages and
Images

STUDY
LEARNING OUTCOMES: GUIDE

At the end of the lesson, you should be able to:

1. determine situations which display effective communication in

multicultural context;
2. explain the varieties and registers of spoken and written language;
3. increase cultural and intercultural awareness and sensitivity in
communication of ideas;
4. discuss strategies in evaluating texts and images in multicultural contexts;
and
5. convey ideas through oral, audio-visual, or web-based presentations.

LOCAL AND GLOBAL COMMUNICATION

IN MULTICULTURAL SETTINGS
THE DEVELOPMENTAL MODEL OF CULTURAL SENSITIVITY
(Bennett & Bennett, 2004)

Stage 1: Denial The individual does not recognize cultural differences.

Stage 2: Defense The individual starts to recognize cultural differences and is
intimidated by them.
Stage 3: Although the individual sees cultural differences, he/she
Minimization banks more on the universality of ideas than cultural
differences.
Stage 4: The individual begins to appreciate important cultural
Acceptance differences in behaviors and eventually in values.
Stage 5: The individual becomes very open to world views when

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Adaptation accepting new perspectives.
Stage 6: The individual starts to go beyond his/her own culture and
Integration sees himself/herself and his/her actions based on multifarious
cultural viewpoints.

INTERCULTURAL COMMUNICATION SKILLS

 Ability to express understandable and culturally sensitive thoughts, feelings,
opinions, and expectations
 Ability to engage and immerse in the local culture and language
 Ability to establish shared meanings with the local people to avoid stereotyping
and miscommunication
 Ability to develop a language capacity such as local greetings and opportunities
to use the local language in other contexts
 Ability to empathize with how the locals see the world

GENERAL GUIDELINES FOR COMMUNICATING

IN A MULTICULTURAL CONTEXT
 Avoid asking inappropriate or personal questions.
 Avoid stereotyping or generalizing certain groups.
 Be sensitive and respectful at all times.
 Develop intercultural communication skills.
 Eliminate gender-biased words or sexist language particularly in writing.
 Learn and observe physical distance or space in dealing with other people.
 Listen attentively when others are speaking.
 Respect a person’s rights to confidentiality and privacy.
 Stay calm, cool, and composed when you make a mistake or feel embarrassed
by others.

VARIETIES AND REGISTERS OF WRITTEN

AND SPOKEN LANGUAGE

GENDER-BIASED WORDS OR SEXIST LANGUAGE

SEXIST LANGUAGE NEUTRAL LANGUAGE

SChairman Chair/Chairperson
Salesman Salesperson
Congressman Legislator
Spokesman Spokesperson
Foreman Supervisor
Stewardess Flight Attendant
Waitress Server
Policeman Police Officer

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Fireman Firefighter
Man-made Manufactured
Businessman Business Executive
Manpower Workforce

VERBAL COMMUNICATION: LANGUAGE VARIETY AND REGISTER

 Language is a set of arbitrary symbols which create possible combination
of utterances primarily used for communication.
 Language register refers to the level and style of spoken and written
discourse depending on the context you are in.

NON-VERBAL COMMUNICATION

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 KINESICS - Use of body
 PARALANGUAGE - Use of voice
 PROXEMICS - Use of space
 CHRONEMICS - Use of time

EVALUATING MESSAGES AND IMAGES

Today, evaluating texts and images is essential because of the
proliferation of information resources and rapid technological change.as you
have noticed, you are always confronted with a diverse wealth of information for
personal, academic, or professional use that can be accessed in multicultural
settings.

QUALITIES OF A CRITICAL READER

 annotates the text by writing or using sticky notes.
 Asks critical questions.
 Considers the cultural and historical background of the text or image.
 Distinguishes facts from opinions.
 Evaluates the author’s credibility by checking on his/her credentials or
academic background.

 Evaluates the source of the text and image.

 Reads with an open mind.

GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Source
 What is the source?
 When was the text published?

Context
 What is the context of the text?
 What pieces of information are given that provide the context of the text?

Contents
 What is the message?
 What is the purpose of the message?
 What are the facts or figures that support the message?
 How do you think the audience might be affected the way the text is
written?

Audience
 Who is the target audience?
 What information is provided that gives you the idea about the target
audience of the text?

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Author
 Who is the author?
 What are the credentials of the author?
 What is the author’s purpose of writing?

GENERAL GUIDE QUESTIONS IN EVALAUTING IMAGES

Source
 What is the source of the image? How did you find the source?
 Are there pieces of information about the source of the image?
 How did you know the source? Is it reliable?

Context
 Can you determine the information which accompanies the image?
 Does the information provide the context of the image or when, where,
why, how and for whom the image is?

Contents
 What are contained in the image?
 Are there people/animals/objects in the image?
 What message does the image convey?
 What feelings does the image evoke?

Audience
 Who is the target audience?
 What information is provided that gives you the idea about the target
audience of the image?

Author
 Is the name of the author given?
 Who is the author?
 What are the credentials of the author?

SOURCES:
Ambida, Roger S. et al. Purposive Communication. C & E Publishing, Inc. 2019.
Barrot, Jessie S. & Sipacio, Philippe John F. Purposive Communication in the 21st Century. C & E
Publishing, Inc. 2018.

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ACTIVITIES/EXERCISES:

ACTIVITY 1:

Read carefully the line below taken from the book Overcoming Fake Talk: How to
Hold Real Conversations that Create Respect, Build Relationships, and Get
Results by John Stoker:

“93/7 Rule: 93% of communication occurs through non-verbal behavior

and tone;
only 7% of communication takes place through the use of words.”

1. What does non-verbal behavior mean?

2. Why do you think communication occurs more frequently non-verbally than

verbally?

3. Do you agree with Stoker’s claim? Elaborate.

4. What does the 93/7 rule suggest?

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ACTIVITY 2:

Write CT on if the statement conveys critical reading, otherwise write NCT.

1. I analyze the strategies authors use to achieve his/her purpose of writing.

2. I read all newspaper articles from the first page up to the last page.
3. I write the author’s purpose and biases on the margins.
4. I highlight confusing ideas.
5. I distinguish facts from opinions.
6. I assume the target audience of the scholarly articles are always teachers.
7. I question the intended message of the text or image.
8. I ask “what,” “when,” “who,” “where,” “why,” “how” and “so what” before
reading.
9. I examine the relationships of ideas presented in the text.
10. I apply skimming and scanning.

MYLENE B. MORALES, MAEd

Associate Professor I

COURSE TITLE : GEC 1—PURPOSIVE COMMUNICATION

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 COLLEGE DEPARTMENT
SEMESTER/ SCHOOL YEAR : 1st Semester, S/Y 2021-2022
WEEK NUMBER : 2
TOPIC(S) : Local and Global
Communication in
Multicultural Settings
Varieties and Registers of
Spoken and Written Language
Evaluating Messages and
Images

ACTIVITY
ACTIVITY 1: SHEET
Read carefully the line below taken from the book Overcoming Fake Talk: How to
Hold Real Conversations that Create Respect, Build Relationships, and Get
Results by John Stoker:

“93/7 Rule: 93% of communication occurs through non-verbal behavior

and tone;
only 7% of communication takes place through the use of words.”

5. What does non-verbal behavior mean?

6. Why do you think communication occurs more frequently non-verbally than

verbally?

7. Do you agree with Stoker’s claim? Elaborate.

8. What does the 93/7 rule suggest?

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 COLLEGE DEPARTMENT

ACTIVITY 2:

Write CT on if the statement conveys critical reading, otherwise write NCT.

1. I analyze the strategies authors use to achieve his/her purpose of writing.

2. I read all newspaper articles from the first page up to the last page.
3. I write the author’s purpose and biases on the margins.
4. I highlight confusing ideas.
5. I distinguish facts from opinions.
6. I assume the target audience of the scholarly articles are always teachers.
7. I question the intended message of the text or image.
8. I ask “what,” “when,” “who,” “where,” “why,” “how” and “so what” before
reading.
9. I examine the relationships of ideas presented in the text.
10. I apply skimming and scanning.

SOURCES:
Ambida, Roger S. et al. Purposive Communication. C & E Publishing, Inc. 2019.
Barrot, Jessie S. & Sipacio, Philippe John F. Purposive Communication in the 21st Century. C & E
Publishing, Inc. 2018.

MYLENE B. MORALES, MAEd

Associate Professor I

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