Oral Com Midterms 1

ORAL COMMUNICATION MIDTERMS
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11-CREATIVITY/ 2 SEMESTER
LESSON 1: THE COMMUNICATION PROCESS

c. Audio/Video: The audio channel involves
video tapes, video conferences, video chats,
WHAT IS COMMUNICATION? etc.
 Communication is giving, receiving 5. Receiver – makes sense of what is said
orexchanging ideas, information, signals and reacts to it
or messages through appropriate media, 6. Decoding - interpreting the message
enabling individuals or groups to based on receiver’s background,
persuade, to seek information, to give experience, and viewpoint
information or to express emotions. 7. Response - once the receiver has seen,
heard, or read the message, how they
react to it makes up their response.
ELEMENTS OF COMMUNICATION
a. Physical Noise: actual noise (loud music)
b. Physiological Noise: the body becomes a

hindrance to good communication (headache,
toothache)
c. Psychological Noise: emotional condition

(sadness)
1. Sender - chooses his or her purpose,
crafts the message accordingly, and
decides how to deliver it
2. Encoding - translating information into
a message in the form of symbols that
represent ideas
3. Message - what needs to be delivered or
imparted to somebody else
4. Channel - the means by which the
message is sent and received
a. Oral: The sender directly interacts with the
receiver in a face-to-face conversation
b. Written: Messages are also transmitted in
written format between sender and receiver
(letters, memos, business communication
reports, emails, notices, manuals, etc.)
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TYPES OF COMMUNICATION b. White’s Model
1. Verbal Communication - makes use of
3. Transactional Models
words in the process of sending and
a. Barnlund’s Transactional Model
receiving messages
1. LINEAR MODELS
Modes of Verbal Communication
Linear Models - explain the process of one-
a. Oral Communication - spoken way communication, whereby a sender
communication which includes listening and transmits a message and a receiver absorbs it
speaking skills
A. ARISTOTLE’S MODEL OF
b. Written Communication - transcription
COMMUNICATION (BEFORE 300 BC)
of thoughts and ideas which entails reading
and writing skills  The oldest communication model
 designed to examine how to become a
2. Nonverbal Communication - sending and better and more persuasive
receiving messages without the use of communicator
words (facial expressions and body  five elements of communication:
movements) speaker, speech, occasion, target
3. Audio and Visual Communication audience and effect.
 three elements that will improve
a. Audio - uses sounds to communicate or communication: ethos (credibility),
any transmission that is based on hearing pathos (ability to connect) and logos
(logical argument).
b. Visual - uses aids such as pictures,
drawings, illustrations, and graphic
organizers
MODELS OF COMMUNICATION
1. Linear Models
a. Aristotle’s Model
B. LASWELL’S MODEL OF
b. Lasswell’s Model
COMMUNICATION (1948)
c. Shannon-Weaver’s Model
d. Berlo’s S-M-C-R Model  first published by Harold Lasswell in his
1948 book “The Structure and Function of
2. Interactive Models Communication in Society”
a. Schramm’s Model
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 aims to answer the following five  expanded the linear transmission model
important questions: with the SMCR Model of
a) Who created the message? Communication
b) What did they say?  four components of communication:
c) What channel did they use (TV, radio, sender, message, channel, and receiver
blog)?  to ensure the message is conveyed as
d) To whom did they say it? effectively as possible, the sender and the
e) What effect did it have on the receiver? receiver must share some common
ground
C. SHANNON-WEAVWER’S MODEL PF
 published by Claude Shannon and

Warren Weaver in Bell System Technical
2. INTERACTIVE MODELS
Journal called “A Mathematical Theory of
Communication” (also known as convergence model) deal with
 often called the Telephone Model exchange of ideas and messages taking place
 five key parts of communication: sender, both ways from sender to receiver and vice-
encoder,channel, decoder, receiver versa
 first to introduce the role of noise in the a. Schramm’s Model
communication process b. White’s Model
A. SCRAMMS’S MODEL OF
 first published by Wilbur Schramm

 also known as the Osgood-Schramm
Model of Communication
D. BERLO’S MODEL OF
 includes important innovations over
previous models, such as the inclusion of
 first published by David Berlo a feedback loop and the discussion of
the role of fields of experience
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 communication can only take place if and A. BARLUND’S TRANSACTIONAL
only if there is an overlap between the MODEL (1970)
field of experience of the speaker and the
listener  first published by Dean Barnlund
 it identifies communication with the
production of meaning in response to
internal and external cues
 Cues are any objects, signs, or aspects to
which one "may attribute meaning" or
which "may trigger interpretations or
reactions of one kind or another“
B. WHITE’S MODEL OF  three types of cues: public cues, private
COMMUNICATION (1960) cues, and behavioral cues.
 first published by Eugene White TYPES OF CUES
 suggests that communication is
circular and continuous, without a 1. External Cues - outside the direct control
beginning or end of the communicators
 communication can be observed from
a. Public Cues - accessible to anyone in the
any point in the circle
environment
 White contributed the concept of
feedback to the field of communication 1) Natural Cues - were not created by
human intervention
Ex. atmospheric conditions, the shape of

vegetables
2) Artificial Cues - resulting from human

manipulation of the environment
Ex. processed wood, a pile of magazines

3. TRANSACTIONAL MODELS
b. Private Cues - only accessible to the
refer to the continuous exchange of specific individual
information where both the sender and
receiver are involved in the process and 2. Internal Cues - controlled by the
simultaneously communicate messages communicators and constitute reactions to
a. Barnlund’s Transactional Model other cues
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a. Behavioral Cues - include both
deliberative acts
1) Verbal Cues - when talking or writing
2) Nonverbal Cues - in the form of

gestures
 meaning depends on people who create

meaning and assign it to them
 based on a set of fundamental

assumptions holding that communication
is dynamic, continuous, circular,
irreversible, complex, and unrepeatable
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LESSON 2: THE TENETS OF COMMUNICATION
and the receiver must share similar

contexts for messages, so that both of
 Tenet is a principle, belief, or doctrine
them understand the message in the
generally held to be true (Merriam–
same way.
Webster Dictionary).
3. CONSISTENCY
 Tenet is any opinion, principle, doctrine,
dogma, etc., especially one held as true by  Words and actions must be consistent.
members of a profession, group, or Everyone must stick to the organization’s
movement (Dictionary.com). Mission, Vision, Goals, and perspectives.
Important themes, goals, facts, and
LEE MCGAAN’S 4 C’S OF EFFECTIVE perspectives must be repeated often, in
COMMUNICATION various forms and through a variety of
1. Commitment channels.
2. Context
3. Consistency 4. CONCERN
4. Concern  Good communicators recognize that they
1. COMMITMENT must be concerned, not only with the
content of their messages but with what
 All members of an organization, at all
those messages say about their
levels, must be committed to the idea
relationships with the receivers.
that effective communication is a high
Communicators, especially leaders, must
priority in their jobs. This includes
be concerned with the receiver’s point-
monitoring and constructive feedback
of-view first.
including rewards and corrections from
the top-level positions. On the lower RICH MAGGIANI’S 10 TENETS OF
level, it includes reporting and adherence EFFECTIVE COMMUNICATION
to changes and corrections. 1. Honest
2. Clear
2. CONTEXT
3. Accurate
 Open communication is the way to a
4. Comprehensive
shared context. One must listen to
5. Accessible
different perspectives and knowledge to
6. Concise
increase understanding in order to build
7. Correct
shared meanings. Thus, both the sender
8. Timely
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9. Well-designed 10. Builds Goodwill - Strive to create a

10. Builds Goodwill positive reaction; make that personal
connection with your words.
RICH MAGGIANI’S 10 TENETS OF

EFFECTIVE COMMUNICATION
1. Honest - Honesty builds rapport with the GAMBLE AND GAMBLE’S AXIOMS OF
audience. COMMUNICATION
2. Clear - Clarity enables your audience to get 1. Communication is a complex process.
your message as you intended.
2. Communication is purposive.
3. Accurate - Get your facts straight.
3. Communication is dynamic.
4. Comprehensive - Communication must
4. Communication is unrepeatable and
provide all the necessary information in
irreversible.
sufficient detail.
5. Communication is contextualized.
5. Accessible - Make use of different methods
and channels to which your audience have 6. Communication is everywhere.
access with.
7. Communication is continuous.
6. Concise - Write simply. Convey a lot of
information economically. Excise 8. Communication is transaction.
unnecessary phrases. Replace wordiness
9. Communication is learned.
with short words. Eliminate tangential
information. Use simple grammatical forms. 10. Communication is sharing of meanings.
7. Correct - A correct document complies 11. Communication has two levels of

with the basic rules of writing. meaning: content and relational.
8. Timely - Your reader must be able to 1. COMMUNICATION IS A COMPLEX

understand and act as quickly as possible on PROCESS
the information.
Communication is a complex process that
9. Well-designed - Professional-looking, contains several steps. Primarily, the
well-designed documents engender positive sender creates an idea, and interprets
impressions and get noticed. thoughts into messages, then delivers the
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messages to the receiver. Next, the receiver affects the feelings, ideas, and dispositions of
not only obtains messages but also copes the receiver. Likewise, how the receiver
with them. After that, the receiver responses responds to the message encoded or sent by
by giving voice to sender or responses with the sender will invariably affect the sending
some gestures and facial expressions. and receiving patterns of thepeople involved
Ultimately, the sender gets the messages and in the communication process. The
notices the effect on the receiver. It is called environment, not just the noise in it, affects
reciprocating process. In this way, people the process. More than usual, noise
communicate with each other effectively. negatively affects the manner by which the
communicators perceive the message.
2. COMMUNICATION IS PURPOSIVE.
 Hearing problems pose ―threats to the
We communicate to serve a purpose or a success of oral communication.
combination of purposes depending on the
context. These are: Moreover, the present and past experiences
of the communicators play a 20 vital role in
  To express ideas and feelings, needs, their interpretation and negotiation of
and wants; meanings.
  To explain your knowledge, opinions,
4. COMMUNICATION IS
beliefs other significant ideas;
UNREPEATABLE AND IRREVERSIBLE.
  To relate with other people and form a
Communication is never the same. Every
cordial relationship with them;
communication experience is unique even if
  To persuade others to believe in your people are saying the same thing. Since
ideas, beliefs, and claims; interlocutors are complex beings, they have
different ways of appreciating the message.
  To entertain others with your wit and Teachers, for example, maybe teaching the
humor; and same subject matter for years, but each
communication encounter is different.
  To appreciate the present moment and
Moreover, communication is irreversible.
experience.
How many times do our elders tell us that we
3. COMMUNICATION IS DYNAMIC. cannot take back what we have just said? The
effects on the receiver of what we have said –
All its elements interact and affect one whether damaging or inspiring, is difficult to
another. What the sender says, for example, reverse.
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5. COMMUNICATION IS
CONTEXTUALIZED.
7. COMMUNICATION IS CONTINUOUS.
Every time we communicate is always
The process of communication starts with the
affected by circumstances and setting.
sender encoding the idea and sending it to
These two are being referred to as context.
the receiver via a medium or a channel. The
receiver’s job is to decode the encoded
You see, we communicate all the time. But, message and extract information from it and
how we communicate changes based on who also understand the message. After
we are with, what sort of events are understanding it the receiver needs to
occurring around us, our opinions and provide feedback to the sender indicating
beliefs, and where we are. Anything, from an that he/she has understood the message.
empty stomach to bad weather, to an Communication goes cyclically, therefore
awkward situation, can form the context that indicating that it never stops.
defines our ability to communicate. Great
communicators need to know how to interact 8. COMMUNICATION IS TRANSACTION.
in any context. For a conversation to take place, messages
must go in two (or more) directions. And, for
6. COMMUNICATION IS EVERYWHERE.
an intelligent conversation to occur, all
Communication has been and will always be parties receive confirmation that their
a part of our lives. Wherever we go, we message was received and understood.
always use it. Therefore, it is safe to say that Communication is a transactional process
we should always take a crack in improving because it goes through an ordered
our communication skills in order to make sequence of the process.
our interaction with others be more
meaningful. Everywhere we go 9. COMMUNICATION IS LEARNED.
communication occurs. From buying pain Effective communication is an attainable
reliever at the pharmacy to buying goods at and deliberately acquired skill set — one
the market, we do communicate. In that can be learned and practiced over time.
classrooms discussions, meetings, Too many people mistakenly believe that
conferences, or just casual chit chats, good communication skills are written into a
communication happens. person’s DNA. While it’s true that individual
attributes can make these abilities easier to
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acquire, there is nothing that the world’s best unaware of it, every instance of content
communicators have that you can’t acquire communication is surrounded by a field of
through hard work. relational communication that reveals the
way parties view and are viewed by each
10. COMMUNICATION IS SHARING OF other. It defines, in large part, the nature of
MEANINGS. the relationship between the two of them.
Effective communication requires all Relational meaning is a subset of
components of a communication to interpersonal communication that focuses on
interwork perfectly for “shared meaning”. It the expression and interpretation of
is of particular importance when questions messages within close relationships. It
are asked and answered. In Schramm’s Field includes all types of messages and
Model of Communication, the field of interactions, as long as it is between two
experience is a factor to the meaningful people in a close relationship (from vital
communication between interlocutors. If the relational messages to mundane everyday
latter share the same fields of experience, interactions).
they share similar meanings.
11. COMMUNICATION HAS TWO LEVEL

OF MEANINGS: CONTENT AND
RELATIONAL.
Content is the what of any message. It is the

facts and figures, the ideas and opinions that
we transmit through e-mails, conversations,
memos, or notes on the bulletin board. It is
anything that can be expressed in words. Dr.
Susan Glaser explains that the content level
of meaning (the details, information, and
facts that we intend to communicate) is
decoded based on the relationship level of
meaning (voice tone, loudness, speed and
nonverbal gestures of the speaker).
Relational communication pertains to the

who of any interaction. Though we may be
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LESSON 3: VERBAL COMMUNICATION
VERBAL COMMUNICATION messages. It can be done by sending letters,

SMS, reports, circulars, bulletins, etc.
Verbal communication is a form of
communication that uses words for CONSIDERING GENDER, CULTURE,
expressing an idea, message, or information AND LANGUAGE IN VERBAL
(digiaide.com). COMMUNICATION
Verbal communication is the use of words to 1. GENDER

share information with other people. It can
therefore include both spoken and written One way that theorists have approached the
communication (skillsyouneed.com). differences in communication between
genders is through the framework of speech
TWO WAYS OF VERBAL communities. Julia Wood (2009) discusses
COMMUNICATION the differences of how men and women use
language by theorizing that they adopt
1. Oral Communication
different speech communities.
2. Written Communication
SPEECH COMMUNITIES
TWO WAYS OF VERBAL a. Feminine Speech Communities
COMMUNICATION
b. Masculine Speech Communities
1. ORAL COMMUNICATION
A. FEMININE SPEECH COMMUNITIES
When verbal communication is done through
the mouth, it is called oral communication. It People who communicate in the feminine
can be done in many ways, including direct speech community tend to value verbal
conversation, telephonic conversation, communication primarily as a means of
speeches, discussions, presentations, etc. building and maintaining relationships
through the sharing of personal experiences,
2. WRITTEN COMMUNICATION ideas, or concerns. For this reason, the rituals
When verbal communication is done in of talk in the feminine speech community
written form, it is called written differ from those in the masculine speech
communication. In written communication, community, and are called relational talk.
words are used in writing to convey Women have historically been identified in
large part by their communication practices,
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beginning with the supposition that women In anthropology, high-context and low-
enjoy talking more than men, and that they context cultures are the ends of a continuum
crave talk more than men do. Research shows portraying the level of explicit information
that in fact men and women communicate and the importance of context in a given
verbally an equal amount, though they may culture. They indicate the range of
tend to communicate in different ways communication tools (verbal messages,
overall, and for different purposes (Wood, gestures, etc.) that people in a culture
2012). generally use (helpfulprofessor.com).
B. MASCULINE SPEECH COMMUNITIES
As Wood (2012) theorizes it, the masculine

speech community approaches verbal
communication more pragmatically.
Members of the masculine speech community
use talk instrumentally in order to achieve
goals. In this community, members share
information in order to accomplish tasks-
even if the task is something like, starting a
relationship.
For example, someone from the masculine

speech community might view the
conversation they make on a first date as a
necessary prelude to advancing the
relationship to the second date, rather than
as an opportunity to share for sharing’s sake.
For them, the conversation is framed as a
win/lose scenario and their mind is likely
working hard to ensure that when they speak
they say the ‘right thing’ in order to satisfy 3. LANGUAGE
their date’s expectations, and succeed as a
dinner partner. Definitions help us narrow the meaning of
particular words or symbols. Words have
2. CULTURE denotative and connotative meanings.
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3. Rhythm - sense of movement in speech,

marked by the stress, timing, and quantity of
syllables
4. Pitch - highness or lowness of voice
5. Tone - emotional sound of the voice (e.g.

frightened, angry, or joyful)
6. Resonance - placement of the voice and

where the sound resonates (e.g. in the chest,
throat, or nose)
TIPS ON COMMUNICATING VERBALLY
1. Strive to achieve clarity.
2. Respect individual differences.
3. Avoid stereotyping.
4. Use words that are easily understood by
the listener.
ELEMENTS OF VERBAL
COMMUNICATION
1. Pause - a temporary stop in action or

speech
2. Volume - loudness or softness of voice
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LESSON 4: NONVERBAL COMMUNICATION
WHAT IS NONVERBAL
COMMUNICATION?
6. Haptics (Language of touch)
Nonverbal Communication is a transfer of
7. Gestures
information from one person to another
without the use of words or spoken 8. Facial expression
language. It can occur in a variety of ways,
including through facial expressions, 9. Posture and personal appearance
gestures, and body posture or position
1. PARALANGUAGE
(britannica.com).
 It refers to how something is said not
INTERPRETING NONVERBAL what is said.
LANGUAGE
 It consists of rate, pitch, volume, vocal
1. Pay attention to the body language of the
fillers, and quality.
speaker and consider how their actions
affects the listener. a. Rate - how fast or slow a person speak
2. Look over the list of positive and negative b. Pitch - highness or lowness of voice
face, voice and body.
c. Volume - how loudly or softly a person
3. Think about whether they are conveying speak
more positive or negative messages through
nonverbal communication. d. Vocal fillers - sounds such as “ummm...”
and “un huh”.
TYPES OF NONVERBAL
e. Quality - how pleasant or unpleasant your
COMMUNICATION
voice sounds
1. Paralanguage
2. LANGUAGE OF FLOWERS
2. Language of flowers
 Flowers are used to represent things
3. Colorics (Language of colors) that we cannot directly say.
4. Chronemics (Language of time)   Every type of flower has a specific

meaning, which can be used to convey
5. Proxemics (Language of space)
messages or emotions.
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 A person's perception and values

placed on time plays a considerable role
in their communication process.
a. Biological Time - rhythms of living things
b. Personal Time - ways in which individuals

experience time
3. COLORICS (LANGUAGE OF COLORS) c. Physical Time - fixed cycles of days, years,

and seasons
  Colors, like features, follow the changes
of the emotions. d. Cultural Time - refers to how a large group
of people view time
  Colors convey meanings in two
different ways – psychological 5. PROXEMICS (LANGUAGE OF SPACE)
association and cultural symbolism.
  Often referred to as personal space,
proxemics is the amount of distance that
people are comfortable putting between
themselves and others.
a. Intimate Space (0 - 1.5 feet)
b. Personal Space (1.5 - 4 feet)
c. Social Space (4 - 12 feet)
d. Public Space (12 feet or more)
4. CHRONEMICS (LANGUAGE OF TIME)
  It is the role of time in communication.
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between significant others, such as best

friends, close family members, and
romantic partners
Examples: touching faces, holding

hands, and full frontal embraces
7. GESTURES
 Visible bodily actions communicate
particular messages, either in place of
speech or together an in parallel with
spoken words.
6. HAPTICS (LANGUAGE OF TOUCH)  Movements of hands, face, or other
 It refers to how people and animals parts of the body
communicate and interact via the sense
of touch.
a. Adaptors - are unintentional
a. Functional-professional Touch - movements of the body that reveal
touch is related to a goal or part of a information about psychological state
routine professional interaction. or inner needs.
Examples: Barbers, hair stylists, Examples: nose scratches, hand over

doctors, nurses, tattoo artists, and lips, chin stroking, and hair twirling
security screeners
b. Emblems - are deliberate
b. Social-polite Touch - help initiate movements of the body that are
interactions and show that others are consciously sent and easily translated
included and respected into speech
Examples: a handshake, a pat on the arm, Examples: wave that means “come
and a pat on the shoulder here, ”thumbs-up for “okay”, wave
that means “hello” or “good-bye.”
c. Friendship-warmth touch - serve a c. Illustrators - are bodily cues
relational maintenance purpose and designed to enhance receiver
communicate closeness, liking, care, and comprehension of speech by
concern supporting or reinforcing it
d. Love-intimacy touch - touch is more
personal and is typically only exchanged
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8. FACIAL EXPRESSION
  Movements of facial muscles that
convey the emotional state of an
individual to observers
9. Posture or Personal Appearance
  How we present ourselves in social

situations conveys what we feel.
  "Clothes reflect who you are."
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LESSON 5: BARRIERS OF COMMUNICATION
WHAT IS A BARRIER?
It literally means an obstacle, a hindrance, or 2. PSYCHOLOGICAL BARRIER

a problem that comes in a way of - refer to the psychological state of the
transmission of a message (flow of communicators which influence how the
information) and blocks the message is sent, received, and perceived
communication process.
Example: anger, low self-esteem, and
Communication barriers make being stressed
communication ineffective either in the form
of delay, distortion, and incomplete 3. PHYSIOLOGICAL BARRIERS
information.
- difficulties in sending or receiving
BARRIERS TO EFFECTIVE information caused by the lack of one or
COMMUNICATION several cognitive abilities
1. Physical Barriers Example: poor eyesight, hearing

difficulties,
2. Psychological Barriers
and even general ill-health
3. Physiological Barriers
4. LANGUAGE BARRIERS
4. Language Barriers
- refer to language and linguistic ability
5. Systematic Barriers which may act as a barrier to communication
6. Attitudinal Barrier Example: use of slang, jargons, and
abbreviation
BARRIERS TO EFFECTIVE
COMMUNICATION 5. SYSTEMATIC BARRIERS
1. PHYSICAL BARRIERS - may exist in structures and organizations
- anything existing in the real world where there are inefficient or inappropriate
whose presence or absence makes information systems and communication
communication difficult channels, or where there is a lack of
understanding of the roles and
Example: geographic distance between the responsibilities for communication
sender and receiver
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LESSON 5: BARRIERS OF COMMUNICATION
6. ATTITUDINAL BARRIERS
- behaviors or perceptions that prevent

people from communicating effectively
Example: we might dislike a speaker or

hold anger against them because of what
they did prior
1. Make your ideas clear before

communicating.
2. Ensure the time of your communication is

good.
3. Use a language your receiver can

understand.
4. Make your message to the point and short.
5. Checking if the other person has

understood your message.
6. Take care of your body language, tone, and
content of the message.
7. Listen before you speak again.
8. Do not interrupt when someone else is

speaking.
9. Make your message judgment free.
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LESSON 6: FUNCTIONS OF COMMUNICATION
WHAT IS A FUNCTION? 2. INSTRUCTIVE FUNCTION
It is defined as an activity or purpose - used to guide people what to do, how to do

natural to or intended for a person or thing and when to do things
(Oxford Languages).
Example: The employee handbook with
Communication function refers to how a set of instructions is provided by
people use language for different organizations so that the employees can
purposes. (oralcom.wordpress.com). know and understand topics like core
values, workplace benefits, goals and
FUNCTIONS OF COMMUNICATION essential practices that are important for
1. Informative Function the organization.\
2. Instructive Function 3. PERSUASIVE FUNCTION
3. Persuasive Function - used to change the attitude of other

people and sway them towards their way of
4. Motivation Function thinking
5. Aesthetic Function Example: Business organizations take
the help of promotional gimmicks related
6. Therapeutic Function
to their product to persuade potential
7. Regulation/Control customers in buying their products and
services.
8. Social Interaction
4. MOTIVATION FUNCTION
1. INFORMATIVE FUNCTION
- used to entice and direct people to act and
- used when the speaker wants to make reach their objectives or goals in life
others aware of certain data, concepts, and
processes Example: Business organizations use
motivating comments, encouraging words,
Example: The job of the PR department an inspiring message, optimistic speech,
of a company is to release regular press positive language, certificates of good
releases so that it can inform the public work, award money, cash-in-points and
and the stakeholders regarding all the gratitude in front of other workers to
development happening in the company.
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LESSON 6: FUNCTIONS OF COMMUNICATION
express their appreciation for exceptional 8. SOCIAL INTERACTION

work and motivate them to do better.
- allows people to be connected or build
5. AESTHETIC FUNCTION relationship with one another
- used for pleasure and enjoyment and Example: International companies like
takes the help of language and art form to Deloitte have conducted special
give a realistic presentation of the subject communication seminars where they
matter and explain the conceptual meaning educate their employees about the
struggles faced by LGBTQ communities so
Example: paintings, writing poems,
that the rest of the employees show
composing songs, stand-up comedy acts
tolerance towards them
6. THERAPEUTIC FUNCTION OR
EMOTIONAL EXPRESSION
- used to improve the emotional well-

being of a person
Example: Counselors often encourage

employees to maintain a journal where
they can write their thoughts and
viewpoint. It helps to vent out their
negative feelings and cleanse their mind. A
gratitude journal is another way to
encourage positivity in life.
7. REGULATION/CONTROL
- used to control others by managing their

behavior
Example: Business entities have specific

rules and regulations as well as a code of
conduct and formal guidelines in place that
will curb any unwanted behavior and
attitude of their employees.
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LESSON 1: LISTENING AND COMMUNICATION
 Listening is the ability to receive, 1. RECEIVING

process, and interpret messages in the
communication process. Receiving is the intentional focus on hearing
a speaker’s message, which happens when
 It involves using the ears, as well as we filter out other sources so that we can
attending to and comprehending the non- isolate the message and avoid the confusing
verbal and contextual aspects of mixture of incoming stimuli. At this stage, we
messages. are still only hearing the message.
 Listening is important and crucial for 2. UNDERSTANDING

effective communication, as it prevents
misinformation, misunderstanding, and In the understanding stage, we attempt to
loss of communication. learn the meaning of the message, which is
not always easy.
LISTENING VS HEARING
So much of the way we understand others is
influenced by our own perceptions and
experiences.
Therefore, at the understanding stage of

listening we should be on the lookout for
places where our perceptions might differ
from those of the speaker.
Note: Listening takes more than just hearing
3. REMEMBERING
sounds and decoding them. It involves
focusing not just on what is said, but how it is Remembering begins with listening; if you
said and why, as well as what is left unsaid. can’t remember something that was said, you
might not have been listening effectively.
STAGES OF LISTENING Wolvin and Coakley note that the most
common reason for not remembering a
message after the fact is because it wasn’t
really learned in the first place.
4. EVALUATING
ND
The fourth stage in the listening process is slowly, they may be tired or trying to
evaluating, or judging the value of the carefully choose their words.
message. We might be thinking, “This makes
sense” or, conversely, “This is very odd.” 3. KEEP GOOD EYE CONTACT.
Because everyone embodies biases and When engaged in active listening, making eye
perspectives learned from widely diverse contact is especially important. This tells the
sets of life experiences, evaluations of the other person that you are present and
same message can vary widely from one listening to what they say.
listener to another.
It also shows that you aren't distracted by
5. RESPONDING anything else around you.
Responding—sometimes referred to as Note: At the same time, you don't want to use
feedback. It’s the stage at which you indicate so much eye contact that the conversation
your involvement. Almost anything you do at feels weird. To keep this from happening,
this stage can be interpreted as feedback. follow the 50/70 rule. This involves
maintaining eye contact for 50% to 70% of
EFFECTIVE LISTENING STRATEGIES
the time spent listening, holding the contact
1. BE FULLY PRESENT for four to five seconds before briefly looking
away.
Active listening requires being fully present
in the conversation. This enables you to 4. ASK OPEN-ENDED QUESTIONS.
concentrate on what is being said. Being
Ask open-ended questions to show that you
present involves listening with all your
are interested in the conversation and the
senses (sight, sound, etc.) and giving your
other person.
full attention to the speaker.
  Can you tell me a bit more about that?
2. PAY ATTENTION TO NONVERBAL
CUES.   What did you think about that?
As much as 65% of a person's communication   What do you think is the best path
is unspoken. Paying attention to these moving forward?
nonverbal cues can tell you a lot about the
person and what they are trying to say. If   How do you think you could have
they talk fast, for instance, this could be a sign responded differently?
that they are nervous or anxious. If they talk
ND
SIGNS TO RECOGNIZE IMPORTANT

POINT IN LECTURES/CONVERSATIONS
5. REFLECT WHAT YOU HEAR.
a. pausing
After the person has spoken, tell them what
you heard. b. giving examples
This active listening technique ensures that c. repeating what has been said
you've captured their thoughts, ideas,
d. increasing volume or changing of pitch of
and/or emotions accurately. It also helps
voice
the other person feel validated and
understood while keeping any potential e. taking more time on one area
miscommunications to a minimum.
f. adding class activities or worksheets
6. BE PATIENT.
g. using body language
Being patient involves not trying to fill
periods of silence with your own thoughts or h. writing on the chalkboard
stories. It also requires listening to
i. using direct statement or signal word
understand, not to respond.
That is, don't prepare a reply while the other

person is still speaking. Also, don't change the
subject too abruptly as this conveys boredom
and impatience.
7. WITHHOLD JUDGMENT.
Remaining neutral and non-judgmental in

your responses enables the other person to
feel comfortable with sharing their thoughts.
It makes the conversation a safe zone where
they can trust that they won't be shamed,
criticized, blamed, or otherwise negatively
received.
ND
LESSON 2: STRATEGIES IN VARIOUS SPEECH SITUATIONS
 Speech context refers to the situation or   You provided comfort to a friend who
environment and the circumstances in was feeling down.
which the communication occurs.
b. Small Group - communication that
 Speech context is the way involves at least three but not more than
communications are conducted. twelve people engaging in a face-to-face
interaction to achieve a desired goal
TYPES OF SPEECH CONTEXT\
Example:
1. INTRAPERSONAL COMMUNICATION
You are having a discussion with your group
 communication that centers on one mates on how to finish the assigned tasks.
person where the speaker acts both as the
sender and the receiver of message c. Public - refers to communication that
requires you to deliver or send the message
Example: before or in front of a group
You spent the night thinking and analyzing Examples:
why a student from the other class talked to
you on the way home and you decided it   You deliver a graduation speech to
probably meant nothing. your batch.
2. INTERPERSONAL COMMUNICATION   You participate in a declamation,

oratorical, or debate contest watched by
refers to communication between and a number of people.
among people and establishes personal
relationship between and among them d. Mass - refers to communication that takes
place through mass media like television,
a. Dyad - communication that occurs radio, newspapers, magazines, books,
between two people billboards, internet, and other types of media
Examples: Example: You are a student journalist
articulating your stand on current issues
  You offered feedback on the speech
through the school’s newspaper.
performance of your classmate.
ND
LESSON 2: STRATEGIES IN VARIOUS SPEECH SITUATIONS
INTERPERSONAL CONTEXTS
1. Psychological Context - refers to the

participants and what each bring to the
interaction. Needs, desires, values,
personality, and habits are all form the
psychological context.
2. Relational Context - concerns the

relations the interactors have toward
each other and how close and distant that
relationship is.
3. Situational Context - deals with the

psychosocial “where” the exchange
happens. An interaction that takes place in a
classroom will be different from one that
takes place at a picnic.
4. Environmental Context - deals with the

physical “where” they are communicating
(room arrangement, location, noise level,
temperature, and time of day.
5. Cultural Context - includes all the

learned behaviors and rules that affect the
interaction.
Some come from a culture where it is

considered rude to make long, direct eye
contact, and will avoid eye contact out of
politeness. Then, there are those from a
culture where long, direct eye contact signal
trustworthiness.
ND
LESSON 3:TYPES OF SPEECH STYLE
 The style of a speech refers to the way

speakers deliver the message.
 Speech styles vary according to social

context – who we are talking to, about
what and for what purposes.
TYPES OF SPEECH STYLE
2. ACCORDING TO FORMALITY
 depending on the degree of closeness or

relational proximity between sender and
1. ACCORDING TO DIRECTNESS OF receiver and move from less formal
SPEECH (Intimate) to most formal (Frozen)
 Depending on two things: (1) how direct we a. Intimate - this style is private, which
are in expressing our views, wants, and occurs between or among close family
opinions and (2) the thought or consideration members or individuals. The language used
that the sender of the message gives to the in this style may not be shared in public.
opinions, wants, and needs of the recipient.
Example: having a one-on-one conversation
a. Aggressive with a loved one
b. Passive Aggressive b. Casual - this style is common among

peers and friends. Jargon, slang, or the
c. Passive
vernacular language are used.
d. Assertive
Examples:
  talking and laughing about memorable

experiences
ND
LESSON 3:TYPES OF SPEECH STYLE
  communicating while playing sports 5. Expressive - effectively conveying

d. Consultative - this style is the standard meaning or feeling; eloquent
one. 6. Forceful - pushy; authoritative;
Professional or mutually acceptable language threatening; aggressive
is a must in this style.
Examples:
  talking to a counselor or psychiatrist
  giving last-minute instructions to
players
b. Formal - this style is used in formal
settings. Unlike the consultative style, this is
one-way.
Examples:
  delivering campaign speeches
  delivering a speech at the UN Summit
  delivering news reports
e. Frozen - this style is “frozen” in time and
remains unchanged. It mostly occurs in
ceremonies.
Examples:
  Preamble to the Constitution
  Lord’s Prayer
  Allegiance to country or flag
OTHER SPEECH STYLES
1. Specific - precise and detailed, avoiding

vagueness; concrete
2. Well-reasoned - providing convincing
argumentation and reasoning, persuasive
3. Confident - assured of personal or other
abilities, judgment, or other qualities
4. Supportive - helpful, caring, encouraging,
understanding, reassuring, sympathetic
ND
LESSON 4: LANGUAGE AND SPEECH ACTS
 Speech act (theory) is a subfield of 2. ILLOCUTIONARY ACTS

pragmatics that studies how words are  the active result of the implied meaning
used not only to present information but from the locutionary act (understanding)
also to carry out actions. Example:
 The speech act theory was introduced by Charley sees a spider and says, 'Eurgh, I hate
Oxford philosopher J.L. Austin in How to spiders'.
Do Things With Words and further
developed by American philosopher J.R.
3. PERLOCUTIONARY ACTS
Searle.
 can influence others to change their
behavior or their thoughts and feelings
J.L. AUSTIN SPEECH ACTS
(action)
1. Locutionary Acts Example:
2. Illocutionary Acts Charley sees a spider and says, 'Eurgh, I hate
3. Perlocutionary Acts spiders'.
1. LOCUTIONARY ACTS DIRECT AND INDIRECT SPEECH ACTS
 the basic production of an utterance, Apart from distinguishing speech acts

comprising all of its verbal, social, and according to their general function, they can
rhetorical meanings. also be distinguished with regard to their
a. Utterance Acts - can be any form of structure.
sound and do not necessarily have to be
Austin argued that what is said (the
intelligible
locutionary act) does not determine the
Example: a grunt
illocutionary act(s) being performed.
b. Propositional Acts - typically refer to the Thus, we can perform a speech act directly
literal meaning of the speech act or indirectly, by way of performing another
Example: speech act.
Charley sees a spider and says, 'Eurgh, I hate
spiders'. 1.DIRECT SPEECH ACT
(The literal meaning is that Charly does not
- refers to a speech act that has a direct
like spiders.)
relationship between the type of sentence
and its function
ND
Example: ‘Did you get any milk?’ Example: ‘I now declare you husband and
wife.’
This is an interrogative sentence that aims to
elicit ananswer. 2. ASSERTIVES
1.INDIRECT SPEECH ACT  The speaker asserts an idea, opinion, or

suggestion. The speaker presents 'facts' of
- occurs when there is an indirect
the world, such as statements and claims.
relationship between the type of sentence
and the function Examples: ‘Paris is the capital of France.’
Example: ‘I wonder whether you got any ‘I watched a great documentary last night.’\
milk.’
3. EXPRESSIVES
Here the speaker wants to know whether or
not milk was bought. However, they have  The speaker states something about their
used a declarative sentence and not an psychological attitudes and their attitudes
interrogative sentence. towards a situation. This could be an
apology, a welcome, or an expression of
J.R. SEARLE SPEECH ACTS gratitude.
1. Declarations Examples: ‘I'm so sorry about yesterday.’
2. Assertives ‘I really appreciate your help.’
3. Expressives 4. DIRECTIVES
4. Directives  The speaker intends to get the listener to
do something. This could be by giving an
5. Commissives
order, offering advice, or making a request.
1. DECLARATIONS Examples: ‘Pass me the salt please.’
 The speaker declares something that has
‘You should not drink that!
the potential to bring about a change in the
world. 5. COMMISSIVES
ND
 The speaker commits to doing something

in the future. This could be making a
promise, a plan, a vow, or a bet.
Examples:
‘I'll see you at 6 tomorrow.’
‘I do!’
ND
LESSON 5: COMMUNICATION STRATEGIES
 A communication strategy is a systematic Example Forms:

technique employed by speakers to
Let’s talk about...
express their meaning when faced
with a language problem or difficulty. I would like to talk about...
 These strategies, which can be Today, I am going to discuss/talk about...
collectively described as topic
management, are considered to be very 2. RESTRICTION
important in ensuring smooth interaction
 A speaker must restrict the topic of
between speakers and listeners.
discussion to make it specific enough to be
COMMUNICATION STRATEGIES manageable. This restriction is determined
and limited by the amount of time given to
1. Nomination a speaker. Since the time is limited, the
speaker must make it clear to the audience
2. Restriction
where he or she restricts the discussion. A
3. Turn-taking topic must be restricted so that it can be
properly discussed fully, resulting in better
4. Topic control
communication.
5. Topic Shifting
3. TURN-TAKING
6. Repair
 Turn-taking during a discussion involves
7. Termination changing from one speaker to another in a
way that does not disrupt the communication
process. In proper turn- taking, speakers
must know when to take their turn or
1. NOMINATION
allow others to speak. This means one
 Nominating a topic allows the listeners or speaker should not take too much time in
audience to tune in to the topic, recall speaking.
background information they have about
To do this, participants need to be sensitive
it, and prepare them to listen to what is to
to signals that show when they can speak.
be said about the topic.
4. TOPIC CONTROL
ND
 Topic control means the speaker should In this case, the speaker must clarify what
focus on the topic without straying into he or she is saying. Particular attention
other discussions. must be given to the piece of utterance that
produced misunderstanding.
The speaker must not allow any incidental
mention of other topics from taking attention Example Forms:
away from what he or she is talking about. In
What I mean is...
addition, the speaker must not give extended
illustrations that are too long such that the In other words,... (using other words)
audience forgets its connection to the topic.
Let me rephrase that... (rephrasing)
Let me say that again... (restating)

5. TOPIC SHIFTING
 When changing from one topic to another,

the speaker should prepare the audience or 7. TERMINATION
listeners for the change.
 Any speech or discussion must be ended
The change must be done smoothly by properly. Without doing so, the listeners
using known expressions that signal a would be left wondering what happened to
change of topic. the discussion and will not understand
whether the topic was fully discussed or not.
Example Forms:
Example Forms:
Let us now turn to the issue/topic of...
Let me end by saying...
I will not talk about.
In conclusion...
In addition to (current topic), there is also the
(next topic)... In summary...
6. REPAIR
 Sometimes a speaker is misunderstood by

the audience.
ND

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ORAL COMMUNICATION MIDTERMS

LESSON 1: THE COMMUNICATION PROCESS

b. Physiological Noise: the body becomes a

c. Psychological Noise: emotional condition

LESSON 1: THE COMMUNICATION PROCESS

LESSON 1: THE COMMUNICATION PROCESS

 published by Claude Shannon and

 first published by Wilbur Schramm

LESSON 1: THE COMMUNICATION PROCESS

Ex. atmospheric conditions, the shape of

2) Artificial Cues - resulting from human

Ex. processed wood, a pile of magazines

LESSON 1: THE COMMUNICATION PROCESS

1) Verbal Cues - when talking or writing

2) Nonverbal Cues - in the form of

 meaning depends on people who create

 based on a set of fundamental

LESSON 2: THE TENETS OF COMMUNICATION

and the receiver must share similar

LESSON 2: THE TENETS OF COMMUNICATION

9. Well-designed 10. Builds Goodwill - Strive to create a

RICH MAGGIANI’S 10 TENETS OF

7. Correct - A correct document complies 11. Communication has two levels of

8. Timely - Your reader must be able to 1. COMMUNICATION IS A COMPLEX

LESSON 2: THE TENETS OF COMMUNICATION

LESSON 2: THE TENETS OF COMMUNICATION

LESSON 2: THE TENETS OF COMMUNICATION

11. COMMUNICATION HAS TWO LEVEL

Content is the what of any message. It is the

Relational communication pertains to the

LESSON 2: THE TENETS OF COMMUNICATION

LESSON 3: VERBAL COMMUNICATION

VERBAL COMMUNICATION messages. It can be done by sending letters,

Verbal communication is the use of words to 1. GENDER

LESSON 3: VERBAL COMMUNICATION

B. MASCULINE SPEECH COMMUNITIES

As Wood (2012) theorizes it, the masculine

For example, someone from the masculine

LESSON 3: VERBAL COMMUNICATION

3. Rhythm - sense of movement in speech,

4. Pitch - highness or lowness of voice

5. Tone - emotional sound of the voice (e.g.

6. Resonance - placement of the voice and

TIPS ON COMMUNICATING VERBALLY

1. Strive to achieve clarity.

2. Respect individual differences.

4. Use words that are easily understood by

1. Pause - a temporary stop in action or

2. Volume - loudness or softness of voice

LESSON 4: NONVERBAL COMMUNICATION

4. Chronemics (Language of time)   Every type of flower has a specific

LESSON 4: NONVERBAL COMMUNICATION

 A person's perception and values

a. Biological Time - rhythms of living things

b. Personal Time - ways in which individuals

3. COLORICS (LANGUAGE OF COLORS) c. Physical Time - fixed cycles of days, years,

a. Intimate Space (0 - 1.5 feet)

b. Personal Space (1.5 - 4 feet)

c. Social Space (4 - 12 feet)

d. Public Space (12 feet or more)

4. CHRONEMICS (LANGUAGE OF TIME)

  It is the role of time in communication.

LESSON 4: NONVERBAL COMMUNICATION

between significant others, such as best