MODULE IN PURPOSIVE COMMUNICATION

Course Title: Purposive Communication

No. Of Units: 3 Units

Course Description:

Purposive Communication is about writing, speaking and presenting to different audiences and
for various purposes. (CMO 20 s. 2013)

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

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

Learning Outcomes
At the end of the course, the students should be able to:

Knowledge
1. Describe the nature, elements, and functions of verbal and non-verbal
communication in various and multicultural contexts.
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills;
5. Summarize the principles of academic text structure

Skills
1. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers
2. Create clear, coherent, and effective communication materials
3. Present ideas persuasively using appropriate language registers, tone, style,
conventions, and reference styles

Values
1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas
2. Appreciate the differences of the varieties of spoken and written language
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world
Week 1 & 2 : COMMUNICATION PROCESSES, PRINCIPLES

Communication Defined
Lindsey is the supervisor of a team of employees in a research and development department for
a small tech company that focuses its research on new apps. Her boss wants Lindsey to work
on a new project. But Lindsey can't successfully manage her team in order to complete the
project unless she is able to effectively communicate with them. Communication is the process
of conveying information between two or more people. The communication process is the
steps we take in order to achieve a successful communication.

Communication Process
The communication process consists of several components. Let's take a look.
A sender is the party that sends a message. Lindsey, of course, will be the sender. She'll also
need themessage, which is the information to be conveyed. Lindsey will also need
to encode her message, which is transforming her thoughts of the information to be conveyed
into a form that can be sent, such as words.
A channel of communication must also be selected, which is the manner in which the
message is sent. Channels of communication include speaking, writing, video transmission,
audio transmission, electronic transmission through emails, text messages and faxes and even
nonverbal communication, such as body language. Lindsey also needs to know the target of her
communication. This party is called the receiver.
The receiver must be able to decode the message, which means mentally processing the
message into understanding. If you can't decode, the message fails. For example, sending a
message in a foreign language that is not understood by the receiver probably will result in
decoding failure.
Sometimes, a receiver will give the sender feedback, which is a message sent by the receiver
back to the sender. For example, a member of Lindsey's team may provide feedback in the form
a question to clarify some information received in Lindsey's message.
Let's put all these components together to build a model of the communication process:
1. A sender encodes information
2. The sender selects a channel of communication by which to send the message
3. The receiver receives the message.
4. The receiver may provide feedback to the sender.

7 Major Elements of Communication Process

Seven major elements of communication process are: (1) sender (2) message (3) encoding (4)
communication channel (5) receiver (6) decoding and (7) feedback.
Communication may be defined as a process concerning exchange of facts or ideas between
persons holding different positions in an organisation to achieve mutual harmony. The
communication process is dynamic in nature rather than a static phenomenon.
Communication process as such must be considered a continuous and dynamic inter-action,
both affecting and being affected by many variables.
(1) Sender:
The person who intends to convey the message with the intention of passing information and ideas to
others is known as sender or communicator.

(2) Message/Ideas:
This is the subject matter of the communication. This may be an opinion, attitude, feelings, views,
orders, or suggestions.

(3) Encoding:
Since the subject matter of communication is theoretical and intangible, its further passing requires use
of certain symbols such as words, actions or pictures etc. Conversion of subject matter into these
symbols is the process of encoding.

(4) Communication Channel:

The person who is interested in communicating has to choose the channel for sending the required
information, ideas etc. This information is transmitted to the receiver through certain channels which
may be either formal or informal.

(5) Receiver:
Receiver is the person who receives the message or for whom the message is meant
for. It is the receiver who tries to understand the message in the best possible manner
in achieving the desired objectives.

(6) Decoding:
The person who receives the message or symbol from the communicator tries to
convert the same in such a way so that he may extract its meaning to his complete
understanding.

7) Feedback:
Feedback is the process of ensuring that the receiver has received the message and
understood in the same sense as sender meant it.

TYPES AND LEVELS OF COMMUNICATION

Types & Levels of Communication

We communicate with one another on many different levels.
Because we do not have direct access to the thoughts and feelings of other people, we must rely
on communication to convey messages to one another. There is more to communication than
simply using language to speak to one another. Communication exists on a number of levels and
in a variety of forms.

TYPES OF COMMUNICATION
1. Based on the means of delivering the message
2. Based on the purpose of communication
3. Based on the levels of communication
 4. Based on the Pattern of Communication

1. Based on the means of delivering the message

a. Verbal Communication
Verbal communication refers to the use of symbols in the form of spoken words to transmit
messages. Verbal communication is complicated by the fact that language is arbitrary, meaning
that words change over time; ambiguous, meaning that many words lack clear-cut meanings; and
abstract, meaning that words are not the phenomena to which they refer. Thus,
miscommunication occurs when the meaning we attach to a word changes with time, when a
word lacks a clear-cut, precise meaning or when words are used that are too general. For
example, the word "love" is a very imprecise term; one person's definition of love may differ
substantially from another person's.

Subtypes of Verbal Communication:

 Spoken Communication
 Written Communication
 Telecommunication
 Electronic Communication

b. Nonverbal Communication
Nonverbal communication refers to the use of symbols other than words to transmit messages. It
includes gestures, body language, how we utter words, aspects of our environment that influence
meaning and objects such as jewelry, furniture and clothing that send people messages about
ourselves. Research suggests that nonverbal communication constitutes anywhere between 65
and 93 percent of all human communication. Just like words, nonverbal symbols are ambiguous.
What is a polite gesture to one person may be considered rude by another person. Certain forms
of nonverbal communication may also have different meanings in different cultures. For
example, direct eye contact is appropriate in U.S. society but considered disrespectful in many
Asian countries.

Nonverbal Communication may be accomplished by the following means:

 Touch * Gait
 Eye contact * Gesture
 Facial Expression * Physical Appearance
 Posture * Sound
 Silence

2. Based on the Purpose of Communication

a. Formal Communication
Formal communication follows line of authority and is generally used in organization to
achieve organizational objectives.
For example, the nursing superintendent of a hospital will communicate with staff
 nurse through assistant nursing superintendents, supervisors and Ward-in-Charge nurses.

b. Informal Communication
- Informal communication does not follow line of authority
- Examples of informal communication are gossip, chitchat and kitty parties
- It is very fast and usually takes place in social groups like friends, family, peer
groups,etc.

c. Therapeutic Communication:
* Therapeutic communication takes place between a health care personnel and patient,
with the purpose of modifying the patient behavior.
* This is accomplished with repeated interaction using certain essential attribute such as
trust, nonjudgmental attitude.

3. Based on the levels of communication

a. Intrapersonal Communication
Intrapersonal communication is also known as self-talk or thinking, and refers to the ways we
communicate with ourselves. We use intrapersonal communication to plan our lives, rehearse
scenarios before we act them out, and tell ourselves what to do or not do. The way we
communicate with ourselves greatly affects our self-esteem. A person who tells himself, "I'm so
stupid" when he fails an exam will likely have poorer self-esteem than someone who thinks, "I
did really well on the previous four exams. I must have just been having an off day, and I'll do
better next time."

b. Interpersonal Communication
Interpersonal communication is the communication we have with other people. This type of
communication varies from highly impersonal to extremely personal. The degree to which we
communicate, or fail to communicate, with others influences how our relationships with them
develop, continue or come to an end.

c. Transpersonal communication
* It takes place within a person’s spiritual domain.
* The purpose of transpersonal communication is to realize selfhood, enhance
spirituality and answer questions that are spiritual in nature.

d. Small-group communication
* an example of a small group communication is when a head interacts with two
or more individuals face-to-face or use a medium (like a conference call).
* Department Heads conference, staff meeting and reports are good examples of
a small group communication.
e. Public Communication
Public communication refers to public speeches that we deliver in front of audiences. Public
communication serves three main purposes: to entertain, to persuade and/or to inform. It is
different from other forms of interaction in that it requires greater levels of planning and
preparation on the part of the speaker and involves less direct interaction. Audience members
 still interact with the speaker via mostly nonverbal symbols, but there is a lesser degree of
give
and take than there is in one-on-one conversations.

f. Organizational communication
It takes place when individuals and groups within an organization communicate with each other
to achieve established organi9zational goals

4. Based on the pattern of communication

a. one-way communication
- It takes place when messages are delivered to the audience from the communicator
only without constant feedback.
- A common example of one-way communication is lecture delivered in a classroom.
b. Two-way commu8nication
- It takes place when both the communicator and audience take part in the process.
- The audience may raise questions and add information, ideas, and opinions on the
subject.

c. One-to-one communication
- Communication between one sender and one recipient at one time is termed as one-to-
one communication.
- A doctor providing information to a patient is an example of one-to-one communication

d. One-to-many communication
- Where one person communicates with many people at the same time.
- a nurse providing health education to a community.

e. Many-to-one communication
- This takes place when several people communicate with one person at the same time.
- A panel of expert taking an interview is an example.

WEEK 3: COMMUNICATION AND GLOBALIZATION

Learning Outcomes 

 1. Explain how cultural and global issues affect globalization;

2. Appreciate the impact of communication on society and the world.

Lesson Focus

1. What is globalization?
2. Impacts of Globalization on Communication
3. Impacts of Globalization on Global Communication

. What is globalization?
“It is a process of interaction and integration among people, companies, and governments of
different nations, a process driven by international trade and investment and aided by
information technology. This process has effects on the environment, on culture, on political
systems, on economic development and prosperity, and on human physical well-being in
societies around the world.

 Impacts of globalization on communication 

1. Virtual Interactions
Globalization has introduced virtual communication and collaboration as a major part of
workplace dynamics. Modern entrepreneurs need to understand the strengths and limitations of
different communications media, and how to use each medium to maximum effect. For
example, communicating via email to distant team members requires a certain etiquette and
nuance not necessarily required in face-to-face interactions. Holding virtual meetings requires
a similar change in approach, and people who are unaccustomed to communicating in groups
in virtual settings can find themselves lost, confused or unable to share their input. When
choosing a communication skills training program, look for courses that address the challenges
of virtual interactions .

2. Cultural Awareness in Speech

The need for cultural awareness is a major impact of globalization on the required skillset of
effective communicators, resulting in the evolution of communication skills development
programs. Modern entrepreneurs and employees need the ability to catch subtle nuances of
people's manner of speech when communicating across cultures. Even when two people are
speaking the same language, cultural differences can affect vocabulary, colloquial expressions,
voice tone and taboo topics. In Japanese business culture, for example, it can be considered
rude to ask personal questions in an initial business meeting. In the U.S., on the other hand,
asking
personal questions and sharing personal information can display warmth and openness.
American and Japanese businesspeople who understand this about each other can communicate
in ways that resonate more effectively with each other.
3. Cultural Awareness in Body Language
Awareness of cultural differences in body language can be just as important as the nuances of
speech. Modern training programs teach students to understand acceptable speaking distances,
conflict styles, eye contact and posture in different cultures, accepting that the physical
expressions of their own culture are not universally accepted. Look for training programs that
address these differences to prepare you for face-to-face meetings with foreign suppliers,
customers or team members.
4. Time Differences
The advent of global collaboration introduces another new dynamic to communication skills --
the need to communicate and share information with people across several time zones. When
people collaborate with others on the other side of the globe, their counterparts are usually at
home asleep while they themselves are at work. Today's communication skills development
programs should address the nuances of overcoming this challenge by teaching people to
understand the information needs of their colleagues, according to the communication styles of
different countries or cultures. Being able to effectively share information between shifts can
make or break the productivity of a geographically dispersed team, making this an important
issue for many companies.
WEEK -4 & 5 - Local and Global Communication in Multicultural Setting
Learning Outcomes:
1. Determine culturally-appropriate terms, expressions, and images (sensitivity to
gender, race, class, etc.)
2. Adopt cultural awareness and sensitivity in communication of ideas

LESSON FOCUS:
  1. A World of Diversity
2. The Global Community
3. Cultural Awareness and Sensitivity
4. Gender Sensitivity
5. Political Correctness

A world of diversity Parapak (1995) describes our world as a world of diversity.

2. The global community

Global community - refers to the people or nations of the world, considered as being closely connected
by modern telecommunications and as being economically, socially, and politically interdependent
`Examples:
✘ Major offices and some homes linked with optical fiber systems
✘ Global multimedia servicews
✘ Satellite transmissions 7
3. Cultural awareness and sensitivity
What is cultural awareness? - is knowing that there are multiple different cultures – based on
religion, ethnicity, nationality, and other factors- that have different attitudes and outlooks. 9 What is
cultural sensitivity? - involves accepting those differences without insisting your own culture is better ,
or that everyone should do it your way (Sherman, 2018)

Cultural awareness & sensitivity guidelines

1. View human difference as positive and a cause for celebration;
2. Have a clear sense of your own ethnic, cultural, and racial identity;
3. Be aware that in order to learn about others, you need to understand and be
prepared to share your own culture;
4. Be aware of your own discomfort when you encounter differences in race, color,
religion, sexual orientation, language, and ethnicity;
5. Be aware of the assumptions that you hold about people of cultures different from
your own;
6. Be aware of your stereotypes as they arise and develop personal strategies for
reducing the harm that they cause;
7. Be aware of how your cultural perspective influences your judgments about what
appropriate, normal, or superior behaviors, values, and communication styles are;
8. Accept that in cross-cultural situations, there can be uncertainty, and that uncertainty
can make you anxious. It can also mean that you do not respond quickly and take the
time needed to get more information;

9. Take any opportunity to put yourself in places where you can learn about differences
and create relationships; and 10. Understand that you will likely be perceived as a
person with power and racial privilege (or the opposite), and that you may not be seen
as unbiased or as an ally. 

Gender Sensitivity 
What is gender sensitivity? - refers to the aim of understanding and taking account of
the societal and cultural factors involved in gender-based exclusion and discrimination
in the most diverse spheres of public and private life.

. What is gender-sensitive language? - is the realization of gender equality in written

and spoken language. - it is attained when women and men and those who do not
conform to the binary gender system are made visible and addressed in language as
persons of equal value, dignity, integrity, and respect.

Gender-neutral words

1. ancestors, forebears (instead of forefathers)

2. Artifical, manufactured (instead of man-made)

3. Average/ordinary person (instead of common man)

4. Chair, chairperson, coordinator (instead of chairman)

5. Courteous, (instead of ladylike)

6. First-year student (instead of freshman)

7. Flight attendant (instead of stewardess)

8. Human resources (instead of manpower)

9. legislator, representative (instead of congressman) 15

10. Mail carrier, letter carrier, postal worker (instead of mailman, postman)

11. people, human beings (instead of mankind)

12. person, individual (instead of man)

13. Police officer (instead of policeman)

14. Solidarity (instead of brotherhood)

15. To operate, to cover, to staff (instead of to man)

. Checklist for gender revisions

1. Have you used man or men or words containing one of them to refer to people who
may be female? If so, consider substituting another word.

2. If you have mentioned someone’s gender, was it necessary to do so? If you identify
someone as a female architect, for example, do you (or would you) refer to someone
else as a male architect? And if you then note that the woman is an attractive blonde
mother of two , do you mention that the man is a muscular, square-jawed father of
three? Unless gender and related matters – looks, clothes, parenthood – are relevant to
your point, leave them unmentioned,

 3. Do you use any occupational stereotypes? Watch for the use of female pronouns for
nurses and male ones for scientists, for example.
4. Do you use language that in any away shows a lack of respect for either sex?
5. Have you used he, him, his, or himself to refer to people who may be female?
.
Political Correctness
. What is political correctness? - is used to describe language, policies, or measures
that are intended to avoid offense or disadvantage to members of particular groups in society.
. Some words that may be used for political correctness are as follows:
1. academic dishonesty (instead of cheating)
2. aesthetically challenged (instead of ugly)
3. black (instead of negra)
4. comb-free (instead of bald)
5. differently abled (instead of disabled)
6. drug dependent (instead of drug addict)
7. dysfunctional family (instead of broken home)
8. economically marginalized (instead of poor)
9. elderly, senior (instead of old)
10. ethnically disoriented (instead of dishonest)
 11. Hearing impaired (instead of deaf)
12. Informal settlers (instead of squatters)
13. Intellectual disability, intellectual development disorder (instead of mental
retardation)
14. Intellectually impaired (instead of stupid)
15. Little people (instead of midget)
16. Morally challenged (instead of a crook)
17. Nondiscretionary fragrance (instead of body odor)
18. Outdoor urban (instead of homeless)
19. People of mass (instead of fat)
 20. Rape survivor (instead of rape victim)
21. sexually dysfunctional (instead of perverted)
22. Socially misaligned (instead of psychopath)
23. Technologically challenged (instead of computer illiterate)
24. Vertically challenged (instead of short)
25. Visually challenged (instead of blind)

PRELIMINARY EXAMINATION