23-24 1s L1 Purposive-Communication

Communication
I. UNDERSTANDING THE 21 st
CENTURY COMMUNICATION
Second Semester
School Year 2023-2024
Prepared by:
Mdm. ROCHELLE V. BAMBA
I. UNDERSTANDING THE 21st
Lesson Titles:
1. Communication Processes, Principles, and Ethics
2. Communication and Globalization
3. Local and Global Communication in Multi-Cultural Settings
4. Varieties and Registers of Spoken and Written Language
5. Evaluating Messages and/or Images of Different Types
of Texts Reflecting Different Cultures
Purposive Communication First Semester, School Year 2023-2024

Prepared by: Mdm. ROCHELLE V. BAMBA
Lesson Overview:
This first chapter elucidates how communication in the 21st
century should start local while targeting global perspectives. It
still discusses the nature of communication including the
processes, principles, and ethics. It also includes varieties and
registers of both the spoken and written language and
evaluation of messages or images of different types of texts as
they are reflected from different cultures.

Desired Learning Outcomes:
At the end of the lesson, the students should be able to:
1. present a local or global communication in a certain multi-cultural
setting in consideration with the communication processes, principles,
and ethics;
2. portray a local or global variety of spoken language with the
appropriate register; and
3. evaluate the message of a particular image reflecting the different
cultures.

Communication skills for the 21st century can be developed
through both cooperative learning and direct instruction, but
highest increases are linked with cooperative settings. While
students understand the importance of developing
communication skills, they have a lack of interest, especially in
written communication. This is due in part to feeling a
disconnect between classroom communication experiences
and real-world applications.

To begin improving students’ communication skills, specific communication
goals for students should be set, such as (Owens, 2015):
1. Articulate thoughts effectively using all forms of communication in a variety of
contexts
(Communication)
2. Listen to others in order to understand meaning, attitude, and intention
(Collaboration)
3. Communicate for a variety of purposes and audiences
(Critical Thinking)
4. Use media and technology to communicate with impact
(Creative Thinking)

COMMUNICATION PROCESSES, PRINCIPLES AND
ETHICS

I. UNDERSTANDING THE 21st CENTURY COMMUNICATION
1. Communication Processes, Principles and Ethics

The Components of the Communication Process
The Components of the Communication Process

by Kate Kei
Purposive Communication Second Semester, First Semester, School Year 2023-2024


The Components of the Communication Process…
1. Source – The sender carefully crafts the message.

2. Message – The reason behind any interaction.
3. Channel – The means by which a message is conveyed.
4. Receiver – The person who receives the transmitted
message.
5. Feedback – An essential response to confirm recipient
understanding.


6. Environment – The place, feeling, mood, mindset, and the

condition of both sender and receiver
- Physical set-up of where the communication
takes place.
7. Context – Expectations of the sender and the receiver and
the common or shared understanding through
the environment signals.


8. Interference – known as barrier or block that prevents

effective communication to takes place.
Kinds of Interference
a. Psychological barriers
b. Physical barriers
c. Linguistic and cultural barriers
d. Mechanical barriers


The Nine Principles of Effective Communication
1. Clarity – makes speeches understandable
2. Concreteness – reduces misunderstanding
3. Courtesy – builds goodwill
4. Correctness – glaring mistakes in grammar obscure the
meaning of a sentence
5. Consideration – message must be geared towards the
audience


The Nine Principles of Effective Communication…
6. Creativity – means having the ability to craft interesting

messages in terms of sentence structure and
word choice.
7. Conciseness – simplicity and directness
8. Cultural Sensitivity – important standard for effective
communication
9. Captivating – make messages interesting to command more
attention and better responses

Ethical Consideration in Communication
Ethics is a branch of philosophy that focuses on issues of
right and wrong in human affairs.
Ethical Communicators
a. Respect audience
b. Consider the result of communication
c. Value truth
d. Use information correctly
c. Do not falsify information
COMMUNICATION AND GLOBALIZATION


Globalization is the communication and assimilation
among individuals, ethnicities, races, institutions,
governments of various nations supported by technology and
compelled by international trade.
Cultural barriers to effective communication in a global
environment:
1. Cultural relativism
2. Lack of knowledge of other ‘s culture
3. Discrimination and harassment
4. Language differences
5. Consider language needs
Strategies to become an effective global communicator (Krizan

2014)
1. Review communication principles

2. Analyze the message receiver
3. Be open to an accepting of other cultures
4. Learn about cultures and apply what is learned
5. Consider language needs

LOCAL AND GLOBAL COMMUNICATION IN
MULTICULTURAL SETTING

3. Local and Global Communication in Multicultural Setting

Forms of Intercultural Communication (Jandt, 1998)
1.Interracial Communication – communicating with people
from different races.
2. Interethnic Communication – interacting with people of
different ethnic origins.
3. International communication – communicating between
representatives from different nations.
4. Intracultural communication – interacting with member of the
same racial or ethnic group or
co-culture.

Forms of Intercultural Communication (Jandt, 1998)
According to Gamble and Gamble (2008),
communication style among cultures differs; it may be high-
context or low-context communication.
High-context communication is a tradition-linked

communication system which adheres strongly to being
indirect. Low-context communication is a system that works on
straightforward communication

Improving Intercultural Communication Competence
The following guidelines may help you enhance your
ability to communicate effectively across cultures (Gamble &
Gamble, 2008).
1. Recognize the validity and differences of communication
styles among people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills in a multicultural
world.
VARIETIES AND REGISTERS OF SPOKEN AND
WRITTEN LANGUAGE

The spoken mode is often associated with everyday

registers while the written mode is strongly associated with
academic registers.
In academic contexts, significant forms of oral
communication are used along with written communication.
Significantly, both everyday and academic communications are
characterized by multi-modality or the use of multiple modes of
communication, including spoken, written modes and images,
music, videos, gestures, etc.

Varieties of Spoken and Written Language
Lin (2016) presents the following nature of language as
prescribed by most linguists based on the ideas of Mahboob
(2014).
1. Language varies when communicating with people within

(local) and outside (global) our community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses.


Varieties of Spoken and Written Language…
Eight different domains in which language varies
(Mahboob, 2014):
A. Local usage
1. Local everyday written
2. Local everyday oral
3. Local specialized written
4. Local specialized oral


Varieties of Spoken and Written Language…
B. Global Usage
5. Global everyday written
6. Global everyday oral
7. Global specialized written
8. Global specialized oral
EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES
OF TEXTS REFLECTING DIFFERENT CULTURES

5. Evaluating Messages and/or Images of Different Types of Texts Reflecting Different

Cultures
Critical thinking is the ability to create an opinion with factual supporting

evidences that are rational. It involves visualizing the message, analyzing
the message, and logically assessing the meaning of the message. It is
referred to as independent thinking because you need to direct, discipline,
and monitor yourself before you can attain critical thinking.
To be acritical thinker, you should be able to analyze information or
messages and sort through persuasive appeals; discriminate between
faulty arguments and valid reasoning; follow ideas to logical conclusions;
and appreciate a diversity of opinions and presentation styles.


Cultures
What is a message?
A message, is the final concept of the idea by the sender. It
may be encoded in various forms like spoken words, written
words, non-verbals, pictures, film, advertisements, memes,
visual and performing arts, etc.
Messages sent by different sources have their specific

purpose: to inform or educate, to entertain, and to persuade.


Cultures
Example situation of specific purposes

Anne is the human resource manager of the resort in Batangas. She has
been given three assignments for the day: provide job orientation for Genina, the
new events manager; convince Geannie, the pastry chef, not to leave the resort for
a different job with one of their competitors; and to announce the promotion of Zeke
as the new Food and Beverage manager and also offer him congratulations.
Anne’s first task for the day is to provide higher level orientation for Genina
regarding her new events manager job. Since Anne needs to convey routine health
benefits, payroll information, and job. (Zoleta, et.al., 2018)


Cultures
Key Concepts of Media Literacy (Center for Media Literacy, 2005)
1.All media messages are “constructed”.

2.Media have embedded values and points of view.
3.Each person interprets messages differently.
4.Media have commercial, ideological or political interests.
5.Media messages are constructed using a creative language
having its own rules.

I. UNDERSTANDING THE 21st CENTURY
COMMUNICATION
LEARNING ACTIVITIES

Learning Activities:
ACTIVITY 1. Comic Strip (Collaborative Team Learning): Answer
briefly, comprehensively, and creatively. Be guided with the given
rubric for project. 20 pts.
1. Form a group at least ten (10) members.
2. Among the members, assign the following who would gain higher points by
doing their task.
* Leader to assign tasks and monitor the accomplishment of the assignment.
* Moderator to collect the answers from the members and coordinate matters to the leader.
* Expert to finish the assigned task.

ACTIVITY 1. Comic Strip (Collaborative Team Learning): 20 pts.
3. Present a local or global communication in a certain multi-cultural setting in
consideration with the communication processes, principles, and ethics
through a COMIC STRIP with at least six scenarios.
4. Put your output on a long coupon. Use the format given on ‘Answer sheet’.
In the name section, write the names of the group members with the family
name first. Identify the leader, moderator, and expert then the members in
alphabetical order.

ASSESSMENT RUBRIC FOR OBJECTIVE STUDENT OUTPUT

(For Project)
ASSESSMENT EXCEPTIONAL (4) GOOD (3) AVERAGE (2) POOR (1)
DIMENSION
Well-organized; Presented in a thoughtful manner;
Somewhat organized;
ORGANIZATION the organization enhanced the there were signs of organization, Confusing and disorganized.
ideas were not evident.
effectiveness of the project. but sometimes ideas are not clear.
Completely inaccurate;
Mostly accurate; a few Somewhat accurate;
Completely accurate; the facts in this project were
CONTENT ACCURACY inconsistencies or errors in more than a few inconsistencies
all facts were precise and explicit. completely misleading to the
information. or errors in information.
audience.
Went above and beyond research
Did a very good job of researching;
information; solicited materials in Did not utilize resources
utilized materials provided to their Used the materials provided in
addition to what was provided; effectively;
full potential; solicited adequate an acceptable manner but did
RESEARCH brought in personal ideas and did little or failed to gather
resources to enhance the project; not consult any additional
information to enhance project facts or information on the
at times took the initiative to find resources.
and utilize variety of resources to topic.
information outside of school.
make the project effective.
Lesser creativity was used in
Was extremely clever and Was clear at times; Added a few original touches to
the making of the project;
CREATIVITY presented a unique approach that thoughtfully and uniquely enhance the project but did not
was bland, predictable and
truly enhanced the project. presented. incorporate them throughout.
“lacked zip”.

ASSIGNMENT 1. ROLE PLAY (Collaborative Team Learning): Exhaust
possibilities. Be guided with the given rubric for demonstration (20 points x2,
plus 10 points for member assistance to the group activity). 50 pts.
1. Form a group at least ten (10) members.
2. Among the members, assign the following who would gain higher points by
doing their task.
* Leader to assign tasks and monitor the accomplishment of the assignment.
* Moderator to collect the answers from the members and coordinate matters to the leader.
* Expert to finish the assigned task.

ASSIGNMENT 1. ROLE PLAY (Collaborative Team Learning): 50
pts.
3. Portray a local or global variety of spoken language with the appropriate register through a ROLE
PLAY for one to two minutes.
4. Present your output through the Microsoft Powerpoint or related video app with these parts:
* Title page (name of subject; name of the activity; specific title; members - alphabetical listing
but after the names of the determined leader, moderator, expert; school year and semester;
and class schedule)
* Content itself
* References, if applicable

ASSESSMENT RUBRIC FOR OBJECTIVE STUDENT OUTPUT

(For Demonstration)
ASSESSMENT EXCEPTIONAL GOOD AVERAGE POOR
DIMENSION (4) (3) (2) (1)
There is one clear, well-focused topic; main There is one clear, well-focused topic; main
There is one topic; main ideas are somewhat
FOCUS AND DETAILS ideas are clear & are well-supported by detailed ideas are clear but are not well-supported by
clear.
The topic and main ideas are not clear.
& accurate information. detailed information.
The introduction is interesting, states the main

The introduction states the main topic and
topic and provides an overview of the paper The introduction state the main topic; There is no clear introduction, structure,
ORGANIZATION information; relevant and presented in a logical
provides an overview of the paper; conclusion
conclusion is included. or conclusion.
is included.
order; the conclusion is strong.
The author’s purpose of writing is very clear & The author’s purpose of writing is somewhat The author’s purpose of writing is somewhat
there is a strong evidence of attention to clear and there is some evidence of attention clear and there is evidence of attention to The author’s purpose of writing is
VOICE audience. The author’s extensive knowledge or to audience. The author’s knowledge or audience. The author’s knowledge and unclear.
experience on the topic is evident. experience on the topic is evident. experience with the topic is limited.
The author uses vivid words and phrases. The The author uses vivid words and phrases. The The writer uses a limited vocabulary,
The author uses words that communicate
WORD CHOICE choice and placement of words seem accurate, choice and placement of words are inaccurate
clearly but the writing lacks variety.
jargon, or clichés may be present and
natural, and not forced. at times and/or seems overdone. detract from meaning.
Most sentences are well-constructed but they Sentences sound awkward, distractingly
Most sentences are well-constructed & have
All sentences are well-constructed & have varied have similar structure and/or length. The repetitive or are difficult to understand.
SENTENCE, STRUCTURE, GRAMMAR, varied structure & length. The author makes a
structure & length. The author makes no errors author makes a few error in grammar, The author makes numerous errors in
MECHANICS, & SPELLING in grammar, mechanics, and/or spelling.
few errors in grammar, mechanics & or spelling
mechanics and/or spelling that interfere with grammar, mechanics and/or spelling that
that do not interfere with understanding.
understanding. interfere with understanding.

Evaluation 1. Evaluate Messages and Images (Collaborative
Team Learning): With the same grouping and group members but
different leader, moderator, and expert; answer briefly yet
comprehensively the questions below. Put your output on a long
coupon. Use the format given on ‘Answer sheet’. In the name section,
write the names of the group members with the family name first.
Identify the leader, moderator, and expert then the members in
alphabetical order. Be guided with the rubric below. 30 pts.

Evaluation 1. Evaluate Messages and Images (Collaborative
Team Learning) 30 pts.

Evaluation 1. Evaluate Messages and Images (Collaborative Team
Learning) 30 pts.
With the given IMAGES WITH MESSAGES above, answer the following:
1. What is the image about?
2. What is the message of the image?
3. Which eastern or western culture is presented in the image? Cite your proofs.
4. Why do we need to know the different cultures of the world?
5. If you were one of the characters in the image, how would you have a successful
communication?
6. If you were to be part of a global world, how would you prepare for a global
communication?


Let your SCORE (present)
not only manifest your GRADE
(present)
but most importantly foretell your
ACHIEVEMENT (future).

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Communication

Purposive Communication First Semester, School Year 2023-2024

Purposive Communication First Semester, School Year 2023-2024

Purposive Communication First Semester, School Year 2023-2024

Purposive Communication First Semester, School Year 2023-2024

Purposive Communication First Semester, School Year 2023-2024

Purposive Communication First Semester, School Year 2023-2024

1. Communication Processes, Principles and Ethics

The Components of the Communication Process

Purposive Communication Second Semester, First Semester, School Year 2023-2024

1. Communication Processes, Principles and Ethics

1. Source – The sender carefully crafts the message.

Purposive Communication First Semester, School Year 2023-2024

1. Communication Processes, Principles and Ethics

6. Environment – The place, feeling, mood, mindset, and the

Purposive Communication First Semester, School Year 2023-2024

1. Communication Processes, Principles and Ethics

8. Interference – known as barrier or block that prevents

Purposive Communication First Semester, School Year 2023-2024

1. Communication Processes, Principles and Ethics

Purposive Communication First Semester, School Year 2023-2024

1. Communication Processes, Principles and Ethics

6. Creativity – means having the ability to craft interesting

1. Communication Processes, Principles and Ethics

Purposive Communication First Semester, School Year 2023-2024

2. Communication and Globalization

2. Communication and Globalization

Strategies to become an effective global communicator (Krizan

1. Review communication principles

Purposive Communication First Semester, School Year 2023-2024

Purposive Communication First Semester, School Year 2023-2024

3. Local and Global Communication in Multicultural Setting

3. Local and Global Communication in Multicultural Setting

High-context communication is a tradition-linked

3. Local and Global Communication in Multicultural Setting

Purposive Communication First Semester, School Year 2023-2024

4. Varieties and Registers of Spoken and Written Language

The spoken mode is often associated with everyday

4. Varieties and Registers of Spoken and Written Language

1. Language varies when communicating with people within

Purposive Communication First Semester, School Year 2023-2024

4. Varieties and Registers of Spoken and Written Language

Purposive Communication First Semester, School Year 2023-2024

4. Varieties and Registers of Spoken and Written Language

Purposive Communication First Semester, School Year 2023-2024

5. Evaluating Messages and/or Images of Different Types of Texts Reflecting Different

Critical thinking is the ability to create an opinion with factual supporting

Purposive Communication First Semester, School Year 2023-2024

5. Evaluating Messages and/or Images of Different Types of Texts Reflecting Different

Messages sent by different sources have their specific

Purposive Communication First Semester, School Year 2023-2024

5. Evaluating Messages and/or Images of Different Types of Texts Reflecting Different

Example situation of specific purposes

Purposive Communication First Semester, School Year 2023-2024

5. Evaluating Messages and/or Images of Different Types of Texts Reflecting Different

Key Concepts of Media Literacy (Center for Media Literacy, 2005)

1.All media messages are “constructed”.

Purposive Communication First Semester, School Year 2023-2024